第一篇：2012年秋季學(xué)期英語專業(yè)翻譯實習(xí)方案

2012年秋季學(xué)期英語專業(yè)翻譯實習(xí)方案

一、翻譯實習(xí)性質(zhì)與任務(wù)

翻譯實習(xí)是全國高等學(xué)校英語專業(yè)教學(xué)大綱的要求，是我校英語專業(yè)人才培養(yǎng)方案中一個必不可少教學(xué)環(huán)節(jié)，是理論聯(lián)系實踐的需要。

二、翻譯實習(xí)目的與要求

英語專業(yè)人才培養(yǎng)方案中的“業(yè)務(wù)培養(yǎng)目標(biāo)”規(guī)定，英語專業(yè)培養(yǎng)“能在外事、經(jīng)貿(mào)、教育、旅游等領(lǐng)域從事翻譯、管理、教學(xué)的英語高級專業(yè)人才”，“業(yè)務(wù)培養(yǎng)要求”又規(guī)定“要求學(xué)生熟練地掌握聽、說、讀、寫、譯基本技能”。翻譯實習(xí)教學(xué)的目的使學(xué)生通過廣泛接觸社會實踐中的各種活的語言材料并對其進(jìn)行翻譯處理，檢驗他們的英語語言技能掌握的情況，并為以后的理論課教學(xué)的修正與改革提供依據(jù)。要求每個學(xué)生在實習(xí)期間完成10個小時的英漢材料口譯和10000字英漢材料的筆譯工作量，采用英語專業(yè)八級考試水平材料進(jìn)行練習(xí)。口譯材料以最近中外的時事新聞和商務(wù)活動為主，筆譯材料的范圍包括政治、經(jīng)濟、文化、文學(xué)、科技和歷史、地理等方面，切實幫助提高筆譯和口譯能力。

三、實習(xí)時間和地點

時間：第14-17周（2012.12.3-12.30）

地點：湖南農(nóng)業(yè)大學(xué)

四、實習(xí)負(fù)責(zé)人員及其工作職責(zé)

總負(fù)責(zé)人：李丹，負(fù)責(zé)整個翻譯實習(xí)的安排及學(xué)生翻譯實習(xí)成績的整理與登錄、翻譯實習(xí)報告的收集。

口譯負(fù)責(zé)人：郭珊珊，負(fù)責(zé)口譯材料的準(zhǔn)備，制定口譯現(xiàn)場指導(dǎo)的基本要求和工

作程序，組織口譯教師確定每篇口譯材料的準(zhǔn)備工作、口譯實踐中的注意事項、重點、難點。

筆譯負(fù)責(zé)人：羅美蘭，負(fù)責(zé)筆譯材料的準(zhǔn)備，制定筆譯現(xiàn)場指導(dǎo)的基本要求和工

作程序，組織筆譯教師確定每篇筆譯材料的準(zhǔn)備工作、筆譯實踐中的注意事項、重點、難點。

五、實習(xí)指導(dǎo)教師及其職責(zé)

英語系全體任課老師擔(dān)任本次翻譯實習(xí)的指導(dǎo)老師，分成口譯和筆譯兩個小組，具體分配如下：

口譯組：郭珊珊（組長）、劉霽月、龔維國、許雷、周靜、周曉嫻、彭華、郭濱、李湘、宋暢、蘇超、房青

筆譯組：羅美蘭（組長）、王建輝、楊竟、張健、曾亞平、李丹、陳穎、吳蓉花、1

劉永軍、陳海平、黃淑純、高貝

指導(dǎo)老師的工作職責(zé)：

1、了解教學(xué)大綱，指導(dǎo)教師要認(rèn)真學(xué)習(xí)《翻譯實踐教學(xué)大綱》，充分認(rèn)識到翻譯實習(xí)在英語專業(yè)本科教學(xué)中的必要性和重要性。筆譯老師和口譯老師在各自負(fù)責(zé)人的組織下，統(tǒng)一備課、統(tǒng)一對學(xué)生的要求。

