交替传译中自我监控机制与自我修正模式研究
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摘要
本论文以心理语言学理论，尤其是语言产出理论为研究框架，对交替传译中自我监控机制及自我修正模式进行系统的探讨。在一语与二语言语产出过程中自我监控理论的基础上，本论文提出了交替传译处理过程的整合模型，首次将自我监控机制纳入交替传译处理模型。本论文深入分析了交替传译过程中自我监控机制的运作，并探究了自我监控机制与构成交替传译过程的其它要素，如理解、记忆、笔记、产出与协调等的相互关系。本论文进而研究探讨了交替传译中自我监控的外在表现，即自我修正模式，详细分析了从学生口译考试语料库中收集的共1004个错误及222个自我修正。本论文比较了学生口译考试语料中的自我修正模式与一语和二语言语产出中的自我修正模式，体现出交替口译不同于一语和二语言语的认知过程，也验证了建立交替传译处理过程整合模型中提出的相关假设。
口译过程的研究表明口译技能中包括自我监控的技能与自我意识，口译学习中最大的阻碍之一就是要保持注意力资源在口译过程中的平衡分配。相比较一语和二语言语产出中自我监控机制和自我修正模式的大量研究，相关研究在交替传译中鲜有发现，使之成为口译研究中长期被忽略的方面。本文在Levelt一语言语产出模型与Kormos二语言语产出模型的基础上，结合对交替传译过程中各要素的详细分析，提出了包括自我监控机制在内的交替传译过程整合模型，要点如下：
（一）交替传译译前信息源于译员对原语的理解、记忆及提取。因此，在交传处理过程整合模型中，负责生成一语和二语语前信息的概念生成器由互动的工作记忆模块与理解模块所替代。
（二）因交替传译过程涉及二语的使用，交传处理过程整合模型保留了Kormos二语言语产出模型中的长期记忆模块。由于口译过程需要调动有助口译理解和产出的非语言方面的背景主题知识，因此在整合模型中，将百科知识次模块纳入长期记忆模块。
（三）交传处理过程整合模型将自我监控机制置于长期工作记忆模块中。
（四）交传处理过程整合模型包括三条监控回路——译前信息回路，内部回路及外部回路。译前信息回路比较译前信息与长期工作记忆中理解和存储的原语语意。内部回路比较计划译语与长期工作记忆中理解和存储的原语语意及语言标准。外部回路比较译出语与长期工作记忆中理解和存储的原语语意及语言标准。
对学生口译考试语料中自我修正模式的分析得出以下发现：
（一）一语和二语言语产出中几乎所有自我修正的类型都在学生交替传译考试语料中得到发现。学生交替传译考试语料中发现一项新的自我修正类型——信息错误修正。以上发现验证了建立交传处理过程整合模型中的假设，即交替传译处理过程中存在三条监控回路——译前信息回路，内部回路及外部回路。
（二）学生交替传译考试语料中发现的错误修正率远低于一语和二语言语产出中的错误修正率。这一发现部分验证了建立交传处理过程整合模型中的另一假设，即交替传译操作过程高度的认知复杂性，及学生尚未实现“B”语自动化使用，导致了口译处理过程中对注意力资源更激烈的竞争，致使自我监控注意力资源不足。
（三）学生交替传译考试中自我修正最频繁的对象为词汇选择、信息选择、音系实现等错误及词汇选择、信息选择等不恰当处。而自我修正频率最低的对象为时态、句法错误及不恰当的表达模糊。该发现表明学生在口译考试中，相较语言形式，更重视语义的准确性。
（四）相较一语讲话者，学生在口译考试中倾向于更早地打断错误或不恰当之处，推测原因1）译出语是尚未实现自动化使用的二语；2）特别注意译语的准确性。
（五）学生在口译考试语料中带编辑用语的自我修正案例比例远低于一语讲话者，推测原因为学生在自我修正前不完全依赖编辑用语的使用，同时也使用静默停顿来标志修正。原因可能是学生有意识地降低使用导致流利度降低的编辑用语。学生口译考试中自我修正前最常见的编辑用语时“Uh”，与Levelt一语修正中的情况一致。
（六）学生在口译考试语料中即刻修正与回溯修正在所有自我修正重启形式中发生最为频繁。这两类重启类型在学生口译考试中的高频出现表明学生在口译考试时的自我修正偏保守。
本论文关于交替传译中自我监控与自我修正模式的研究填补了目前缺少描述口译作为一项双语转码任务而面临内在困难的完整模型的空白，同时也补充了一语和二语言语产出自我监控的现有理论。本论文对交替传译教学的启示是通过引起学生对自我监控过程与自我修正三阶段（发现并打断错误、使用编辑用语及修正重启）的注意，提高学生在交替传译过程中对自我监控作用的认识，学习如何正确运用自我监控以提升口译质量，了解口译中自我修正的模式并反思口译过程中的薄弱环节并予以针对性训练。
This dissertation attempts at a systematic study of self-monitoring and self-repairpatterns in consecutive interpreting (CI) with the theoretic framework ofpsycholinguistics, in particular language production theory. Drawing on theself-monitoring theories of L1and L2speech production, this dissertation proposes anintegrated model of CI processing, which is the first of its kind to incorporate theself-monitoring mechanism into a CI processing model. An in-depth analysis of theoperation of the self-monitoring mechanism in CI processing is made in relation withother components that constitute the entire CI process, namely, comprehension,memory, note-taking, production and coordination. The dissertation goes on toinvestigate the overt manifestation of the self-monitoring mechanism in CI, viz.self-repair patterns by analyzing selected data that contains1004speech errors and222self-repairs identified in a students’ CI examination performance corpus. Theself-repair patterns analyzed in students’ CI examination performance are comparedto those in L1and L2speech, which sheds light on the different cognitive processesinvolved in CI and lends support to some hypotheses related to the proposal of theintegrated model of CI processing.
