A Study On Memory And Preparation Of Interpreting

In interpreting, memory plays an indispensable role as it comprises such active processes as information perception, encoding, storage and retrieval. While listening to the source language speech, interpreters identify and retain the incoming information. Then they analyze, encode and store the information from source language. Finally at the reformulation stage, they recognize or recall the retained message through active retrieval and decode the message into target language. The mechanism of memory, including sensory store, short-term store, and long-term store, makes possible the reformation and retention of information which enables interpreters transform the source language and express information in the target language. Sensory memory—the source of information—is the premise of interpreting. Short-term memory plays a connecting and crucial role. Long-term memory is a basis for interpreting in that it provides experience and knowledge for interpreters. The instantaneous flow of message and the limited time lag between the speaker and the interpreter require excellent memory performance of interpreter.In view of the significance of memory, interpreters should attach great importance to the memory capacity in interpreting. However, research findings on interpreting fail to elaborate on the memory capacity in interpreting. In addition, there are limited research findings on comprehensive memory improving paradigm in China. Hence the call for a unified systematic memory improving paradigm gradually arises. To answer the call, this thesis proposes a series of comprehensive memory improving methods based on the theories adopted from memory psychology, cognitive psychology, psycholinguistics and interpreting studies, and on the experiences of skilled interpreters with a view to enrich the memory improving methods for potential interpreters.First of all, the thesis explains the different ways the three memory systems (sensory memory, short-term memory and long-term memory) function, and their distinctive characteristics in the interpreting process. Chapter 3 divides interpreting into three preparation stages: advance preparation, last-minute preparation, and in-interpreting preparation. Then the characteristics of the three preparation stages and their relations with interpreting are analyzed. A questionnaire has been set up in this thesis about memory and interpreting. By analyzing the results of the questionnaire, it is found that most students focus on language and some interpreting skills when they do interpreting exercises and almost no one pays attention to memory improvement.The last chapter in this thesis suggests a program of enhancing memory capacity to make interpreting more effective. This thesis is to give directions for individuals who want to do a good job in interpreting, not to suggest teaching models for interpreting. It is hoped that this paper can be used for reference by would-be interpreters.