2.了解工作流程，各指導(dǎo)教師組織自己所帶的學(xué)生開會，具體安排進(jìn)行口譯和筆譯集中練習(xí)與講解的時間和地點，并提出其他要求。

3.了解實習(xí)內(nèi)容，每周至少組織2次集中練習(xí)與講解，要向?qū)W生傳授翻譯工作中的注意事項和具體的翻譯技能與技巧，培養(yǎng)學(xué)生理論聯(lián)系實踐的能力，把理論課堂學(xué)到的翻譯知識運用到翻譯實踐中去。指導(dǎo)情況要登記在《翻譯實習(xí)記錄表》上，載明指導(dǎo)的內(nèi)容、時間、地點，并有三個以上參與學(xué)生簽名。

4.了解實習(xí)對象，每周周末檢查自己所帶學(xué)生的實習(xí)作業(yè)，督促他們按時完成實習(xí)任務(wù)、，填寫《翻譯實習(xí)報告》。

5.實習(xí)結(jié)束后督促學(xué)生上交《翻譯實習(xí)報告》，并根據(jù)學(xué)生的實習(xí)態(tài)度和實習(xí)作業(yè)，給所負(fù)責(zé)的每個同學(xué)一個口譯或筆譯百分制成績，各班以班為單位交一份實習(xí)總結(jié)或心得。

6.保管好學(xué)生上交的實習(xí)作業(yè)與《翻譯實習(xí)報告》。

六．實習(xí)對象及其學(xué)生要求

參加本次翻譯實習(xí)的對象為湖南農(nóng)業(yè)大學(xué)及湖南農(nóng)業(yè)大學(xué)東方科技學(xué)院英語專業(yè)2009級全體學(xué)生。

對學(xué)生的要求：

1.學(xué)生必須充分認(rèn)識到翻譯實習(xí)在英語專業(yè)本科學(xué)習(xí)中的必要性和重要性。

2.聽從指導(dǎo)老師安排，協(xié)助老師確定集中練習(xí)與講解的時間與地點，按時完成并上交指導(dǎo)老師布置的各項翻譯實習(xí)任務(wù)，及時填寫《翻譯實習(xí)報告》并在實習(xí)結(jié)束時上交指導(dǎo)老師

3.學(xué)生曠一次集中練習(xí)與講解從總成績中扣10分，沒按時交實習(xí)作業(yè)一次從總成績中扣10分。

七、實習(xí)內(nèi)容及安排

翻譯實習(xí)分為口譯與筆譯兩部分，每部分包括指定內(nèi)容與自選內(nèi)容。指定內(nèi)容由實習(xí)指導(dǎo)老師現(xiàn)場指導(dǎo)學(xué)生完成，自選內(nèi)容由學(xué)生分散完成。

1.口譯的指定內(nèi)容是郭珊珊老師負(fù)責(zé)，提供難度為英語專業(yè)八級的聽力材料四篇。自選內(nèi)容由口譯指導(dǎo)教師決定，量為每周一小時，難度相當(dāng)專業(yè)八級，內(nèi)容不限。（每周周末，學(xué)生需以班為單位，交光盤供老師檢查）

2.筆譯的指定內(nèi)容：羅美蘭老師負(fù)責(zé)，提供難度為英語專業(yè)八級的翻譯材

料八篇。自選內(nèi)容由筆譯指導(dǎo)教師決定，量為每周2500字左右，難度相當(dāng)專業(yè)八級，內(nèi)容為當(dāng)下中、英美主流報刊、雜志的有關(guān)科技、經(jīng)濟、政治、文化的各類文章。（每周周末，學(xué)生需以班為單位，交筆譯材料供老師檢查）

八、翻譯實習(xí)實施方式及具體工作流程

本實習(xí)采用指導(dǎo)老師負(fù)責(zé)制，分散實習(xí)與集中講解相結(jié)合的原則進(jìn)行。具體工作流程如下：

1.全體指導(dǎo)教師集中，召開翻譯實習(xí)安排會。

2.召開全體實習(xí)學(xué)生大會，講解翻譯實習(xí)的性質(zhì)、要求和安排。

3.各指導(dǎo)教師組織自己所帶的學(xué)生開會，具體安排進(jìn)行口譯和筆譯集中練習(xí)與講解的時間和地點，并提出具體要求。

4.每周周一指導(dǎo)老師發(fā)放本周的實習(xí)材料，周五收取學(xué)生的實習(xí)作業(yè)并檢查，督促他們按時完成實習(xí)任務(wù)、填寫《翻譯實習(xí)報告》，下周集中時組織學(xué)生分析其翻譯中的難點問題。

