On Application Of Schema Theory In Interpreting Skill Training

In this thesis, the author takes schema theory as the theoretical frame to analyze the process of interpretation and to explore functions of schemata in interpreting. The author also applies a schema research to interpreting training in order to improve the training effect.As a complex activity of language, interpretation involves transformation of two languages, which is composed of comprehension, memorization of the source language, and expression in the target language. According to the schema theory, the knowledge in one's mind is organized into interrelated patterns which are constructed from one's previous experience, as well as one's understanding of the culture, religion and custom of the target language. Meanwhile it helps make predictions about what one might expect to experience in a given context. Therefore, schemata are of vital influence on interpretation.Interpreting teaching is different from oral English teaching in universities. The aim of language teaching is to cultivate an ability of the language communication; however, interpreting teaching focuses on fostering interpreting skills on the basis of the obtained language commnication ability. So good interpreting training is the foundation for one to become a qualified interpreter. Schemata theory plays a vital role in improving interpreting skill training such as short-term memory training, note-taking training and comprehension training. To give full play of schemata in the process of interpreting, one must have enough schemata and be able to activate appropriate schemata in time. To illustrate this, the author made an experiment in her bid to explain the effect of schemata theory (background knowledge) on the process of interpreting. The author selected 40 grade-4 English major students from the college, and divided them into 2 groups: one as an experimental group and the other as compared group. There is no big difference in the performance of their Chinese and writing and their scores of CET4. The findings of experiment are as follows: 1) Background knowledge is relevant to the result of interpreting. 2) The evident difference in the interpreting result has something to do with their application of background knowledge in the process of interpreting when there is no obvious language gaps. 3) Background knowledge is not a unique element but one of the elements which can affect the result of interpreting. Interpreting is a complicated process which involves interpreters' personal factors such as bilingual ability, interpreting skills, psychological quality and memory etc. Outside factors such as outside disturbance, level of environmental comfort and topics can affect the effect of interpreting as well.Therefore, in interpreting training the teacher should help students form new knowledge schemata, and teach them how to expand and activate schemata in order to improve interpreting training.