Memory in the Interpretation Process
Why is memory important in the Interpretation Process?
“Interpretation is a communication process, designed to reveal meanings and relationships of our cultural and natural heritage, through involvement with objects, artifacts, landscapes and sites”. Interpretation Canada.
This paper discusses memory training in interpreting. According to the Daniel Gile’s Effort Model a short-term memory is important in an essential part in the process of interpreting. I will analyze the major characteristics of Short-Term Memory (STM) and their implications for interpreters’ memory training.
The concept of 1. Why memory Training?
Interpreting is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). However, there are many definitions given by various performers and writers. Interpreting consists of presenting in the target language; the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speaker. The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. Ability to concentrate is a factor as is the ability to analyze and process what is heard. An interpreter is expected to have a “powerful memory”; authors have emphasized in the difficulties and failures when interpreting, that is why it is important to learn and practice the Effort Models. The Effort Models are designed to help the interpreters understand these difficulties and select and appropriate strategy and tactic in order to develop a better ability.
According to Daniel Gile, Consecutive Interpretation consists in two important phases: a listening and reformulation phrase and a reconstruction phase. (1992:191, 1995b:179).
Phase One: I = L + M + N
I = Interpreting, L = Listening and analyzing the source language speech, M = short-term memory required between the time information is heard and the time
“Interpretation is a communication process, designed to reveal meanings and relationships of our cultural and natural heritage, through involvement with objects, artifacts, landscapes and sites”. Interpretation Canada.
This paper discusses memory training in interpreting. According to the Daniel Gile’s Effort Model a short-term memory is important in an essential part in the process of interpreting. I will analyze the major characteristics of Short-Term Memory (STM) and their implications for interpreters’ memory training.
The concept of 1. Why memory Training?
Interpreting is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). However, there are many definitions given by various performers and writers. Interpreting consists of presenting in the target language; the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speaker. The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. Ability to concentrate is a factor as is the ability to analyze and process what is heard. An interpreter is expected to have a “powerful memory”; authors have emphasized in the difficulties and failures when interpreting, that is why it is important to learn and practice the Effort Models. The Effort Models are designed to help the interpreters understand these difficulties and select and appropriate strategy and tactic in order to develop a better ability.
According to Daniel Gile, Consecutive Interpretation consists in two important phases: a listening and reformulation phrase and a reconstruction phase. (1992:191, 1995b:179).
Phase One: I = L + M + N
I = Interpreting, L = Listening and analyzing the source language speech, M = short-term memory required between the time information is heard and the time
References: • Gile, D, 1995a, Regards sur la recherche en interpretation de conference. Lille: Presses Universitaires de Lille. Gile, D, 1995b, Basic Concepts and Models for Interpreter and Translator Training,Amsterdam & Philadelphia: John Benjamins. Gile, D, 1992, Basic Theoretical Components in Interpreter and Translator Training, in Dollerup, C and Loddegaard, A (eds), 185-194 • Lambert, S & Moser-Mercer,B, 1994, Bridging the Gap: Empirical Research on Simultaneous Interpreting, Amsterdam & Philadelphia: John Benjamins