Research on interpreting processing indicates that expertise calls forself-monitoring skills and self-awareness and maintaining a well-balanced distributionof mental resources among the different processes in interpreting is one of the mainhurdles to overcome when learning how to interpret. Compared with abundantresearch on self-monitoring and self-repair patterns in L1and L2speech, there ishardly any study on self-monitoring and self-repair in CI, resulting in a long neglectedaspect of the interpreting studies. Based on Levelt’s L1speech production model andKormos’s adapted L2speech production model, combined with a full account of thecomponents characteristic of CI processing, an integrated model of CI processing isproposed in this study and summarized as follows:
First, the preverbal message for CI production originates from the sense that has been comprehended, retained, and retrieved by the interpreter. The conceptualizerresponsible for generating the preverbal message in L1and L2speech is replaced bythe interaction of the working memory modules and the comprehension module.
Second, the long term memory module proposed in Kormos’s L2speech modelis retained in the integrated CI processing model since CI also involves L2at work.The subcomponent of encyclopedic knowledge is included in the long term memory,as interpreting requires the mobilization of existing and prepared theme knowledgethat helps realize the comprehension and production of the non-linguistic aspects.
Third, the proposed model places the monitor in LTWM.
Fourth, the proposed model includes three monitoring loops—the preverbal loop,the internal loop and the external loop. The preverbal loop checks the preverbalmessage against the sense comprehended from the LTWM. The internal loopcompares the planned interpreting with the sense comprehended from the LTWM andthe language standard. The external loop compares the uttered interpreted speech withthe sense comprehended from the LTWM and the language standard.
The corpus analysis of self-repair patterns in students’ CI examinationperformance yields the following results:
First, nearly all types of self-repairs classified in L1and L2speech productionare identified in students’ CI examination performance. Repair of error of information(EI) is newly added to the taxonomy. This categorization of types lends support to thehypothesized three monitoring loops in the proposed integrated model of CIprocessing–preverbal loop, the internal loop and the external loop.
Second, the much lower correction rate of errors and inappropriacies by thestudents partially testifies to the hypothesis that the more cognitively complicated taskof CI and the yet-to-be automatized use of their ‘B’ language result in fiercercompetition of attention, which leads to less attentional resource for self-monitoring.
Third, the students’ most frequently repaired errors and inappropriacies areerrors of lexical choice, information, phonological realization, and inappropriacies oflexical choice and information, while those of lowest correction rates are errors oftense, syntax, and inappropriacies of ambiguity. This distribution pattern suggests that students weigh accuracy of semantic meaning over form.
Fourth, the students tend to interrupt erroneous or inappropriate words earlierthan L1speakers probably due to1) less automatized and more controlled use of theirtarget language in L2and2) specially allocated attention to accuracy of delivery.
Fifth, a much lower proportion of self-repairs signaled by editing terms has beenfound in students’ CI examination performance than in L1speech, which is explainedby the finding that students in the CI performance do not solely use editing termsbefore self-repairs, but also silent pauses. The reason is probably the conscious effortby the students to lower the disfluencies that the use of editing terms might cause. Themost frequent editing term in students’ CI examination performance turns out to be‘Uh’, which is the same with Levelt’s finding in L1speech repair.
Sixth, the finding that instant repairs and anticipatory retracings are the two mostfrequent ways of restarting for error and inappropriateness repairs in students’ CIexamination performance. The higher frequency of these two ways of restarting in thestudents’ performance indicates a higher degree of conservativeness of error andinappropriateness repairs in students’ CI examination performance.
