第十屆世界引導式教育大會同聲傳譯實踐報告

發布時間：2022-10-12 10:02

Contents

Acknowledgments i

Abstract in Chinese ii

Abstract in English iii

Chapter 1 Task Description 1

1.1Background of the Task 1

1.2Expectation for the Interpreter 2

Chapter 2 Process Description 4

2.1Pre-task Preparation 4

2.1.1Collection of Background Information 4

2.1.2Terminology Preparation 8

2.1.3Other Preparation 9

2.2On-task Performance 10

2.3Post-task Work 11

2.3.1Description of the Post-task Work 11

2.3.2Feedback from the Audience 12

Chapter 3 Case Study 14

3.1Cognitive Load Theory 14

3.2Positive Effects of Pre-task Preparation 16

3.2.1Terminology 17

3.2.2Background Information 19

3.3Challenges During the Task 23

3.3.1High Density of Information 23

3.3.2Complex Sentences 24

3.3.3Interpreting Anxiety 27

Chapter 4 Conclusion 31

4.1Reflection 32

4.2Implications 33

4.3Limitations 35

Bibliography 36

Appendix I Transcript 38

Appendix II Questionnaire for the Audience 64

Chapter 1 Task Description

1.1Background of the Task

According to recent studies, 3 to 4 out of every 1,000 children around the world have cerebral palsy. In China, over 300,000 children live with cerebral palsy, and the number of cases are increasing at the rate of 50,000 per year. There are many international organizations and institutes dedicating to studying such diseases and providing assistance to these children and their families. One of these organizations is Andras Peto Faculty, the organizer of the World Congress on Conductive Education.

The author learned that the World Congress on Conductive Education was organized and launched by Andras Peto Faculty of Semmelweis University to share advanced studies and encourage conversations about cerebral palsy. It was first launched in 1990 by Dr. Andras Peto, who developed a holistic conductive methodology to assist children and adults with cerebral palsy. As one of several major faculties of Semmelweis University, Andras Peto Faculty has been at the forefront of conductive education for the past century, attracting experts, professionals, and parents of children with cerebral palsy around the globe to learn about the cutting-edge science of this field. Every three years, the conference is held with its main venue in Budapest and dozens of satellite sites around the world.

The author's client was Guangxi Silverlining Foundation, an institute that offers courses, guidance, and treatment to children with cerebral palsy, in which conductive education is a major educational methodology. In addition to Silverlining staff, other participants would be doctors and professionals in the field of cerebral palsy, parents of children with cerebral palsy, and staff from Silverlining's sister institute in Hong Kong. According to the Client, 300 to 400 attendees were expected.

The 10th World Congress of Conductive Education was held from November 29 to December 1, 2021. The author was asked to interpret for participants from China, the speakers and hosts at the main venue at Andras Peto Faculty in Budapest, Hungary via Zoom link. The author interpreted for 3 speakers from Budapest, including Dr. Dahlqvist Kajsa with her speech: Move & Walk LSS - How Conductive Education Gives New Perspective and Added value to the Unique Swedish System for Living Independently, Dr. Vadasz Zsuzsanna with her speech: Body Image Appearing in Portrayals of the Human Figure by School Age Children with CP, and Dr. Csaszar Tunde with her speech: Investigation of the Relationships between Mobility and Learning Abilities by Children Live with Cerebral Palsy in Continuous Conductive Education. Two of the speakers presented their speech in English and the other one's speech was simultaneously interpreted from Hungarian to English, which required the author to re-interpret the speech into Chinese.

1.2Expectation for the Interpreter

As one of the leading institutes that focus on the education of children with cerebral palsy, Andras Peto Faculty will present edging research of this filed. The messages and researches from the conference are of great interest and importance to experts, professionals, and parents of children with cerebral palsy, thus the interpreter's performance was highly expected.

Expectations for the interpreter's professional abilities. The interpreter received the task ten days before the opening of the 10th World Congress on Conductive Education. According to the client, the interpreter should be qualified in providing interpreting service and bridging speakers and audiences effectively. Because the conference was conducted online, the interpreter should be familiar with the form and operation of online

interpretation, and could make instant responses to unexpected emergencies, such as equipment malfunction.

The author was expected to know about the client and children with cerebral palsy. As required by the client, the interpreter should read the documents provided by the client, which included basic information about the symptoms of children with cerebral palsy, the current service scope and goals of Guangxi Silverlining Foundation, particularly the daily treatment, training, and classes provided to children with cerebral palsy, etc. Upon the invitation from the client, the interpreter and her partners visited the Foundation's building to learn more about the life of children with cerebral palsy. This helped the interpreter clarify her role in this interpreting task.

From the conference schedules the author realized this would be a challenging task. The conference would present speeches of various topics that related to different fields that the author didn't know before, such as medical, physical recovery, neurology, and conductive education. However, she cherished this chance to learn about the minority and to put what she learned from the classroom into practice. Although the author encountered some difficulties before and during her practice and made mistakes that could have been avoided, she fulfilled the task in a generally smooth manner. In this report, the author outlined the details and summarized the strategies for achieving better results.

Chapter 2 Process Description

Following the sequence of pre-task preparation, on-task performance, and post-task work, this chapter is a process description of the author's interpreting practice at the 10th World Congress on Conductive Education. As the focus of this report, pre-task preparation is introduced in a detailed way from the perspectives of information collection, terminology gathering, familiarization with the accent, and other preparation; The on-task performance mainly describes the challenges during the conference; The post-task work consists of a brief summary of the interpretation and feedback from the audience.

2.1Pre-task Preparation

Pre-task preparation is significant for fulfilling a successful interpreting task. “Interpretation requires lots of pre-task preparation, including familiarizing the interpreter with the conference venue, the speaker, preparing the documents and materials, and making necessary psychological preparations ” (Xu & Li, 1998: 32). To enhance performance during the task, the author conducted pre-task preparation from the following aspects.

2.1.1Collection of Background Information

According to Liu (2011: 67), it should be the interpreter's job to retrieve, screen, classify, and synthesize relevant information from the ocean of information in a rapid search, and to apply all fragments into a data file needed to complete a specific assignment, to make sure the interpretation task is successful. In order to find relevant information that

would be helpful for completing the task, the author adopted different approaches, including communicating with the client, conducting online research and field research, and exchanging information with partners.

When the author began to collect information, she found that it was an extremely energy-consuming process since she was presented with a huge amount of information from various sources. Realizing this, the author decided to gather information in a targeted way. She listed out the needed-information chunk as her first step, which is shown in the following chart (See Figure 2-1).

