3659097
Description
Mind Map by c.planiscig, updated more than 1 year ago
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Created by c.planiscig
over 8 years ago
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Interpreting Activity
- STAGES
- Communicative Function
- Speaker-interpreter
- Speaker-interpreter
- Mental Proccess
- Interpreter
- Simoultaneous multiple mental proccessess
- Working Memory Model
(Baddeley:1986, 1990)
- Working Memory
- Recovery of passive info
- Information processing
- Recovery of passive info
- Working Memory
- Capacity Model of Attention
(Kahneman, 1973)
- The Effort Model (Gile, 1995)
Balance in the use of the
interpreter's mental
capacities for interpretation.
There is a division between
attention and memory effort
- Processing Memory Model
(Craig & Lockhart,1972)
Semantic analysis is
carried in the deeper levels
of the model structure.
Deeper processing does
improve memorizarion,
thus some things are
better remembered.
- The Role of Attention (Daró, 1989)
In SI, the interpreter's ability to
control, diverse and allocate his
attention on different parallel
activities like listening, analysis,
synthesis and production of
chunks.
- Two levels of attention in SI
- Reception of the chunk
(high level of attention)
- Recodification of
the received chunk
(low level of
attention)
- Reception of the chunk
(high level of attention)
- Two levels of attention in SI
- Working Memory Model
(Baddeley:1986, 1990)
- Simoultaneous multiple mental proccessess
- Interpreter
- Communicative Function
- Interpreter-audience
- Interpreter-audience
- Communicative Function
- An oral text (SL) is decodified and reformulated in the TL.
- CONSECUTIVE (CI)
- SIMULTANEOUS (SI)
- Seleskovitch's model (1978): 1)
Speaker's speech and
interpreter's speech are
simultaneously performed; 2)
Interpreter's listening and
speaker's speech are performed
simultaneously; 3) Interpreter's
listening and speech are
performed at the same time as
the speaker's speech; 4) Content
is delivered at the same time
- COMPREHENSION
PHASE
- MEMORY
- a) UNITS OF SENSE: The
interpreter needs to store the
message and organize it into
content units. Memory is used
to process the contents of the
message. Usage of strategies.
- b) PSYCHOLINGUISTIC RESEARCH:
construction of certain cognitive pegs as
a helping tool when analysing and
memorising the content of the text.
- 1980: The MAIN FOCUS:
the PROBLEM of the
organization of memory
and mental
structures.(INPUTS &
OUTPUTS)
- COGNITIVE STRUCTURE:
1) Prose material is
encoded in a
hierarchically organized
format; 2) Prose
structures predict
comprehension; 3)
Comprehension change
the memory
representation.
- TEXTLINGUISTICS:
considers the text
as a grammatical
and semantic unit.
- COHESION
- COHERENCE
- COHESION
- TEXTLINGUISTICS:
considers the text
as a grammatical
and semantic unit.
- 1980: The MAIN FOCUS:
the PROBLEM of the
organization of memory
and mental
structures.(INPUTS &
OUTPUTS)
- a) UNITS OF SENSE: The
interpreter needs to store the
message and organize it into
content units. Memory is used
to process the contents of the
message. Usage of strategies.
- ANALYSIS
- MEANING OF THE TEXT
- Analysis of its
content in order
to understant it.
- Students' of
interpreting need to
create visual images
out of the information
supplied by the text and
relate it to previous
knowledge.
- Students' of
interpreting need to
create visual images
out of the information
supplied by the text and
relate it to previous
knowledge.
- Analysis of its
content in order
to understant it.
- MEANING OF THE TEXT
- MEMORY
- COMPREHENSION
PHASE
- Seleskovitch's model (1978): 1)
Speaker's speech and
interpreter's speech are
simultaneously performed; 2)
Interpreter's listening and
speaker's speech are performed
simultaneously; 3) Interpreter's
listening and speech are
performed at the same time as
the speaker's speech; 4) Content
is delivered at the same time
- EXTERNAL FACTORS
- CONSECUTIVE (CI)
- 1) Listening & Analysis of the SL chunck;
2) Memorizing it; 3) Reformulating
that chunk into the TL.
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