5.每周每位指導(dǎo)老師組織2次集中練習(xí)與講解，向?qū)W生傳授翻譯工作中的注意事項和具體的翻譯技能與技巧，培養(yǎng)學(xué)生理論聯(lián)系實踐的能力，把理論課堂學(xué)到的翻譯知識運用到翻譯實踐中去。指導(dǎo)情況要登記在《翻譯實習(xí)記錄表》上，載明指導(dǎo)的內(nèi)容、時間、地點，并有三個以上參與學(xué)生簽名。

6.實習(xí)結(jié)束后一周內(nèi)，學(xué)生上交《翻譯實習(xí)報告》給指導(dǎo)老師，各班以班為單位交一份實習(xí)總結(jié)或心得給李丹老師。實習(xí)指導(dǎo)老師根據(jù)學(xué)生的實習(xí)態(tài)度和實習(xí)作業(yè)，給所負(fù)責(zé)的每個同學(xué)一個口譯或筆譯百分制成績，所有成績給李丹老師。翻譯實習(xí)總成績由口譯成績（50%）與筆譯成績（50）組成。

7.實習(xí)結(jié)束后第二周內(nèi)，英語系第二教研室上網(wǎng)登錄學(xué)生翻譯實習(xí)成績，以班為單位整理、保管好學(xué)生上交的實習(xí)作業(yè)與《翻譯實習(xí)報告》。

8.學(xué)生口譯光盤和筆譯作業(yè)由各指導(dǎo)老師自行保管，以備學(xué)校、學(xué)院檢查。

九．指導(dǎo)老師與學(xué)生分配安排表

第一組劉霽月、張健

張 健:

F1羅懌寧李琴林芳李嘉張宇洋姜娜孫嫣蓉陳丹譚顯張偉珍趙純楊曄劉猛曹銀雪

劉霽月：

F1 陳惠李歡楊文娟楊艷紅汪維徐珊周蓉楊姣劉佳肖文翔黃俊潔郭利周宇張茂修

第二組羅美蘭、李 湘

羅美蘭：

F1袁蘭艷高欣欣馬玉珠張吉娟廖悅漆慕蓉彭震付茜李詩云王雅

F2吳莎陳澤瓊張彤李曠遠(yuǎn)