Andras Peto Faculty (the Organizer)

WCCE (World Congress on Conductive Education)

Guangxi Silverlining Foundation (the Customer) the Speakers (Dahlqvist Kajsa, Vadasz Zsuzsanna, Csaszar Tund ) conductive education the audience

Figure 2-1 List of Needed Information

Even though the interpreter listed the major information she needed, it was evident that these topics still contained a large group of information. Therefore, the interpreter further listed out each section's sub-goals. Considering the World Congress on Conductive Education, for instance, the author only needed to learn about its organizing model, the participants, and its connection with China. With this information, the interpreter could quickly gain a sense of the background of the World Congress on Conductive Education. Through these efforts, the interpreter was able to learn more about the conference, gain a clear understanding of how the conference would proceed, and be better prepared for its

content. All of these techniques helped the interpreter have a generally smooth performance during her interpreting practice. Presented below is part of the sub-goal list (See Figure 2-2).

'Location

Founding

Mission Educational

.methodology

Dates of birth and death Occupation

Life experience

Contribution to WCCE

Figure 2-2 Part of the Sub-goal List

Contacting the client to obtain information. “Interpreters should ask conference organizers and clients to provide them with copies of all conference materials in all the relevant working languages before the conference begins ” (cf. Gile & Chai, 2009: 65). This is an essential part for the work of interpreters. Before the conference began, several documents and brochures were provided to the interpreter, from which the author learned about the foundation's founding and development, the educational methodology and applied at the foundation, its involvement with the World Congress on Conductive Education, and the treatment provided to children with cerebral palsy, including the auxiliary tools used in the classroom.

Conducting field research. The author was guided to Guangxi Silverlining Foundation by one of its conductors so that she could learn more about children with cerebral palsy. The author was shown the daily-used equipment, which was almost identical to that in the brochure. Through field research, the author learned about the treatment, training, and classes that children with cerebral palsy received at the Foundation, the basic operation mechanisms of the Foundation, and stories about children with cerebral palsy. Despite not having much chance to interact with these children, this fieldwork provided great insight into this population, and pictorial memory could be very helpful for the author to better comprehend and interpret the information. Besides the above approaches, the author also gathered information from the Internet and exchanged information with her partners. Part of the information list is shown below (See Table 2-1).

Table 2-1 Part of the Collected Information

World Congress on Conductive Education (WCCE) Founding First organized in 1990 in Budapest

Organizer Andras Peto Faculty

Participants Scientists, academics, professionals and supporters from all corners of the world

Mission Facilitate the conversations around the world in the field of Conductive Education; Contribute to the development of Children affected by cerebral palsy.

Conductive Education (CE) Origin Founded in the 1940s by Hungarian physician Professor Andras Peto.

General Definition A comprehensive method of learning by which individuals with neurological and mobility impairment learn to specifically and consciously perform actions that children without such impairment learn through normal life experiences.

Educational Goal Assist children in developing maximized orthofunction; Develop maximal independence in school, the community at large, and the workforce using minimal or no adaptive equipment.

2.1.2Terminology Preparation

Interpretation of terminology is of great importance in interpreting a professional conference like the 10th World Congress on Conductive Education. From the client, the author received brochures that described the general symptom, auxiliary equipment, daily treatment of children with cerebral palsy. The author collected part of terminology from the brochures, such as extension blocks, horizontal hand bars, stackable stairs, stools, etc. More terminology was gathered from previous speeches presented at conferences, websites, and videos related to cerebral palsy. Though the topics of speakers were different, there were still some terminology that could be shared among interpreters. By exchanging glossary lists with partners, terminology collection was made more efficient.

Though the conference focused on conductive education, it covered many other topics that the interpreter and her partners had never been exposed to, including neuroscience, cerebral paralysis treatment, actionability recovery, and so on. The interpreter and her partners wrote down the difficult-to-remember vocabulary and placed it at where close to the interpreting equipment so that the interpreter could easily refer to it during the conference. Part of the glossary list is given below (See Table 2-2).

Table 2-2 Part of the Glossary List

Ankle-foot orthosis(AFO) 腳托

Flexion mitt 屈指手套

Vestibular 前庭覺

neural plasticity posits 神經可塑性假定

motor disorder 運動障礙

Spina Bifida 先天性椎骨閉合不全

dysarthriag 構音障礙

2.1.3Other Preparation

Preparing for accent. Interpretation usually is believed to be composed of three elements, namely listening, comprehending, and outputting, among which listening plays the elementary role during the whole activity. If the speakers spoke in a way that the interpreter had never heard before, she would be unable to understand the speech and fulfill the task smoothly. To avoid such problem, the interpreter found videos of Hungarians speaking English. In these videos, the Hungarian speaker spoke English very quickly, some syllables were dropped or overemphasized while others were jointly pronounced. In order to recognize the heard-information more accurately and faster during interpreting, the interpreter needed to familiarize with the style of Hungarian English beforehand.

Preparing for the equipment. Due to the Covid-19 pandemic, the 10th World Congress on Conductive Education was held online, requiring computers, microphones, earphones, and efficient network. All equipment for the conference was already assembled by the client. The author and her partners had checked the equipment several days beforehand and confirmed its availability one hour before the conference. To prevent computer failure or earphone disconnection, three desktops, two laptops, and three pairs of earphones were prepared. In addition, the interpreter and her partners prepared recorders to capture details of the entire interpreting process.

Preparing for reducing interpreting anxiety. An interpreter's performance in the field is often adversely affected by psychological factors such as nervousness. To alleviate interpreting anxiety and improve the interpreter's flexibility, the interpreter made her psychological preparation by simulating the conference with her partners, anticipating possible content and preparing for unexpected situations that might happen during her task. With the information collected before, the interpreter was able to make anticipation on what content the speeches might cover.

To sum up, pre-interpreting preparation involves many factors that impact interpreters' performance, and the process requires a great deal of time and energy. Despite extensive pre-interpreting preparations under the guidance of experienced interpreters, the author and her partners still found that the efficiency of their pre-interpreting preparation wait to be improved.

2.2On-task Performance

The interpreter was responsible for providing interpretation for three of the twenty speakers at the conference. The speakers' topics were centered on children with cerebral paralysis, but their points were presented from various perspectives, thus making it more challenging for the interpreter. Though the interpreter was able to control the speed of the output and ensure a relatively clear output for the audience after undertaking much pre-task preparation, there were still some regrettable mistakes.

