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A Review of Existing Literature and Pedagogic Practice on Directionality of Simultaneous Interpreting from the Cognitive Perspective – WANG Caiwen

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主持人:康响英教授
评议专家:张生祥教授

Dr WANG Caiwen

Dr WANG Caiwen is Senior Teaching Fellow at the Centre of Translation Studies of University College London. Her research interests are empirical studies and experimental studies of translation and interpreting, with a focus on the cognitive aspect and cultural issues. Dr Wang’s professional work also includes working as Senior Lecturer at the University of Westminster.

A Review of Existing Literature and Pedagogic Practice on Directionality of Simultaneous Interpreting from the Cognitive Perspective

This research seeks to conduct an as comprehensive as possible review of existing interpreting literature on simultaneous interpreting directionality and existing practice of simultaneous interpreter training. It aims to identify gaps in current research and didactics.

Drawing upon Daniel Gile’s Effort Model for simultaneous interpreting, which is that ‘simultaneous interpreting (SI) can be modelled as a process consisting of […] three core Efforts […], namely the Listening and Analysis Effort L, the Short-term memory Effort M and the Speech production Effort P, plus a Coordination Effort C which corresponds to resources required to coordinate the three other Efforts’ (2009: 167-168), the authors will show that interpreters may experience different difficulties when they interpret into their A (one’s native or first language) and B languages (one’s second language) due to the differences in their levels of proficiency or mastery between the two languages. The differences between interpreting into A and interpreting into B are examined in terms of the quality of interpreters’ output and listening comprehension abilities as viewed by scholars in interpreting literature. The implications of these differences are then assessed by examining current practice in simultaneous interpreter training.

Conclusions will subsequently be made regarding future directions for both research and practice.

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