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中英不平衡双语者口译中的源语理解过程. / 赵晨.
// Foreign language teaching and research. 2013, Vol. 45, No.1.
// 外语教学与研究 2013, 第45卷.第1期 2013.tr. 93-104. Two experiments are conducted to explore unbalanced Chinese-English bilinguals’ comprehension processes of source language in interpreting. Experiment 1 compared participants’ processing of lexical ambiguity in reading for interpreting and reading for repetition. The results showed that in reading for interpreting, participants’ online comprehension was affected by lexical ambiguity and memory load; no such effects were observed when they read for repetition. Experiment 2 investigated how the participants processed the Chinese transliterated words and found that transliterated words at the final portion of the sentences facilitated the performance of the participants with high working memory capacity. The results provide partial support for horizontal theories of translation and further illustrate that task schemas play a very important role in interpreting.
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口译中源语理解和语码重构在资源分配上的层级关系 : The hierarchical relation in resource allocation between source language comprehension and language reformulation in interpreting / 林洁绚, 董燕萍, 蔡任栋.
// Foreign language teaching and research. 2015, Vol. 47, No.3.
// 外语教学与研究 2015, 第47卷.第1期 2015.447-457+481 p. The present study investigated how student interpreters allocate their limited working memory resources to two subprocesses of interpreting:source language comprehension and language reformulation.To this end,we compared the reading processes in two tasks,i.e.,reading for repetition and reading for interpreting.The results showed that the facilitative effect of Chinese transliterated words,which was the indicator of language reformulation,was present in reading for interpreting only,suggesting the co-occurrence of source language comprehension and language reformulation in interpreting.More importantly,the facilitative effect was more reliable and evident under the low-load condition than the high-load condition.These findings corroborate the hypothesis of the hierarchical relation in resource allocation between source language comprehension and language reformulation.That is,language reformulation receives support from working memory resources beyond and above those dedicated to source language comprehension.Implications for theories regarding interpreting and bilingual language processing and for interpret~ing training were also discussed.
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