As the conference began, the interpreter carefully listened to the speaker and found that the pronunciation of the speaker still caused difficulty to her listening comprehension, which led to increasing anxiety for her. For the interpreter, one of the most challenging parts of this interpreting practice was understanding the speaker's professional content. Although the interpreter prepared for the speaker's topic, parts of the speech were still beyond the interpreter's knowledge, especially the content related to the speaker's experimental research. The interpreter failed to understand some of the terminologies and was confused about the process of the experiment as well as its research mechanism, thus she was unable to convey the experiment process to the audience fluently and accurately.

Although the interpreter had checked all the equipment before the conference, three unexpected situations occurred. First, the interpreter's microphone suddenly ceased to function, causing the interpretation to be interrupted for nearly 1 minute; Another factor was the power outage at the main venue in Budapest, Hungary, which caused the meeting

at the branch venue in China to be stopped. The third situation was that the original speaker could not attend the meeting as scheduled, so the organizer temporarily changed the speaker and adjusted the speaking order, in turn, interpreters had to adjust their interpreting orders accordingly.

2.3Post-task Work

2.3.1Description of the Post-task Work

A complete interpreting activity should consist of pre-interpreting, mid-interpreting, and post-interpreting activities. After completing the practice, the author carried out post-interpreting work with her partners in four steps, including information management, feedback collection, general review, and corpus analysis. As soon as the interpreting task was completed, the interpreter and her partners compiled all the materials related to the task for future reference. The following figure shows the list of the collected information. (See Figure 2-3).

Background information for Andras Peto

Faculty (the Organizer)

Background information for the WCCE

Background information for Guangxi

Silverlining Foundation (the Customer)

Background infonnation for cerebral palsy

Information of the Speakers

Lists of terminologies

Files of screen recording

Files of voice reocrding

Questionnaires designed Files of voice reocrding

Figure 2-3 List of all the Collected Information

Secondly, the author and her partners drafted a questionnaire to obtain the audience's comments, which would provide them with a reference for evaluating their performance during this practice activity and identifying shortcomings. The questionnaire was jointly designed by the author and her partners, and the respondents were mostly participants and organizers of the conference.

The interpreter and her partners discussed the challenges encountered during interpretation. Among all the challenges, terminology, professional knowledge, equipment failures, accent and fast speaking pace of the speaker as well as high density of information were mostly mentioned. One of the major reasons for these challenges was inadequate preparation, which directly affected the interpreter's performance and led to the interpreters' inability to deliver a more accurate and smooth output.

The fourth part was post-interpreting analysis. In light of the collected materials and the author's post-interpretation review, the interpreter analyzed the corpus to identify the difficulties in the interpreting process and to explore strategies to overcome those challenges.

The conference lasted for two and a half days, and the interpreters were extremely busy throughout. As novice interpreters with limited experience, they were likely to have made some mistakes during this interpreting activity that could have been avoided. Despite difficulties such as unfamiliar fields, remote interpretation, and time differences, the interpreter and her partners did all they could to facilitate the success of the 10th World Congress on Conductive Education in China.

2.3.2Feedback from the Audience

After the conference, the author and her partners created a questionnaire (See Appendix II) for gathering feedback from the attendees. There were a total of 12 questions listed in the questionnaire, covering questions about the participants, the interpreters' accuracy and fluency, the clarityand the speed of interpretation, etc.

As illustrated in the chart, the total number of questionnaires filled out was 61, of which 44 were completed by professional conductors of conductive education. According to the questionnaire (See Figure 2-4), the information delivered by the interpreter contributed to the audience's understanding of the speeches, but due to various reasons, some participants only understood a small portion ofthem; the interpretation contributed to the audience's grasp ofinformation about conductive education and knowledge of children with cerebral palsy; the interpreter's overall voice, with relatively steady speech speed and pleasing tone, left a good impression on the listeners; the interpretation was generally complete, comprehensible, and fluent.

Figure 2-4 Pie Chart of Audienc's Feedback

Chapter 3 Case Study

In this chapter, based on Sweller's Cognitive Load Theory (CLT), the author analyzed the positive effects of pre-task preparation on interpreter's pre-task performance, challenges met during interpretation and corresponding strategies for improving the performance. The positive effects of pre-task preparation were illustrated from the perspectives of terminology and background information preparation while the features during the task mainly embodied as high density of information, complex sentences and interpreting anxiety. In the case analysis, the author used three abbreviations: “ST” representing “Source Text”, “TT” representing “Target Text” and “RT” representing “Revised Text”.

3.1Cognitive Load Theory

CLT was first proposed by cognitive psychologist John Sweller (2010: 124) in 1988. It was derived from the early psychological studies of Miller and other theorists. According to Zha et al. (2020: 548), since its establishment, the theory has been widely applied to a variety of fields, including pedagogy, psychology, computer science, commercialized economy, and library and information, and is considered to be an important theoretical basis for those fields. This report adopted several study results of CLT, namely element interactivity, intrinsic cognitive load, extraneous cognitive load, germane cognitive load, schema construction, human cognitive structure, worked-example effect, and imagination effect.

Element interactivity decides the intrinsic cognitive load. Sweller (2010: 126) argues that when learner learn a single element, they consume few cognitive resources; but when

they learn multiple elements simultaneously and all the elements are interactive, they consume more cognitive resources. For example, when learning about chemical elements, most of cognitive resources are mainly consumed for memorizing the elements; however, when learning chemical equations, it is significantly more difficult because brain must also keep track of multiple interactions among the elements.

The three types of cognitive load are the major components of CLT. According to Roxana and Babette (2010: 15), cognitive load is composed of intrinsic load (generated by the difficulty of the materials), extraneous load (produced by the design of the instruction and materials), and germane load (the amount of mental effort invested). As William (2020: 368) explained, intrinsic cognitive load is difficult to change, and changing it means changing the learning content, which might result in the failure of the learner to achieve the original learning goals. Extraneous cognitive load refers to the load brought about by the way the learning material or task is presented, which is a load that the material designer can control. For example, for the same knowledge or information presented in text, diagrams or videos, the learning experiences for learners are various because the presentation formats have different impacts on the learner's understanding of the material, thus causing different levels of consumption of cognitive resources. Germane cognitive load is the effect of patterns obtained from past learning on new information. Learner can improve the information automation and their learning efficiency by increasing germane cognitive load. “ Intrinsic cognitive load is unchangeable, but that learning materials can be designed to reduce extraneous cognitive load while promoting germane cognitive load” (Sweller, 2010: 126). These three types of cognitive load are additive and can influence the level of each other.