李 湘：

F2孫森卉張龍福陶斯斯彭利文顏祎婧江媛園梁露香蔡國軍聶曉璐金娟顧任飛劉歡歡婁鈴曼王蘭蘭

第三組李丹、郭珊珊

李 丹：

F2雷雨欣 何惠英蔡萍?xì)W陽慈俐史菊芳潘緦緦鄭格利鄧龍杰任洋 聶露露徐婷陳曉嬌張翾易蓉

郭珊珊：

F2 李旦昱曾駿黃穎蔣曉書彭璇

F3 肖彬黃敏訥林瑜梁爽王穎陳曉冬陳咪羅文新浣碩

第四組吳蓉花、房 青

吳蓉花：

F3楊玲譚文箏周贊陳銀慧趙翩翩王飛艷王璜李穎劉婷周慧朱平彭浩喻思媛夏蕾

房 青：

F3羅佳李林香楊凱麗向陽胡全燕潘黎強李啟瑞張憲陳雅琦周辛雨羅顏牛楚原楊安琪

第五組曾亞平、龔維國

曾亞平：

F3 姜潔

J孟裕娟易亞維陳佳劉莉易小艷曠蘭王紅香林桂英向麗芳陳丹周素龍昕

龔維國：

J甘潺周來廖婷周幫劉琴劉云帆廖文琳徐俊曾葵華陳志紅

姜曌劉贊周朗

第六組王建輝、彭 華

王建輝：

J黃琦云黃婭瓊劉威匡三華黃輝蔣良蔣雙青唐欣張潔夏玉嬌賀梅林

D1 宋洋甘卓

彭 華：

D1 蘇念張雨娉王槐庭王思黛譚欣露陳莉莉宋竺珊黃瀟江麗媛陶繼雄阮冬香許湘陵子呂雯

第七組許 雷、高 貝

許 雷：

D1 馮婷傅杰杜莉趙蒲芬巢霞莫燁吳洋邱媚娟鄺媛慧謝曼萍李悅靈金泋穎葉璐

高 貝：

D1 張璐

D2 劉欣喻莎莉陳共佳郭彥毛曉菲李芮琦劉蒲玭張誠趙柳歐陽岑姝周桂 唐芳

第八組楊 竟、蘇 超

楊 競：

D2 王葉喬李嘉媛鄒琳劉薇詹偉民龍靜李越雷稀哲劉宇陳珺肖振杰彭玲何宇琪

蘇 超：

D2 吳惠玲周春銀潔周冰苗冉

D3 馬力薛萌朱未弟王丹萬立莎孫霞楊麗琦張港易倩文

第九組郭 濱、黃淑純

郭 濱：

D3 匡珊紅明敏丁婉嫕彭喆李俊道李盼湯利劉雅玲劉星陽陳露丁玲劉麗云張秀蘭

黃淑純：

D3 張玲玲鐘媛琳李鐘胥茜施劉玲盧逸姍

D4 楊志高謝萍屈宜笑魏芳王澤豪熊錦郁朱雅瓊

第十組周 靜、劉永軍

周 靜：

D4 胡佳林周亞君劉春芳唐軍鄧子華張敏黃嫣尹俊嫻賀琴黃夢琳李文濤涂康李奇淼

劉永軍：

D4 黃娣陳美玲文瑤邱素琴梁楓楊潔譚夢璇劉奕君吳婭 D5 馮盛驕孔帥鄭意靈張文崇

第十一組陳 穎、周曉嫻

陳 穎：

D5 楊敏杰夏妙云王燁賀麗君譚海浪肖夢星河唐維美姚媛管園園吳汨平王穎汪盼任梓君

周曉嫻：

D5 唐植敏柳彥如劉亞李夢林謝蘭王曉暉劉鵬芝龍婷婷楊昆衍鄧娟譚驕琳

D6 楊麒慈肖瑤瑤

第十二組陳海萍、宋 暢

陳海萍：

D6 李梁艷陳檸李希饒瑤向璨康吉李海彭經(jīng)群周敏龍何羊子朱丹劉思佳陳艷紅

宋 暢：

D6 劉靜任海玲彭小舟胡瑞敏黃嬌陳麗麗陶芳艷向娟王紅艷劉楨吳逸星 劉芳曾麗君

（排名第一者為小組負(fù)責(zé)人，口筆譯交替進(jìn)行）

英語系第二教研室2012.11.26

第二篇：英語專業(yè)翻譯實習(xí)報告

實習(xí)報告

-----英語專業(yè)翻譯實習(xí)報告

在結(jié)束大學(xué)的三年生活之后，為了能充分將所學(xué)的知識轉(zhuǎn)化為工作能力，為了能更好地了解自我，鍛煉自身的社會活動能力，了解社會現(xiàn)實，為明年畢業(yè)、就業(yè)做好準(zhǔn)備。今年暑期我在昆明風(fēng)動新科技集團發(fā)展有限公司進(jìn)行了為期半個月的實習(xí)。

昆明風(fēng)動新科技集團發(fā)展有限公司位于昆明市昆明民族高新科技工業(yè)開發(fā)區(qū)，科泰路M-12。昆明風(fēng)動新技術(shù)集團發(fā)展有限公司，是中國煙草機械總公司專業(yè)生產(chǎn)大型煙草預(yù)壓打包機、氣力式煙絲輸送分配系統(tǒng)的國內(nèi)定點廠，是昆明市人民政府扶優(yōu)扶強重點扶持的骨干企業(yè)，是云南省科技廳認(rèn)定的高新技術(shù)企業(yè)，是國家制糖機械設(shè)計制造的重點企業(yè)。經(jīng)過近幾年的產(chǎn)業(yè)結(jié)構(gòu)調(diào)整以及公司整體的產(chǎn)權(quán)制度改革，現(xiàn)已發(fā)展成為以煙草機械為主體，機械立體物流倉庫（立體車庫）、制糖機械、蜂窩紙板生產(chǎn)線及蜂窩紙制品、金屬屋面系統(tǒng)等業(yè)務(wù)多元化發(fā)展的現(xiàn)代股份制企業(yè)。

從6月16日到7月8日，我進(jìn)行了為其3周的實習(xí)，每天早上8點鐘上班，開始了一天忙碌的工作，中午有一個小時的午休，下午5點整下班。實習(xí)期間主要負(fù)責(zé)翻譯資料填寫表格。

