Acknowledgements i
Preface iii
List of Abbreviations vii
Chapter One Introduction 1
1.1 Background of Interpreting in China 3
1.1.1 An Overview of the Market 3
1.1.2 Interpreter Training in China 5
1.1.3 Interpreting Research at Different Developmental
Stages 12
1.2 The Position of This Study 15
1.3 Research Scope 17
1.4 Research Question and Hypothesis 18
1.5 Research Methodology 20
1.6 The Outline of the Study 22
Chapter Two On Quality and Competence in Consecutive
Interpreting 24
2.1 A Typology of Interpreting Modes 26
2.1.1 Categorization 27
2.1.2 Consecutive Interpreting 30
2.2 The Nature of Interpreting 34
2.2.1 The Process-oriented Approach 35
2.2.2 The Product-oriented Approach 38
2.3 Interpreting Quality 40
2.3.1 Defining Interpreting Quality 42
2.3.2 Quality Criteria 43
A Conceptual Mapping Model for Cognitive Processing Capacity
Management in Consecutive Interpreting
2.4 Interpreter Competence 54
2.4.1 Terminological Clarification 56
2.4.2 The Componential Approach to Interpreter Competence 58
2.5 Summary 63
Chapter Three Cognitive Overload and Cognitive Processing
Capacity Management in Consecutive
Interpreting 64
3.1 Cognitive Problems as a Major Challenge to Interpreting
Quality 65
3.2 Review of Giles 1995 Effort Model for Consecutive
Interpreting： Memory and Attention 68
3.3 Cognitive Processing Capacity Management CPCM 71
3.3.1 Memory Operations 72
3.3.2 Attention Allocation 74
3.4 Cognitive Overload in Consecutive Interpreting 76
3.4.1 Definition of Cognitive Overload 77
3.4.2 Causes of Cognitive Overload 77
3.5 Summary 82
Chapter Four The Conceptual Mapping Model for
Consecutive Interpreting 83
4.1 The Aims of the Model 83
4.2 The Theoretical Framework for the Model 85
4.2.1 Scene-frame Theory Fillmore 1977 85
4.2.2 Relevance Theory Sperber & Wilson 1986 87
4.3 Fundamental Concepts 92
4.3.1 Interpreting Processes： Interpreters Preparatory Work
and Their On-going Interpreting 92
4.3.2 Segmentation 93
4.3.3 Mind Mapping and Concept Mapping 95
4.4 Operation of the Model 99
Contents xi
4.4.1 Consecutive Interpreting as Conceptual Mapping 99
4.4.2 Operational Constructs： Concept Units and Information
Units 107
4.4.3 The Working Strategies 112
4.5 Summary 115
Chapter Five An Experimental Study of the Training Effects
of the Conceptual Mapping Model 117
5.1 Research Question, Hypotheses and Aims 118
5.1.1 Research Question 118
5.1.2 Hypotheses and Aims 119
5.2 Research Approach and Methods 121
5.3 Research Design 123
5.4 The Training Scheme 125
5.4.1 Learning Objectives 125
5.4.2 Teaching Methods： The Conceptual Mapping Model 128
5.5 Research Participants 133
5.6 Data Collection Tools and Methods 134
5.6.1 Background Questionnaires 134
5.6.2 Testing Materials 135
5.7 Data Analysis Tools and Methods 137
5.7.1 Coding Schemes for the Two Questionnaires 137
5.7.2 Evaluation of Interpreted Texts 140
5.8 Summary 146
Chapter Six Research Findings and Discussion 147
6.1 Data Analysis of the Collected Questionnaires 147
6.1.1 Pre-training Questionnaire Q1 148
6.1.2 Post-training Questionnaire Q2 152
6.1.3 Discussion Related to Sub-hypothesis 1 154
6.2 Data Analysis of the Interpreted Texts 155
6.2.1 Types of Errors 155
xii A Conceptual Mapping Model for Cognitive Processing Capacity
Management in Consecutive Interpreting
6.2.2 The Experimental Group： Disscusion Related to Subhyperthesis
2 161
6.2.3 The Control Group： Discussion Related to Sub-hypothesis
3 162
6.3 Summary 163
Chapter Seven Teaching Implications of Applying the
Conceptual Mapping Model 165
7.1 Cognitive Training in the Teaching of Interpreting 165
7.1.1 The Necessity of Professional Training 165
7.1.2 The Quality Criteria for Professional Training 166
7.1.3 The Pedagogical Challenges to Cognitive Training in the
Context of Interpreting 168
7.2 Implications of Applying the Conceptual Mapping
Model 171
7.2.1 Different Thinking Patterns in Source Text and Target
Text 172
7.2.2 The Important Role of Cognitive Sub-competence 173
7.2.3 Learner Autonomy 173
7.3 A Model for Cognitive Training in Consecutive Interpreting
175
7.3.1 Learning Environment： Authenticity 175
7.3.2 Free Translation and Literal Translation 176
7.3.3 Note-taking and Conceptual Mapping 179
7.3.4 A Combination of Product- and Process-oriented Feedback
181
7.3.5 Trainers Role in Learner Autonomy 184
7.4 Summary 186
Chapter Eight Directions for Future Research 187
Appendix 189