Human cognitive structure serves as one of the basis of CLT. CLT divides human cognitive architecture into two categories (Sweller et al., 2011: 79), known as working memory and long-term memory. Their major difference lies in when processing biologically secondary information, human cognition includes a working memory that is limited in capacity and duration if dealing with novel information but unlimited in capacity

and duration if dealing with familiar information previously stored in a very large long term memory.

Schema theory is one of several sub-theories created to explain human cognitive activity. “ To make sure the knowledge we want to memorize a part of our long-term memory, it is necessary to analyze the form in which the information is held” (Roxana & Babette: 24). The schema theory states that problems can be effortlessly solved if we consciously categorize them and their corresponding solutions, thereby forming an exclusive schema for each problem.

Worked-example effect and imagination effect are among the seven effects stated by CLT to reduce cognitive load. “The use of worked examples is an instructional tool, which provides a professional solution to a problem for a learner to study” (Chen et al., 2019: 189). By studying worked examples, learners can acquire the solution more efficiently and improve the efficiency of accumulating relevant solutions. Studying worked examples brings better performance. According to CLT, replacing traditional study methods with techniques of imagination can achieve better learning efficiency. “ Imagining procedures or concepts enhance learning compared with studying materials” (Leahy & Sweller, 2004: 859). It suggested that in order to comprehend new knowledge, students should be able to use imagination to conceive and relate the elements of the new knowledge to information already stored in long-term memory, which would make it easier for them to comprehend the new knowledge.

3.2Positive Effects of Pre-task Preparation

The necessity and importance of pre-interpreting preparation have been well verified and confirmed in studies related to this aspect. “There is no meeting that does not require a great deal of pre-interpreting preparation” (Geoffrey, 2010: 59). Song and Tang (2020: 1642) holds that preparation guarantees the possibility of better performance from

interpreters, it has positive effects on interpreting output.

The author's interpretation task was mainly about the rehabilitation and education of children with cerebral palsy, and it involved the knowledge of the medical field. As a student with non-medical expertise, the author made large amounts of pre-interpreting preparation, including the collection of background information and terminology, familiarization with the accent, preparation for equipment etc. Gile (1995: 45) contends that pre-task preparation can result in greater accuracy even though some segments have specialized terminology, and complex syntactic structures. When reviewing her interpreting practice, the author found that pre-interpreting preparation greatly helped her interpreting performance, especially in terms ofterminology and background information.

3.2.1 Terminology

According to CLT, knowledge acquired by human beings can be divided into two categories from the perspective of evolution: one is the biologically primary information and the other one is biologically secondary information. “Biologically secondary information refers to information that only can be acquired by deliberate learning and practice, and needs a transformation from working memory to long-term memory ” (Plass et al., 2010: 35), the terminology occurred during the process of interpretation can be classified as secondary biologically information, which require special attention and deliberate learning ofthe interpreter.

To realize an accurate and fluent output, interpreters must link terminology with other components in sentences. This creates the interactivity among elements in the content to be interpreted. “ The level of intrinsic cognitive load for a particular task depends upon the interactivity levels of the elements ” (Sweller, 2010: 128). The higher the interactivity of the elements, the higher the intrinsic cognitive load of the target processing material will be. In order to reduce the probability of encountering unfamiliar elements during the interpretation, the interpreter should make adequate preparation for the terminology before

the interpretation task. Although in this practice, it was the first time for the author to conduct interdisciplinary remote simultaneous interpretation, the author spent many efforts on terminology preparation. When reviewing the interpreting process and analyzing the corpus, the author found that these terminology preparations played a positive role in facilitating the interpreting performance.

Case 1

ST: I examined human representations of 10 cerebral paretic children aged 8—12 years. 3 drawings for each child, with an annual variation.

TT:我觀察了 10名輕癱兒童的人體繪畫,這些孩子都在8至12歲。

Case 2

ST: You can see drawings of a child with a diagnosis ofhemiplegia spasticity.

TT:現在看到的這幅畫是一個診斷為半癱痙攣癥狀的孩子所畫的。

Case 3

ST: First based on the symptom we divided the children into different categories, including tetraparesis spasticity, 8person; spina bifida, 1 person; hemiplegia, 1 person.

TT:首先根據孩子的癥狀我們進行了分類，其中患四肢輕癱的有8人，患脊柱裂的有 1人，患半身麻痹的有1人

In the three examples above, five medical terms were mentioned, including hemiplegia spasticity, tetraparesis spasticity, spina bifida, and hemiplegia, which were key terms that could not be omitted from the speech. “Unfamiliar terminology often constitutes a barrier that interpreters cannot cross at once, leading to the failure of their interpretation” (Zhang, 2003: 15). If the interpreter fail to convey the meaning ofthese professional terms accurately and timely, it will affect the audience's understanding of the whole speech and prevent them from clearly appreciating the speaker's point of view. For interpreters who

lack relevant professional knowledge background, it is necessary to make adequate preparation on the speaker's topic so as to reduce the cognitive load inherent in the interpretation process. Upon learning the speaker's topic, the author quickly contacted the organizer and obtained the PowerPoint presentation document to be used by the speaker. Although the whole presentation document was mostly graphical, the author still found some key words of the speaker, such as the above-mentioned professional terms, and collected information in advance. Therefore, when the interpreter heard these terminology during the interpretation, she could quickly deliver their meaning in target language.

“Human cognitive structures are divided into long-term and short-term memory” (cf. Li, 2021: 8). Since short-term memory has very limited capacity, interpreters need to learn the English and Chinese expressions of these terms and convert the contents of short-term memory to long-term memory so as to correctly understand and output the meanings of these terms in the process of interpretation.

The frequency and difficulty level of terminology play a decisive role on the interactivity of elements in the source text, and are among the most important factors determining the intrinsic cognitive load generated by the to-be-interpreted information, and this will also directly influence how interpreters distribute their cognitive resources. On the contrary, if the interpreter carefully collects and organizes the relevant professional terms and memorizes both their English and Chinese meanings before the task, the intrinsic cognitive load and the energy consumption for interpreting terminology could be reduced.

3.2.2Background Information

Interpreters' work is often closely linked to various fields, many of which are unfamiliar to the interpreter, so it is necessary to prepare the interpreter with background knowledge about the topic before the task. “ Schema theory suggests that top-down comprehension is a way of understanding from a macro perspective by using the interpreter's knowledge ofthe social and cultural context about the perceived material” (Ji,

1996: 57）. The process of learning the social and cultural contexts of the perceived material is also a process of collecting background information, which may not be directly involved in the conversion of language, but can help the interpreter to understand the speech correctly and to quickly convey the information to the audience.