This study of self-monitoring and self-repair patterns fills the gap of the lack of acomprehensive model of CI that addresses the intrinsic difficulties of thelanguage-switching task, which also complements the existing theories ofself-monitoring and self-repair theories in L1and L2speech production. Thepedagogical implications of this study for CI training is that by drawing the students’attention to the self-monitoring process and the three phases of self-repairs, namely,detection and interruption of errors, using editing terms, and restarts of the repairproper, the students are given the opportunity to raise their awareness of the processesthey are carrying out while interpreting, recognize their weak aspects reflected bytheir self-repair patterns during interpreting and engage in specific training.
口译过程的研究表明口译技能中包括自我监控的技能与自我意识，口译学习中最大的阻碍之一就是要保持注意力资源在口译过程中的平衡分配。相比较一语和二语言语产出中自我监控机制和自我修正模式的大量研究，相关研究在交替传译中鲜有发现，使之成为口译研究中长期被忽略的方面。本文在Levelt一语言语产出模型与Kormos二语言语产出模型的基础上，结合对交替传译过程中各要素的详细分析，提出了包括自我监控机制在内的交替传译过程整合模型，要点如下：
（一）交替传译译前信息源于译员对原语的理解、记忆及提取。因此，在交传处理过程整合模型中，负责生成一语和二语语前信息的概念生成器由互动的工作记忆模块与理解模块所替代。
（二）因交替传译过程涉及二语的使用，交传处理过程整合模型保留了Kormos二语言语产出模型中的长期记忆模块。由于口译过程需要调动有助口译理解和产出的非语言方面的背景主题知识，因此在整合模型中，将百科知识次模块纳入长期记忆模块。
（三）交传处理过程整合模型将自我监控机制置于长期工作记忆模块中。
（四）交传处理过程整合模型包括三条监控回路——译前信息回路，内部回路及外部回路。译前信息回路比较译前信息与长期工作记忆中理解和存储的原语语意。内部回路比较计划译语与长期工作记忆中理解和存储的原语语意及语言标准。外部回路比较译出语与长期工作记忆中理解和存储的原语语意及语言标准。
对学生口译考试语料中自我修正模式的分析得出以下发现：
（一）一语和二语言语产出中几乎所有自我修正的类型都在学生交替传译考试语料中得到发现。学生交替传译考试语料中发现一项新的自我修正类型——信息错误修正。以上发现验证了建立交传处理过程整合模型中的假设，即交替传译处理过程中存在三条监控回路——译前信息回路，内部回路及外部回路。
（二）学生交替传译考试语料中发现的错误修正率远低于一语和二语言语产出中的错误修正率。这一发现部分验证了建立交传处理过程整合模型中的另一假设，即交替传译操作过程高度的认知复杂性，及学生尚未实现“B”语自动化使用，导致了口译处理过程中对注意力资源更激烈的竞争，致使自我监控注意力资源不足。
（三）学生交替传译考试中自我修正最频繁的对象为词汇选择、信息选择、音系实现等错误及词汇选择、信息选择等不恰当处。而自我修正频率最低的对象为时态、句法错误及不恰当的表达模糊。该发现表明学生在口译考试中，相较语言形式，更重视语义的准确性。
（四）相较一语讲话者，学生在口译考试中倾向于更早地打断错误或不恰当之处，推测原因1）译出语是尚未实现自动化使用的二语；2）特别注意译语的准确性。
（五）学生在口译考试语料中带编辑用语的自我修正案例比例远低于一语讲话者，推测原因为学生在自我修正前不完全依赖编辑用语的使用，同时也使用静默停顿来标志修正。原因可能是学生有意识地降低使用导致流利度降低的编辑用语。学生口译考试中自我修正前最常见的编辑用语时“Uh”，与Levelt一语修正中的情况一致。
（六）学生在口译考试语料中即刻修正与回溯修正在所有自我修正重启形式中发生最为频繁。这两类重启类型在学生口译考试中的高频出现表明学生在口译考试时的自我修正偏保守。
本论文关于交替传译中自我监控与自我修正模式的研究填补了目前缺少描述口译作为一项双语转码任务而面临内在困难的完整模型的空白，同时也补充了一语和二语言语产出自我监控的现有理论。本论文对交替传译教学的启示是通过引起学生对自我监控过程与自我修正三阶段（发现并打断错误、使用编辑用语及修正重启）的注意，提高学生在交替传译过程中对自我监控作用的认识，学习如何正确运用自我监控以提升口译质量，了解口译中自我修正的模式并反思口译过程中的薄弱环节并予以针对性训练。
This dissertation attempts at a systematic study of self-monitoring and self-repairpatterns in consecutive interpreting (CI) with the theoretic framework ofpsycholinguistics, in particular language production theory. Drawing on theself-monitoring theories of L1and L2speech production, this dissertation proposes anintegrated model of CI processing, which is the first of its kind to incorporate theself-monitoring mechanism into a CI processing model. An in-depth analysis of theoperation of the self-monitoring mechanism in CI processing is made in relation withother components that constitute the entire CI process, namely, comprehension,memory, note-taking, production and coordination. The dissertation goes on toinvestigate the overt manifestation of the self-monitoring mechanism in CI, viz.self-repair patterns by analyzing selected data that contains1004speech errors and222self-repairs identified in a students’ CI examination performance corpus. Theself-repair patterns analyzed in students’ CI examination performance are comparedto those in L1and L2speech, which sheds light on the different cognitive processesinvolved in CI and lends support to some hypotheses related to the proposal of theintegrated model of CI processing.
