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【Abstract】Interpreting is a form of translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language. Consecutive interpretation is divided in two： short CI and long CI. Short CI uses fragments that the interpreter has to memorize and render orally， while in the other case， the interpreter takes notes. This article will discuss one consecutive interpreting theory concerning memorizing and note-taking issues， namely， the Effort Model’s for consecutive interpreting theory.
【Key words】interpreting； Gile； Effort Models； interpreting theory
【摘要】口译是翻译的一种形式，它以源语的口述为基础，对其含义进行语言的转换输出。交替传译是口译的一种，具有短期交传和长期交传两种形式；前者要求口译人员记忆源语内容并翻译，后者则需要笔记的帮助。本文将试探讨交传中记忆及笔记相关的问题，也即交传的精力分配理论对口译实践的指导作用。
【关键词】口译 盖尔 精力分配理论 口译理论
I.Introduction
Interpreting is a form of translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language. Unlike translation， interpreting denotes facilitating communication from one language into another language. During the process of interpreting， the interpreter has to listen carefully， understand the message， remember it and think fast and reproduce the translation soon. There is no time to consult any dictionary. These overlapping series of cognitive processing activities require high level of concentration.
Consecutive interpretation is divided in two： short CI and long CI. Short CI uses fragments that the interpreter has to memorize and render orally， while in the other case， the interpreter takes notes. This article will discuss one consecutive interpreting theory concerning memorizing and note-taking issues， namely， the Effort Model’s for consecutive interpreting theory.
II.Effort Models
Daniel Gile talks about the difficulties and efforts “involved in interpreting tasks and strategies needed to overcome them” （Gile 1992： 191）， observing that many failures occur in the absence of any visible difficulty. He then proposes his Effort Models for interpreting.
In his work， Gile descripted the nature of the Effort Models as follows：
L - the Listening and analysis Effort
P - the Production Effort （speech production in simultaneous， and note production during the first stage of consecutive - while the interpreter is listening， but not interpreting yet）
M - the short-term Memory Effort essentially dealing with memory operations from the time a speech segment is heard to the time it is reformulated in the target speech or disappears from memory. The Effort Models suggested by Gile are meant to help interpreters perform their task at a superior level. They are constructed upon four types of efforts， namely： the Listening and Analysis Effort， the Memory Effort， the Production Effort， plus the Coordination one. When coordination is reached， interpreters attain the optimal state in order to perform their task. At this point， there is synchronization between their skill level and the task they have to perform. Even if sometimes these Efforts overlap， coordination actually finds the balance between all the factors.
III. Effort Models in Practice
1. Effort Model of Simultaneous Interpretation
Gile’s effort model of simultaneous interpreting comprises the above mentioned four elements， and he codes the model as follows：
SI = L P M C，
where， L is the Listening and Analysis Effort， P is the Production Effort， M stands for Memory， and C for Coordination. Simultaneous interpretation is a total of all these efforts， and it actually depends on their complete and smooth running， namely the particular comprehension， short-term memory， or production operations being performed on speech segments.
2. Effort Model for Consecutive Interpretation
Gile also believes that Consecutive Interpretation consists of two phases： a listening and a reformulation phase， and then， a reconstruction phase：
CI = L M N， where N is the note-taking process followed by phase two：
CI = Rem Read P， where interpreters retrieve messages from their short-term memory and reconstruct the speech （Rem）， read the notes （N）， and produce the Target Language Speech （P）. As we can see， this formula proposed by Gile is only applicable in the case of long CI， where the interpreter takes notes to render orally the message at the end of the conference.
IV. Effort Models and Short-term Memory Enhancing
As the Effort Models compromises many aspects， this paper will only focus on only one effort， namely， the Memory Effort， and endeavor to discuss how one can promote the memorizing skills and make this efforts reach its “maximum output” during an interpreting session， especially a consecutive one.
1. Memory Technics
One important tool in memorizing is mnemonics. The Concise Oxford English Dictionary （Soanes， Stevenson， Hawker， 2006： 477） states that a mnemonic device is any learning technique that helps memory. In order to make one’s mnemonics more memorable， one should use positive， pleasant images. One’s brain often blocks out unpleasant ones. One should also use vivid， colorful， sense-laden images – these are easier to remember than drab ones. Humor is always a good means of easily remembering things or aspects， while symbols， like road signs， or red traffic lights can code quite complex messages quickly and effectively. 2. Note-taking
Another simple method that will relieve the strain on one’s STM is by taking notes. If one develop his or her mnemonic colorful tool in interpretation， it will be less likely to make mistakes， as one’s mind learns to be better organized.
V. Conclusion
Interpretation is a complex task that requires the association of many factors. No matter whether simultaneous or consecutive interpretation is performed， the role of the memory is extremely important. Short-term memory is based especially on the actual hearing of sounds， without always filtering the information； that is why the interpreter has to be careful with the message he/she conveys further. Due to the fact that long-term memory involves neural pathways and synaptic connections， it is better established in the interpreter’s brain. So， long-term memory has the advantage that the interpreter is better acquainted with the field to which the translation belongs.
As an interpreter， one should make good use of the theory of Effort Models and enhancing both types of memory， as their training has proved important for the quality of subject message rendering. We also should to encourage memory training through all of its aspects - acoustic， visual， or semantic， which together with the other tools is crucial in the interpreter’s work.