According to CLT, people acquire primary biological knowledge naturally through their living environment, but secondary biological knowledge must be learned consciously. In order to improve the accuracy and fluency of the output and help the audience better understand the speaker's point of view, the author conducted background research before the interpretation by contacting the organizer and the client, searching the Internet, consulting clients, conducting field research, and reviewing past relevant materials. Understanding certain background information allowed the interpreter to understand the speaker's speech more quickly and realize a more fluent output.

Case 4

ST: Welcome, my name is Kajsa ahlqvist and I work as COO （首席運營官）at Move & Walk Sweden.

TT:大家好，我的名字是卡薩•阿爾奎斯特，我是瑞士哥德堡特殊教育學校的首席執行官。

Case 5

ST: In the National Action Plan for disability policy, the labour market was mentioned as an important area when it comes to bridging gaps in living conditions

TT:在《全國殘疾人政策行動計劃》中,人才市場（額）是一個重要的方面，是彌合生活條件差距

Case 4 is a very common introductory sentence, but it contains a very important background information, which is “Move & Walk Sweden”. During the collection of the background information, the author learned that Move & Walk Activity Center is a special

education institute located in Sweden, which focuses on the education of children with special needs, therefore, it was more appropriate to interpret it as “瑞士哥德堡特殊教育學校” rather than an activity center. What's more, the topic of this speech was “Move & Walk Sweden ” , which introduced the daily activity and educational methodology for children with cerebral palsy at this institute. During the background information collection, the author searched relevant information about “ Move & Walk Sweden”. She not only found introduction to this institute, but also photos and videos about children with cerebral palsy having their daily treatment and activities at the Institute. All these information helped the interpreter to comprehend the speech more easily.

The National Action Plan mentioned in Case 5 was enacted by the Sweden government to protect the equal rights of people with special needs, and the law is very supportive of organizations like Move & Walk Activity Center. The author learned about this law while searching for information about the education of children with special needs in Sweden and applied it in her interpretation output. With the basic knowledge about the National Action Plan, the author was able to anticipate the possible content and understand the speech with higher efficiency.

Case 6

ST: When observing the display and dimensional differences of body parts, I found that magnification of the head, and torso is common. Reduction, however, was observed only for the arms and legs.

TT:我在觀察這些兒童的畫像的時候，發現他們對于身體部位的著重點有所區分，（呃），我發現他們會著重的放大頭部和軀干，這是一個非常普遍的現象，同時（呢）（呃）會特別的去減少小胳膊和大胳膊和大腿的（呃）比例。

During interpretation, the collection of background information directly affects the interpreter's performance, this can be seen from Cases 4 and Case 5, while in Case 6 the

collection of background information facilitates the interpreter's performance in an indirect manner. Case 6 is an extract from the speaker's description of the experimental process, it concentrated on the evolution of mobility in children with cerebral palsy by observing their drawings at different ages, which included descriptions of the physical behavior and performance of many children with cerebral palsy. The author conducted field research before the task, from which she learned that children with cerebral palsy have a weaker sense of body balance and less control over their limbs, and because of their lower perception of limbs, children with cerebral palsy reduced proportion of arms and thighs in their drawings, while the proportion of trunk and head was overemphasized. Therefore, when the interpreter heard the speaker's description about the children's drawing, which is “magnification of the head, and torso is common. Reduction, however, was observed only for the arms and legs”, the picture of children with cerebral palsy jumped into her mind. The background information the author collected before enabled her to quickly make the connection and understand the experimental process described by the speaker.

In terms of cognitive load, intrinsic and extraneous cognitive loads are negative factors that can interfere with an interpreter's ability to process information, whereas germane cognitive load during interpretation is beneficial. As explained by DeLeeuw & Mayer (2008: 223), “increasing germane cognitive load means the learner engages in deep cognitive processing such as mentally organizing the material and relating it to previous knowledge”. In her speech, the speaker focused on describing the daily activities, and educational methods for children with special needs at the Center and also mentioned the National Action Plan, which had many similarities to the information that the author had gathered before the assignment. The author had already formed knowledge schema related to conductive education, Move & Walk Activity Centre, National Action Plan and physical performance of children with cerebral palsy in her long term memory before the task, thus when she heard the speech, she was able to connect what she heard with her memory schema, to quickly understand the source language and convey the information to the audience.

3.3Challenges During the Task

3.3.1 High Density of Information

Cognitive load theory states that the difficulty of learning material depends on element interactivity. Each unit in the same sentence is an element, and the more elements and the higher the interactivity, the more difficult the learning material will be. Accordingly, the more information there is in a speaker's paragraph, the harder it is for the interpreter to understand it. This is due to the fact that the interpreter must take more time to comprehend the meaning and reorganize the language. “Intensive speech means that the speaker speaks fast and delivers a lot of information in a relatively short period of time. If the interpreter cannot keep up with the pace, he or she will not be able to complete the interpretation task well ” （Li, 2005: 87）. The author also experienced such a situation in this practice, in which the more information in the source language, such as numbers, professional terminology, parallel nouns or adjectives, the slower and less fluent her output would be, leading to information omission and mis-interpretation.

Case 7

ST: I show the changes in the levels of human representation on the slide, for the first drawings: doodle 4, head man 1,line diagram 3, outline diagram 2;

TT:我展示了（額）人體畫像的不同水平（額），放在了（額）幻燈片上。在第第一幅畫像中，有四幅是涂鴉，1幅有頭部（額）.....3幅有輪廓。

RT:我羅列了人體畫像水平的變化，放在了幻燈片上，第一組畫像中，有四幅是涂鴉，一幅有頭部， 3 幅有基本的線條， 2幅有身體的輪廓。

Case 8

ST:The test examines elementary skills that are critical for school progress at school age: writing coordination, speaking skills, relational vocabulary, elementary numeracy, empirical inference, empirical understanding, and sociality.

TT:這項測試檢驗了（額）基本的技能，（額）對學齡段的進步是非常關鍵的，協作協調、演講技能、基本算數（額）、詞匯、經驗積累（額）......社交。

RT:該測試考察了在學齡階段對學習進步至關重要的基本技能。比如寫作協調、口語技能、關系詞匯、基本計算能力、經驗推理、經驗理解和社交能力。

Cases 7 and 8 displayed the omission of information and logical confusion caused by the juxtaposition of information and the relatively high density ofinformation. As seen in case 7, the elements “doodle”, “line diagram”, and “outline diagram” are difficult for interpreters who are not in this field. Interpretation requires the multi-tasking ability of the interpreter, “ The interpreter has to think about the logic of the preceding and following texts in a short period of time while ensuring the accurate transmission of the number of messages” （Zhong, 2001: 42）. As the interpreter already spent much cognitive resource on recognizing the information, it was hard for her to connect the interactive elements very effectively. In Case 8, the second halfofthe sentence contains seven elements. Because the interpretation practice was simultaneous, the time left for the interpreter to recognize and memorize information was very short. In the case of fast speaking of the speaker and the lack of experience of the interpreter, the author was unable to make a reasonable allocation of cognitive resources at one time, which finally led to the above problems.