我與其他兩位同學(xué)一起來到公司實習(xí)，我們?nèi)私M每天早上基本上都能夠提前10分鐘到達(dá)公司。在工作時間認(rèn)真完成工作；在休息時間與公司的人員多溝通交流，通過一周的實習(xí)，我基本上適應(yīng)了公司的環(huán)境。而公司人員都非常支持我們的工作，提供了忠實的意見與寶貴的機會來提升鍛煉我們的能力，而正是這些信任給了我們進(jìn)步的壓力與動力，讓我們有了緊迫感。

我被分到了人力資源部，第一天就接到了翻譯“SGS的焊工資格認(rèn)證書的任務(wù)”，這對我來說是一個艱巨的任務(wù)，因為里面的專業(yè)術(shù)語太多，而且很多是縮略語，需要到網(wǎng)上查閱大量的資料才能確定如何翻譯。而且有些詞是有兩種意義的，例如：NA，它一方面可以表示“無”，另外也可以表示“國家級的”，兩種意思差別巨大，而且無上下文可以聯(lián)系進(jìn)行判斷。最終，在翻閱大量資料后，我確定NA是無的意思。所以我覺得要更優(yōu)質(zhì)、更高效地完成工作必要的工具書是不可或缺的。

因此我充分意識到了，雖然在學(xué)校里學(xué)了很多英語單詞掌握了英語語法與常用術(shù)語，但是對專業(yè)英語詞匯以及用法卻知之甚少，所以工作之余要下很大的功夫熟悉這方面的術(shù)語并且向朋友借了一本專業(yè)翻譯詞典。

我們工作的時候應(yīng)該認(rèn)真仔細(xì)，要知道稍微的疏忽可能會給公司帶來巨大的損失。所以工作的時候盡量與別人合作。例如，翻譯工作，難免會發(fā)生錯誤，所以我會請別人校正，以保證準(zhǔn)確無誤的完成工作。

作為一名實習(xí)生我們首先要端正心態(tài)，心態(tài)決定這我們的工作狀態(tài)，不要認(rèn)為“我們還是學(xué)校的學(xué)生”，就可以做好做壞無所謂，上班可以遲到，有事沒事可以經(jīng)常請假。應(yīng)該把自己看成該單位的試用期員工，這樣有利于我們未來的就業(yè)，達(dá)到實習(xí)目的。

我覺得做事應(yīng)當(dāng)先學(xué)會做人。我們應(yīng)該與同事形成一種良好的關(guān)系，互幫互助。當(dāng)在地上發(fā)現(xiàn)垃圾，或者有誰的東西掉到地上時，應(yīng)當(dāng)主動地?fù)炱鹄病Ｉ舷掳嗟臅r候幫助同事們開關(guān)門窗，檢查用電情況，這都是我們實習(xí)生應(yīng)當(dāng)做的。不論實習(xí)工作是否對口，我們都應(yīng)當(dāng)努力去做，我想任何的工作都會是我們將來工作的一部分，去填寫表格文件，處理文字資料我們都應(yīng)當(dāng)認(rèn)真對待。在實習(xí)中，我經(jīng)常幫助大家做些電腦方面的事情。這或許就是一種主動積極的做事方法。

作為單位的新人，我們對業(yè)務(wù)往往不熟，甚至還會出錯。例如：一次填寫表格，我的確是按要求把“居住在公司宿舍的人”的居住地址寫成科泰路，但我卻沒有注意居住在其他宿舍的不能寫成科泰路，犯了一次小錯誤。所以我們一定要虛心請教，避免犯些錯誤。向人請教還有一點好處，就是他們的工作經(jīng)驗會是你少走很多彎路，例如我在做一個表格的時候，欣欣自喜，因為我覺得我年輕，做那種表格會比別人快很多，結(jié)果我累了一上午，終于把表格做好，卻發(fā)現(xiàn)他們在審閱的時候用了另外一種方法。我一直在旁邊看著，我覺得這是工作中的一種學(xué)習(xí)與收獲。

我第一天就因為坐得久了或者不習(xí)慣這里的生活而感到疲倦，有點坐著不耐煩。但是過了幾天，我慢慢的開始習(xí)慣了這種辦公室的生活。現(xiàn)在在辦公室，有閑的時候就會看一些英語方面的資料，有時候和大家談?wù)劊惺苻k公室的生活，積累工作經(jīng)驗。我覺得這次實習(xí)對我影響最大的就是讓我在工作實踐中領(lǐng)悟到了工作作風(fēng)以及在工作過程中專業(yè)知識對工作的重要性，以及讓我體會到了工作的生活。