Reference：
[1]Gile，D.1995.Basic Concepts and Models for Interpreter and Translator Training，Amsterdam
【Key words】interpreting； Gile； Effort Models； interpreting theory
【摘要】口译是翻译的一种形式，它以源语的口述为基础，对其含义进行语言的转换输出。交替传译是口译的一种，具有短期交传和长期交传两种形式；前者要求口译人员记忆源语内容并翻译，后者则需要笔记的帮助。本文将试探讨交传中记忆及笔记相关的问题，也即交传的精力分配理论对口译实践的指导作用。
【关键词】口译 盖尔 精力分配理论 口译理论
I.Introduction
Interpreting is a form of translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language. Unlike translation， interpreting denotes facilitating communication from one language into another language. During the process of interpreting， the interpreter has to listen carefully， understand the message， remember it and think fast and reproduce the translation soon. There is no time to consult any dictionary. These overlapping series of cognitive processing activities require high level of concentration.
Consecutive interpretation is divided in two： short CI and long CI. Short CI uses fragments that the interpreter has to memorize and render orally， while in the other case， the interpreter takes notes. This article will discuss one consecutive interpreting theory concerning memorizing and note-taking issues， namely， the Effort Model’s for consecutive interpreting theory.
II.Effort Models
Daniel Gile talks about the difficulties and efforts “involved in interpreting tasks and strategies needed to overcome them” （Gile 1992： 191）， observing that many failures occur in the absence of any visible difficulty. He then proposes his Effort Models for interpreting.
In his work， Gile descripted the nature of the Effort Models as follows：
L - the Listening and analysis Effort
P - the Production Effort （speech production in simultaneous， and note production during the first stage of consecutive - while the interpreter is listening， but not interpreting yet）
M - the short-term Memory Effort essentially dealing with memory operations from the time a speech segment is heard to the time it is reformulated in the target speech or disappears from memory. The Effort Models suggested by Gile are meant to help interpreters perform their task at a superior level. They are constructed upon four types of efforts， namely： the Listening and Analysis Effort， the Memory Effort， the Production Effort， plus the Coordination one. When coordination is reached， interpreters attain the optimal state in order to perform their task. At this point， there is synchronization between their skill level and the task they have to perform. Even if sometimes these Efforts overlap， coordination actually finds the balance between all the factors.
III. Effort Models in Practice
1. Effort Model of Simultaneous Interpretation
Gile’s effort model of simultaneous interpreting comprises the above mentioned four elements， and he codes the model as follows：
SI = L P M C，
where， L is the Listening and Analysis Effort， P is the Production Effort， M stands for Memory， and C for Coordination. Simultaneous interpretation is a total of all these efforts， and it actually depends on their complete and smooth running， namely the particular comprehension， short-term memory， or production operations being performed on speech segments.
2. Effort Model for Consecutive Interpretation
Gile also believes that Consecutive Interpretation consists of two phases： a listening and a reformulation phase， and then， a reconstruction phase：
CI = L M N， where N is the note-taking process followed by phase two：
CI = Rem Read P， where interpreters retrieve messages from their short-term memory and reconstruct the speech （Rem）， read the notes （N）， and produce the Target Language Speech （P）. As we can see， this formula proposed by Gile is only applicable in the case of long CI， where the interpreter takes notes to render orally the message at the end of the conference.
IV. Effort Models and Short-term Memory Enhancing
As the Effort Models compromises many aspects， this paper will only focus on only one effort， namely， the Memory Effort， and endeavor to discuss how one can promote the memorizing skills and make this efforts reach its “maximum output” during an interpreting session， especially a consecutive one.
1. Memory Technics
One important tool in memorizing is mnemonics. The Concise Oxford English Dictionary （Soanes， Stevenson， Hawker， 2006： 477） states that a mnemonic device is any learning technique that helps memory. In order to make one’s mnemonics more memorable， one should use positive， pleasant images. One’s brain often blocks out unpleasant ones. One should also use vivid， colorful， sense-laden images – these are easier to remember than drab ones. Humor is always a good means of easily remembering things or aspects， while symbols， like road signs， or red traffic lights can code quite complex messages quickly and effectively. 2. Note-taking
Another simple method that will relieve the strain on one’s STM is by taking notes. If one develop his or her mnemonic colorful tool in interpretation， it will be less likely to make mistakes， as one’s mind learns to be better organized.
V. Conclusion
Interpretation is a complex task that requires the association of many factors. No matter whether simultaneous or consecutive interpretation is performed， the role of the memory is extremely important. Short-term memory is based especially on the actual hearing of sounds， without always filtering the information； that is why the interpreter has to be careful with the message he/she conveys further. Due to the fact that long-term memory involves neural pathways and synaptic connections， it is better established in the interpreter’s brain. So， long-term memory has the advantage that the interpreter is better acquainted with the field to which the translation belongs.
As an interpreter， one should make good use of the theory of Effort Models and enhancing both types of memory， as their training has proved important for the quality of subject message rendering. We also should to encourage memory training through all of its aspects - acoustic， visual， or semantic， which together with the other tools is crucial in the interpreter’s work.
Reference：
[1]Gile，D.1995.Basic Concepts and Models for Interpreter and Translator Training，Amsterdam