3.3.2Complex Sentences

Due to the difference between Chinese and English thinking, the logic of English expression is sometimes a great challenge for interpreters. In this interpretating practice, the author found that the longer the speaker's speech is, the stronger the element's

interactivity would be, and the more cognitive resources would be consumed, bringing about more difficulties to the interpreter's work. At the same time, when the speaker's output is too short and broken, the interpreter would bear more extraneous cognitive load and spend more cognitive resources on reorganizing the logic among the elements.

Case 9

ST: In the National Action Plan for disability policy, the labour market was mentioned as an important area when it comes to bridging gaps in living conditions between different groups and creating a society where all people can be involved and contribute.

TT:在《全國殘疾人行動計劃》中（額），人才市場（額）被重點提及，它能夠（額）彌合生活差距，尤其是不同群體之間，（額）創造（嗯）人人都能參與的社會。

RT:在《全國殘疾人政策行動計劃》中，人才市場是一個重要的方面，是彌合生活條件差距，尤其是不同群體之間的生活條件差距的重要途徑，能夠創建一個所有人都能參與和貢獻的社會。

In case 9, there are several subordinate clauses with many information points, including “National Action Plan”, “labor market”, “bridging gaps”, “creating society”, “ all people involved ” , and so on. These basic information points make up the key information of the sentence and are the basic components of logic. The two subordinate clauses differ from the way Chinese people think, which also increased challenge for the interpreter. If the structure of the source text is adjusted significantly, it will not only increase the difficulty of language conversion, but also take a longer time for the interpreter to memorize the information, which “ inevitably puts great pressure on the interpreter's ability to store information, breaks the balance of the interpreter's cognitive operation process, and increases the difficulty for the interpreter to process information” （Gile & Chai, 2009: 62）. The author found that when encountering sentences with high elements interactivity, the interpreter's cognitive resources become limited, leading to very obvious problems of filler words, information omission and pauses.

Case 10

ST: During the test I provided the individuals with special needed tools, such as safe seating conditions including table, chair, seating module, stool; Special aids conditions required for drawing, such as stick pencil, paper of appropriate thickness, fixer of paper to the guarantee the children can extend their arm and bend to any extent.

TT:在實驗中，我（額）提供了一些特殊需要的工具（額）：首先是安全的座位，包括桌子、椅子、木凳（額）等等。然后是繪畫工具,包括（額）鉛筆、厚紙張（額），并且固定紙張確保孩子們可以（額）任意彎曲。

RT: 在實驗當中，我給孩子們提供了滿足特殊需求的工具，包括一些特殊需求，安全的座椅條件包括桌子、椅子、特制座椅以及木凳等，特殊的繪畫條件提繪畫條件包括鉛筆、厚度適宜的紙張，我們還使用了紙張固定器，確保孩子們在座位上可以任意伸展胳膊或彎曲。

In contrast to Case 9, the overall sentence structure of Case 10 is more fragmented. Although the overall logic of the sentence is clear, the individual elements of the sentence are not as straightforward for the interpreter, who must take into account both the overall logic of the output and the necessity to memorize each point of information in the source text. “Short-term memory also referred to working memory, is conscious and limited” （Plass & Moreo, 2010: 29）. The speaker cited “ table, chair, seating module, stool, stick pencil, paper of appropriate thickness, fixer of paper”, which according to the theory is beyond the interpreter's working memory capacity. The interpreter had to consume cognitive resources to sort out the logic, recognize instant information from the speaker, reorganize the information and output it. Fromthecomparisonoftheabovecases,itcanbe seen that the interpreter was unable to output a complete message due to the excessive cognitive load.

“There are many targeted measures for complex sentences, among which the widely recognized one is the deverbalization of interpretive theory” （Zhang, 2009: 18）. The term

“deverbalization” refers to reorganizing and expressing information by only grabbing the most significant information points and ignoring the organizing structure of the original text. However, the ability to listen and grasp information cannot be achieved overnight, so interpreters need to deliberately practice the relevant skills in their regular training. Cognitive load theory (Sweller et al., 2011: 44) suggested that during the process of acquiring a new skill, it is more efficient to construct schema in long-term memory and continuously expand the relevant schema to improve the efficiency of automating information in long-term memory. “The worked-example effect is an important method of constructing knowledge schema ” (Chen et al., 2019: 190). In their usual practice, interpreter may learn complex sentences of different types and corresponding strategies and accumulate schema for handling complex sentences. The richer the problem types covered, the more flexible the interpreter is in handling complex sentences during interpretation, thus improving the fluency of output.

3.3.3Interpreting Anxiety

Kang(2012: 20) holds that the process oflanguage conversion in interpreting is also a complex process of cognitive-psychological changes for interpreters, during which many factors will be involved. Therefore, during the interpreting activity, students who are not experienced in interpreting can be easily affected by anxiety. The author, as a student with little practical experience in simultaneous interpretion, felt a certain amount of interpreting anxiety in this practice. In the author's practice, interpretation anxiety mainly came from the speaker's accent, fastway ofspeaking and the unexpected equipment malfunction.

Case11

ST: Through the conductive education they are included in all the tasks, they are present and involved, they are an important person to make the celebration completed.

TT:通過引導式教育，他們(呢)能夠舉辦各種活動(額)，在活動中成長進步，他們

是（額）舉辦慶祝活動的重要人物。

RT:引導式教育讓他們能夠參與到所有任務當中，讓他們舉辦并參與活動，成為完成慶祝活動的不可或缺的角色。

Case 12

ST:The importance of people having a social affiliation and community is in behavioural science well known for having a big impact in well-being for every person, and especially for persons with any kind of special needs or disabilities.