半個月的實習(xí)生活，使我真正體會到作為一名辦公室工作人員的忙碌生活。雖然我的事情并不多，但我的同事們不停地在工作，中午只有一個小時的時間休息，有時候還要主動加班。甚至有一天公司停電，同事們還要處理、裝訂文件。辦公室的生活其實是很忙碌的，并不像我以前想的那樣悠然自得，不用去做什么累人的體力活。

這次實習(xí)是我人生中的一次重要的經(jīng)歷，對將來走上工作崗位產(chǎn)生積極地影響。我體會到了專業(yè)知識與工作閱歷對工作的技巧與工作效率的深刻影響。我充分明白了理論結(jié)合實際的現(xiàn)實意義。在工作中提升自我，與不斷提升自己的素質(zhì)的重要性。

第三篇：英語專業(yè)翻譯 實習(xí)報告

實習(xí)報告

-----英語專業(yè)翻譯實習(xí)報告

在年后的日子，為了能充分將所學(xué)的知識轉(zhuǎn)化為工作能力，為了能更好地了解自我，鍛煉自身的社會活動能力，了解社會現(xiàn)實，為明年畢業(yè)、就業(yè)做好準(zhǔn)備。今年暑期我在南陽金牛電器有限公司進(jìn)行了為期三周的實習(xí)。

南陽金牛電氣有限公司成立于2007年，總投資2000萬元，占地面積20000平方米，河南省高新技術(shù)企業(yè)，專業(yè)生產(chǎn)防雷避雷電氣產(chǎn)品，產(chǎn)品主要有金屬氧化物電阻片、氧化鋅避雷器、高能電阻器、壓敏電阻器、跌落式熔斷器、復(fù)合絕緣子、隔離開關(guān)等。

從2月7日到2月26日，我進(jìn)行了為其3周的實習(xí)，每天早上8點鐘上班，開始了一天忙碌的工作，中午有一個小時的午休，下午5點整下班。實習(xí)期間主要負(fù)責(zé)翻譯資料填寫表格。

我與其他兩位同學(xué)一起來到公司實習(xí)，我們?nèi)私M每天早上基本上都能夠提前10分鐘到達(dá)公司。在工作時間認(rèn)真完成工作；在休息時間與公司的人員多溝通交流，通過一周的實習(xí)，我基本上適應(yīng)了公司的環(huán)境。而公司人員都非常支持我們的工作，提供了忠實的意見與寶貴的機會來提升鍛煉我們的能力，而正是這些信任給了我們進(jìn)步的壓力與動力，讓我們有了緊迫感。

我被分到了人力資源部，第一天就接到了翻譯“SGS的焊工資格認(rèn)證書的任務(wù)”，這對我來說是一個艱巨的任務(wù)，因為里面的專業(yè)術(shù)語太多，而且很多是縮略語，需要到網(wǎng)上查閱大量的資料才能確定如何翻譯。而且有些詞是有兩種意義的，例如：NA，它一方面可以表示“無”，另外也可以表示“國家級的”，兩種意思差別巨大，而且無上下文可以聯(lián)系進(jìn)行判斷。最終，在翻閱大量資料后，我確定NA是無的意思。所以我覺得要更優(yōu)質(zhì)、更高效地完成工作必要的工具書是不可或缺的。

因此我充分意識到了，雖然在學(xué)校里學(xué)了很多英語單詞掌握了英語語法與常用術(shù)語，但是對專業(yè)英語詞匯以及用法卻知之甚少，所以工作之余要下很大的功夫熟悉這方面的術(shù)語并且向朋友借了一本專業(yè)翻譯詞典。

我們工作的時候應(yīng)該認(rèn)真仔細(xì)，要知道稍微的疏忽可能會給公司帶來巨大的損失。所以工作的時候盡量與別人合作。例如，翻譯工作，難免會發(fā)生錯誤，所以我會請別人校正，以保證準(zhǔn)確無誤的完成工作。

作為一名實習(xí)生我們首先要端正心態(tài)，心態(tài)決定這我們的工作狀態(tài)，不要認(rèn)為“我們還是學(xué)校的學(xué)生”，就可以做好做壞無所謂，上班可以遲到，有事沒事可以經(jīng)常請假。應(yīng)該把自己看成該單位的試用期員工，這樣有利于我們未來的就業(yè)，達(dá)到實習(xí)目的。