Research on interpreting processing indicates that expertise calls forself-monitoring skills and self-awareness and maintaining a well-balanced distributionof mental resources among the different processes in interpreting is one of the mainhurdles to overcome when learning how to interpret. Compared with abundantresearch on self-monitoring and self-repair patterns in L1and L2speech, there ishardly any study on self-monitoring and self-repair in CI, resulting in a long neglectedaspect of the interpreting studies. Based on Levelt’s L1speech production model andKormos’s adapted L2speech production model, combined with a full account of thecomponents characteristic of CI processing, an integrated model of CI processing isproposed in this study and summarized as follows:
First, the preverbal message for CI production originates from the sense that has been comprehended, retained, and retrieved by the interpreter. The conceptualizerresponsible for generating the preverbal message in L1and L2speech is replaced bythe interaction of the working memory modules and the comprehension module.
Second, the long term memory module proposed in Kormos’s L2speech modelis retained in the integrated CI processing model since CI also involves L2at work.The subcomponent of encyclopedic knowledge is included in the long term memory,as interpreting requires the mobilization of existing and prepared theme knowledgethat helps realize the comprehension and production of the non-linguistic aspects.
Third, the proposed model places the monitor in LTWM.
Fourth, the proposed model includes three monitoring loops—the preverbal loop,the internal loop and the external loop. The preverbal loop checks the preverbalmessage against the sense comprehended from the LTWM. The internal loopcompares the planned interpreting with the sense comprehended from the LTWM andthe language standard. The external loop compares the uttered interpreted speech withthe sense comprehended from the LTWM and the language standard.
The corpus analysis of self-repair patterns in students’ CI examinationperformance yields the following results:
First, nearly all types of self-repairs classified in L1and L2speech productionare identified in students’ CI examination performance. Repair of error of information(EI) is newly added to the taxonomy. This categorization of types lends support to thehypothesized three monitoring loops in the proposed integrated model of CIprocessing–preverbal loop, the internal loop and the external loop.
Second, the much lower correction rate of errors and inappropriacies by thestudents partially testifies to the hypothesis that the more cognitively complicated taskof CI and the yet-to-be automatized use of their ‘B’ language result in fiercercompetition of attention, which leads to less attentional resource for self-monitoring.
Third, the students’ most frequently repaired errors and inappropriacies areerrors of lexical choice, information, phonological realization, and inappropriacies oflexical choice and information, while those of lowest correction rates are errors oftense, syntax, and inappropriacies of ambiguity. This distribution pattern suggests that students weigh accuracy of semantic meaning over form.
Fourth, the students tend to interrupt erroneous or inappropriate words earlierthan L1speakers probably due to1) less automatized and more controlled use of theirtarget language in L2and2) specially allocated attention to accuracy of delivery.
Fifth, a much lower proportion of self-repairs signaled by editing terms has beenfound in students’ CI examination performance than in L1speech, which is explainedby the finding that students in the CI performance do not solely use editing termsbefore self-repairs, but also silent pauses. The reason is probably the conscious effortby the students to lower the disfluencies that the use of editing terms might cause. Themost frequent editing term in students’ CI examination performance turns out to be‘Uh’, which is the same with Levelt’s finding in L1speech repair.
Sixth, the finding that instant repairs and anticipatory retracings are the two mostfrequent ways of restarting for error and inappropriateness repairs in students’ CIexamination performance. The higher frequency of these two ways of restarting in thestudents’ performance indicates a higher degree of conservativeness of error andinappropriateness repairs in students’ CI examination performance.
This study of self-monitoring and self-repair patterns fills the gap of the lack of acomprehensive model of CI that addresses the intrinsic difficulties of thelanguage-switching task, which also complements the existing theories ofself-monitoring and self-repair theories in L1and L2speech production. Thepedagogical implications of this study for CI training is that by drawing the students’attention to the self-monitoring process and the three phases of self-repairs, namely,detection and interruption of errors, using editing terms, and restarts of the repairproper, the students are given the opportunity to raise their awareness of the processesthey are carrying out while interpreting, recognize their weak aspects reflected bytheir self-repair patterns during interpreting and engage in specific training.
引文
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