TT:人們（額）在社區當中生活是非常（額）重要的額、科學的......對每個人的健康都有重大影響，尤其會（額）影響到有特殊需求的人。

RT:人們有社會歸屬感非常重要，行為科學證明社會歸屬感對個人健康有重大影響，尤其會影響到有特殊需求的人或殘疾人士。

Case 11 and Case 12 were results of interpreting anxiety caused by accent. In these two cases, the author missed some important verbs and nouns because some syllabus or sounds are either jointly pronounced or dropped. For example, the original sentence is “they are present and involved” was mistaken as “they are pressed to evolve". The wrong understanding led to a misinterpretation of the whole sentence, as a result, “ they are present and involved” is misinterpreted as “舉辦各種活動，在活動中成長進步”, and “they are an important person to make the celebration completed” is misinterpreted as “他們是舉辦慶祝活動的重要人物”,which shouldbe “是完成慶祝活動的不可或缺的角色”. In Case12, the interpreter's comprehension of the sentence was incomplete, she not only misunderstood the information but also missed the important logic “well known for” due to the interpreting anxiety caused by accent.

According to the survey by AIIC （2002: 657）, 86% interpreters contend that complicated accent will affect their listening comprehension during the conference and 62% interpreter believe that accent is one of the major sources of their stress during interpreting activity, thus it's very necessary for the interpreter to be familiar with the

speakers' accent. At the beginning of the conference, the interpreter could not instantly adapt to the speaker's accent, thus interpreting anxiety increased and the author misunderstood the information that could have been correctly understood.

The interpreter will face pauses, self-repairs, and missing of information if the extraneous cognitive load is too high. “ Pauses are partly caused by the thought of reorganizing or correcting information” (Xu, 2010: 70). In the process of interpreting, the author was trying to understand the speaker's words, reorganize sentences and logic, and gain a sense of balance in the distribution of cognitive resources, which resulted in delays and pauses in the conversion of language. The author's misunderstanding of the source language here is closely related to the interpreting anxiety caused by the speaker's accent, and despite the author's short-term preparation in terms of accent before the task, the interpreter was unable to quickly relate her schema of the accent to the speaker's speech during the conference.

Therefore, students should focus on listening comprehension of English in their regular interpreting practice (Li, 2005: 87), not only listening to standard English but also familiarizing themselves with English of different accents. The interpreter can use the worked-example effect to learn about English with different accents in a targeted way and continuously expand the schema ofEnglish accents in their long-term memory.

Case13

ST:Development can take place through purposefully planned movement development, by reaching a state of attention to the body, for which the system of conductive pedagogy provides appropriate opportunities.

TT:培養......(額)可以是針對性的(額)，關注(額)身體，利用引導式教育提供的機會。

RT:但是我們可以通過運動能力培養計劃來改變這樣的情況，比如幫助孩子提升身體意識，引導式教育就為我們在這方面提供了很好的機會。

Case 14

ST: It creates situations that give a focused experience of the body, of experiencing it as a unified whole, applying focused attention to it. This attention gives a more balanced body experience.

TT:它能夠（額）創造關注身體的（情景），體驗身體的整體性......這樣的關注可以讓（額）身體的平衡感得到增強。

RT:引導式教育能夠創造一些情境，讓孩子更加專注身體的體驗感受、感知身體的整體性，全神貫注的把精力集中在孩子自己身上。這也可以幫助孩子增強身體的平衡感。

Case 13 and Case 14 are cases of interpreting anxiety caused by on-site equipment malfunction. Though the author and her partners carried out many preparation works, including multiple-check to the equipment, network connection, microphone function, unexpected situations still occurred, including the malfunction of the microphone, blackout at the main venue in Budapest, Hungary, the malfunction of the speaker's network. When these situations happened, the interpreter had to spend more cognitive resources on coping with unexpected problems and internal anxiety, making it harder for the interpreter to focus on comprehending and transforming the speaker's speech. The output in the two cases clearly showed the lack oflogic and missing ofinformation.

The above examples suggest that when the extraneous cognitive load is too high, the interpreter's performance will also be significantly affected. Therefore, interpreters should consider as many influencing factors as they can when preparing for pre-interpreting, such as interpreting anxiety. The imagination effect of CLT can be applied here. “ Imagination effect can help students understand the learning object faster” （William & Sweller, 2004: 859）. Interpreters can imagine themselves at the conference, anticipate problems that might arise, and prepare strategies accordingly. In this way, interpreters can better deal with unexpected situations during real practice and reduce the effects of extraneous cognitive load on their output.

Chapter 4 Conclusion

In this report, following the sequence of task background, the process of interpreting, case analysis and conclusion, the author described her interpreting practice from an all-around view.

For the first chapter, the author introduced the background information about her client, the organizer of the conference and the participant of the conference as well as the client's expectations for the interpreter, which gave the author general knowledge about the purpose ofthis conference as well as the needs and goals ofthe client.

The second chapter described the author's preparation for this interpreting task, including preparing for terminology, background information, accent, equipment, etc., which provided fundamental assistance to the author.

In the third chapter, on the basis of CLT and combining with cases from the interpretation, the author illustrated the positive effects of pre-task preparation on interpreter's performance from the perspectives of terminology and background information, and described the challenges brought by high density ofinformation, complex sentences and interpreting anxiety. During her interpreting practice and case analysis, the author found that accumulating solution schema during daily practice, deverbalization, worked-example effect and imagination effect could be used for coping with these challenges, which were also described in chapter 3.

As the last part of this report, the author stated her reflection about the interpretation, implications and limitations ofthis report.

4.1 Reflection

The 10th World Congress on Conductive Education is the first simultaneous interpreting practice of the author. Its characteristics of cross-discipline, abundant topics, and remote operation posed great challenges to the author. Though there were still deficiencies in her interpreting practice, she spared no effort to overcome difficulties and finish the task as smoothly as possible. In the aftermath of the conference, the author reflected on the following aspects.

The overall performance was smooth. The interpreter overcame her nervousness and quickly adapted to the mode of remote interpretation. The audience feedback indicated that the audience was generally satisfied with the performance ofthe interpreters, they acquired professional knowledge from the interpretation, and they enjoyed listening to the interpretation.

The interpreter showed sense of responsibility to her task. In the process of interpretation, the author and her companion encountered unexpected situations of on-site equipment failure and a power outage at the main site. Despite the lack of practical experience, the author did her best to cope with these situations in a responsible manner. It is universally recognized that interpreters' psychological quality is very important, and in this interpreting practice, the interpreter's psychological quality was tested.

Pre-interpreting preparation strategies need to be improved. As described in chapter 2, the author and her partners did a lot of pre-task preparation, including background information collection, terminology gathering, equipment preparation, psychological preparation, and familiarization with the speakers' accents. The author tried to cover as many aspects as possible during the pre-interpreting preparation phase. However, much of the collected information or terminology played a useless role during the conference. As a significant part of interpreting activity, the pre-interpreting preparation should be more

targeted and efficient.