Appendix A： The Analysis of the Test Material 189
Contents xiii
Appendix B： Interview Questionnaire One Before the Cognitive
Training 190
Appendix C： Interview Questionnaire Two After the Cognitive
Training 191
Glossary 192
Bibliography 196
內容試閱：
International diplomacy and trade have always depended on thework of linguistic and cultural mediation provided by bilingual andmultilingual translators and interpreters. As the worlds largest tradingnation, Chinas economic growth is closely related to the ability of itsbusinesses to reach clients and consumers across linguistic divides. Overthe past decades, this growth has meant a strong increase in the demandfor translation and interpreting services. Understanding the need for andthe importance of highly qualified professionals, the Chinese governmentintroduced the Master in Translation and Interpreting MTI scheme in2007. Ten years later, Chinese universities have become a major supplierof graduates in translation and interpreting. At the same time, we haveseen a significant increase in research on translation and interpretingtopics and a growing range of publications addressing both professionaland didactic challenges. The latter is especially important for the field ofinterpreting, a traditionally under-researched area in China and manyother countries.Interpreting, i.e., the either simultaneous or delayed oral reproductionin one language of a text or text segment spoken in another languageiv A Conceptual Mapping Model for Cognitive Processing CapacityManagement in Consecutive Interpretinghas long fascinated external observers. Indeed, the linguistic andextralinguistic skills needed to carry out a successful interpretingperformance are as manifold as they are demanding. Yet talent alone doesnot guarantee success, and excellent levels of competence in two or morelanguages are only the starting point in the career of interpreters. Muchmore important is in-depth training in the many challenging aspectsof interpreting and the development of important general abilities suchas information research, public speaking, split attention and specificstrategies to deal with interpreting problems. One of the main challengesof interpreting, both in its simultaneous and consecutive modes, is theimmense cognitive effort that it excerpts on the practitioners. As leadinginterpreting researcher Daniel Gile has shown, once interpreters havereached the limits of their information processing capacities, i.e., whenthey experience a cognitive overload, even small problems can lead tointerpreting mistakes.Managing the cognitive demands of their profession and finding waysto avoid a cognitive overload is therefore of utmost importance and mustplay a significant role in the development of interpreting competence. It isin this context that Ying Jins book gains particular importance. The book,based on extensive research in both China and New Zealand, providesnot only a comprehensive discussion of interpreting strategy and qualitycriteria but proposes an innovative method to address the challengeof cognitive load. Here, she develops the idea of conceptual maps andapplies them as powerful tools that aid interpreters in structuring theprocessing of information during the interpreting process. The techniquePrefaceof conceptual mapping thus provides a very useful strategy to reduce theinterpreters cognitive effort. Ying Jins book goes even further, in that itshows how interpreter trainees can integrate conceptual mapping intotheir own teaching and how interpreting students can apply the techniqueto their own, autonomous learning.The fact that the book does cover both interpreting practice andthe teaching of future interpreters is also a consequence of the authorsmultifaceted background. She has studied in leading universities inChina and New Zealand, has taught and worked as an interpreter in bothcountries, and plays a leading role in the development of interpretingprograms as Vice Dean in charge of the Master in Translation andInterpreting MTI at Hainan University. All these experiences inform theexcellent research and ideas expressed in this book, the reading of whichwill be immensely beneficial to researchers, teachers and students ofinterpreting.Frank AustermuehlProfessor of Modern Languages and Chair of Translation StudiesAston University, Birmingham, UK
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