我覺得做事應(yīng)當(dāng)先學(xué)會做人。我們應(yīng)該與同事形成一種良好的關(guān)系，互幫互助。當(dāng)在地上發(fā)現(xiàn)垃圾，或者有誰的東西掉到地上時，應(yīng)當(dāng)主動地?fù)炱鹄病Ｉ舷掳嗟臅r候幫助同事們開關(guān)門窗，檢查用電情況，這都是我們實習(xí)生應(yīng)當(dāng)做的。不論實習(xí)工作是否對口，我們都應(yīng)當(dāng)努力去做，我想任何的工作都會是我們將來工作的一部分，去填寫表格文件，處理文字資料我們都應(yīng)當(dāng)認(rèn)真對待。在實習(xí)中，我經(jīng)常幫助大家做些電腦方面的事情。這或許就是一種主動積極的做事方法。

作為單位的新人，我們對業(yè)務(wù)往往不熟，甚至還會出錯。例如：一次填寫表格，我的確是按要求把“居住在公司宿舍的人”的居住地址寫成大同路，但我卻沒有注意居住在其他宿舍的不能寫成大同路，犯了一次小錯誤。所以我們一定要虛心請教，避免犯些錯誤。向人請教還有一點好處，就是他們的工作經(jīng)驗會是你少走很多彎路，例如我在做一個表格的時候，欣欣自喜，因為我覺得我年輕，做那種表格會比別人快很多，結(jié)果我累了一上午，終于把表格做好，卻發(fā)現(xiàn)他們在審閱的時候用了另外一種方法。我一直在旁邊看著，我覺得這是工作中的一種學(xué)習(xí)與收獲。

我第一天就因為坐得久了或者不習(xí)慣這里的生活而感到疲倦，有點坐著不耐煩。但是過了幾天，我慢慢的開始習(xí)慣了這種辦公室的生活。現(xiàn)在在辦公室，有閑的時候就會看一些英語方面的資料，有時候和大家談?wù)劊惺苻k公室的生活，積累工作經(jīng)驗。我覺得這次實習(xí)對我影響最大的就是讓我在工作實踐中領(lǐng)悟到了工作作風(fēng)以及在工作過程中專業(yè)知識對工作的重要性，以及讓我體會到了工作的生活。

半個月的實習(xí)生活，使我真正體會到作為一名辦公室工作人員的忙碌生活。雖然我的事情并不多，但我的同事們不停地在工作，中午只有一個小時的時間休息，有時候還要主動加班。甚至有一天公司停電，同事們還要處理、裝訂文件。

辦公室的生活其實是很忙碌的，并不像我以前想的那樣悠然自得，不用去做什么累人的體力活。

這次實習(xí)是我人生中的一次重要的經(jīng)歷，對將來走上工作崗位產(chǎn)生積極地影響。我體會到了專業(yè)知識與工作閱歷對工作的技巧與工作效率的深刻影響。我充分明白了理論結(jié)合實際的現(xiàn)實意義。在工作中提升自我，與不斷提升自己的素質(zhì)的重要性。

第四篇：英語專業(yè)翻譯_實習(xí)報告

實習(xí)報告

-----英語專業(yè)翻譯實習(xí)報告

在年后的日子，為了能充分將所學(xué)的知識轉(zhuǎn)化為工作能力，為了能更好地了解自我，鍛煉自身的社會活動能力，了解社會現(xiàn)實，為明年畢業(yè)、就業(yè)做好準(zhǔn)備。今年暑期我在南陽金牛電器有限公司進(jìn)行了為期三周的實習(xí)。

南陽金牛電氣有限公司成立于2007年，總投資2000萬元，占地面積20000平方米，河南省高新技術(shù)企業(yè)，專業(yè)生產(chǎn)防雷避雷電氣產(chǎn)品，產(chǎn)品主要有金屬氧化物電阻片、氧化鋅避雷器、高能電阻器、壓敏電阻器、跌落式熔斷器、復(fù)合絕緣子、隔離開關(guān)等。