When analyzing the corpus, the author found obvious errors of omission and pauses during interpretation, especially when there were technical terms or experiments that were beyond the interpreter's knowledge and adversely affected her understanding ofthe speech. The interpreter was also occasionally unable to flexibly realize deverbalization from the original language, resulting inalackofclarity and confusion oflogic in her output.

4.2Implications

Following the sequence of task description, the process of interpreting, case analysis, and conclusion, this report described the author's interpreting practice at the 10th World Congress on Conductive Education from an all-around view. The author summarized the findings and suggestions in the following paragraphs.

Firstly, adequate pre-task preparation is critical to the interpreter's on-site performance. Interpretation is not merely the exchanges of different languages, but involves many elements that affect every part of the activity. With adequate and efficient pre-task preparation, the accuracy, fluency, and comprehensibility of the interpreter's output can be improved.

Secondly, targeted information gathering not only saves time for pre-interpreting preparation, but also improves the accuracy of interpretation output. Although interpreters have their own language skills, they have to deal with different disciplines in the actual interpreting task, which requires the ability to collect information. The report suggest that in the process of information gathering, the scope of information gathering should be narrowed down as much as possible, so as to accumulate information that is helpful for enhancing interpreting performance. Narrowing the scope of information gathering requires the interpreter to be more clear about what might be involved in the interpretation process.

Thirdly, accumulating schema while collecting information is more effective for the automation of information in long-term memory. To reduce the intrinsic cognitive load caused by background information, terminology, and speech style, interpreters can categorize the problem in daily practice and summarize the corresponding solutions, thus forming a systematic schema for solutions. In this way, interpreters can more easily associate the speaker's speech with the information schema in long-term memory during interpretation and improve the efficiency of information automation, thus increasing the germane cognitive load and improving the performance.

Fourthly, psychological preparation before interpretation can reduce the impact of interpreting anxiety on novice interpreters. Interpreting anxiety is a common phenomenon among student interpreters. The author also experienced interpreting anxiety in this interpreting practice and felt its negative effects on recognizing information, reorganizing sentences and output. In response to interpretation anxiety, student interpreters can do mental construction by imagining and simulating how they would respond to the real scene on the spot; they can also reduce interpreting anxiety caused by the lack of professional knowledge by anticipating what the speaker night mention.

To sum up, from the perspective of CLT, interpreters have to bear the intrinsic cognitive load determined by the speech content and the extraneous cognitive load brought by the speaker's accent, speech speed, and on-site environment. Interpreters can improve their ability to handle these loads by perfecting their pre-interpreting preparation, which should be done efficiently and in a targeted manner due to the limited time available before the task.

4.3Limitations

Although the interpreter described her interpreting practice at the 10th World Congress on Conductive Education in a detailed way, summarized the problems that emerged during the practice and offered corresponding strategies based on CLT, her own limited practical experience prevents her from identifying all the difficulties in detail for reference.

These pre-interpreting preparation strategies are based on what the author experienced and may not apply to all circumstances. It is important to adjust the strategy of pre-interpreting preparation according to the universalities and uniqueness of every interpreting task.

To a certain degree, CLT has been helpful to the author in understanding the interpreting process and in providing guidance for reducing the consumption of cognitive resources during interpretation. Its application in analyzing interpretation and helping learners acquire interpreting skills has yet to be explored.

Bibliography

[1]AIIC. Interpreter Workload Study Full Report [EB/OL]. (2020-03-17) [2021-12-27]. http: //aiic.net．

[2]Atiomo, W. Cognitive Load Theory and Differential Attainment [J]. BMJ, 2020(10): 368.

[3]Chen, O., E. Retnowati & S. Kalyuga. Effects of worked examples on atep performance in solving complex problems [J]. Educational Psychology, 2019(2): 188-202.

[4]DeLeeuw, K. E. & R. E. Mayer. A comparison of three measures of cognitive load: evidence for separable measures ofintrinsic, extraneous, and germane load [J].

Journal of educational psychology, 2008(1): 223.

[5]Geoffrey, S. B. A Practical Guide for Translators [M]. Michigan: Multilingual Matters, 2010.

[6]Gile , D & M. J. Chai. Basic Concepts and Models for Interpreter and Translator Training [M]. Philadelphia, Amsterdam: John Benjamins Publishing Company,

2009.

[7]Leahy, W. & John. S. Cognitive load and the imagination effect [J]. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in

Memory and Cognition, 2004(7): 857-875.

[8]Moreno, R. & B. Park. Cognitive Load Theory: Historical Development and Relation to Other Theories [M]. Cambridge, UK: Cambridge University Press,

2010.

[9]Plass, J., R. Moreno. & R. Brunken. Cognitive Load Theory [M]. Cambridge, UK: Cambridge University Press, 2010.

[10]Song, X. & M. Tang. An empirical study on the impact of pre-interpreting preparation on business interpreting under Gile's Efforts Model [J]. Theory and Practice in Language Studies, 2020(12): 1640-1650.

[11]Sweller, J. Element interactivity and intrinsic, extraneous, and germane cognitive load [J]. Educational Psychology Review, 2010(2): 123-138.

[12]Sweller, J. et al. Measuring Cognitive Load [M]. New York: Springer, 2011.

[13]查先進等.國外認知負荷理論應用研究進展[J].情報學報,2020(05):547-556.

[14]紀康麗.口譯與信息處理[J].外語研究,1996(04): 56-58.

[15]康志峰.口譯焦慮對交替傳譯的效應與影響[J].中國科技翻譯,2012(01): 19-21.

[16]李佳.外語聽力語速感知的認知負荷視角研究[J/OL].現代外語,2021(6): 7-9.

[17]李學兵.口譯過程中影響理解的因素及理解能力的培訓策略[J].外語教學， 2005(03): 85-89.

[18]劉進.Webquest在口譯“譯前準備”教學中的應用研究[J].外語電化教學, 2011(02): 67-70.

[19]徐海銘. 漢英交替傳譯活動中的口譯停頓現象實證研究——以國際會議職業口譯受訓譯員為例[J].外語研究，2010(01): 64-71.

[20]徐亞男，李建英.口譯和筆譯技巧[MM].北京：世界知識出版社,1998.

[21]張吉良.巴黎釋意學派口譯理論成就談[J].中國科技翻譯,2009(04):16-19.

[22]張吉良.論譯員的口譯準備工作[J].中國科技翻譯,2003(03): 13-17.