從3月12日到4月12日，我進(jìn)行了為其4周的實習(xí)，我與其他八位同學(xué)一起來到公司實習(xí)，我們八人組每天早上基本上都能夠提前10分鐘到達(dá)公司。每天早上9點鐘上班，開始了一天忙碌的工作，中午有一個小時的午休，下午5點整下班。實習(xí)期間主要負(fù)責(zé)翻譯資料填寫表格。

第一周，主要是認(rèn)識公司，經(jīng)理對我們進(jìn)行了培訓(xùn)，向我們介紹了公司的主要業(yè)務(wù)和文化生活。我們了解到公司是一個主要對國內(nèi)外營銷TFT-LCD的貿(mào)易公司。我們在工作時間認(rèn)真完成工作；在休息時間與公司的人員多溝通交流，通過一周的實習(xí)，我基本上適應(yīng)了公司的環(huán)境。而公司人員都非常支持我們的工作，提供了忠實的意見與寶貴的機會來提升鍛煉我們的能力，而正是這些信任給了我們進(jìn)步的壓力與動力，讓我們有了緊迫感。

我被分到了人力資源部，第一天就接到了翻譯“SGS的焊工資格認(rèn)證書的任務(wù)”，這對我來說是一個艱巨的任務(wù)，因為里面的專業(yè)術(shù)語太多，而且很多是縮略語，需要到網(wǎng)上查閱大量的資料才能確定如何翻譯。而且有些詞是有兩種意義的，例如：NA，它一方面可以表示“無”，另外也可以表示“國家級的”，兩種意思差別巨大，而且無上下文可以聯(lián)系進(jìn)行判斷。最終，在翻閱大量資料后，我確定NA是無的意思。所以我覺得要更優(yōu)質(zhì)、更高效地完成工作必要的工具書是不可或缺的。

因此我充分意識到了，雖然在學(xué)校里學(xué)了很多英語單詞掌握了英語語法與常用術(shù)語，但是對專業(yè)英語詞匯以及用法卻知之甚少，所以工作之余要下很大的功

夫熟悉這方面的術(shù)語并且向朋友借了一本專業(yè)翻譯詞典。

我們工作的時候應(yīng)該認(rèn)真仔細(xì)，要知道稍微的疏忽可能會給公司帶來巨大的損失。所以工作的時候盡量與別人合作。例如，翻譯工作，難免會發(fā)生錯誤，所以我會請別人校正，以保證準(zhǔn)確無誤的完成工作。

作為一名實習(xí)生我們首先要端正心態(tài)，心態(tài)決定這我們的工作狀態(tài)，不要認(rèn)為“我們還是學(xué)校的學(xué)生”，就可以做好做壞無所謂，上班可以遲到，有事沒事可以經(jīng)常請假。應(yīng)該把自己看成該單位的試用期員工，這樣有利于我們未來的就業(yè)，達(dá)到實習(xí)目的。

我覺得做事應(yīng)當(dāng)先學(xué)會做人。我們應(yīng)該與同事形成一種良好的關(guān)系，互幫互助。當(dāng)在地上發(fā)現(xiàn)垃圾，或者有誰的東西掉到地上時，應(yīng)當(dāng)主動地?fù)炱鹄病Ｉ舷掳嗟臅r候幫助同事們開關(guān)門窗，檢查用電情況，這都是我們實習(xí)生應(yīng)當(dāng)做的。不論實習(xí)工作是否對口，我們都應(yīng)當(dāng)努力去做，我想任何的工作都會是我們將來工作的一部分，去填寫表格文件，處理文字資料我們都應(yīng)當(dāng)認(rèn)真對待。在實習(xí)中，我經(jīng)常幫助大家做些電腦方面的事情。這或許就是一種主動積極的做事方法。

作為單位的新人，我們對業(yè)務(wù)往往不熟，甚至還會出錯。例如：一次填寫表格，我的確是按要求把“居住在公司宿舍的人”的居住地址寫成大同路，但我卻沒有注意居住在其他宿舍的不能寫成大同路，犯了一次小錯誤。所以我們一定要虛心請教，避免犯些錯誤。向人請教還有一點好處，就是他們的工作經(jīng)驗會是你少走很多彎路，例如我在做一個表格的時候，欣欣自喜，因為我覺得我年輕，做那種表格會比別人快很多，結(jié)果我累了一上午，終于把表格做好，卻發(fā)現(xiàn)他們在審閱的時候用了另外一種方法。我一直在旁邊看著，我覺得這是工作中的一種學(xué)習(xí)與收獲。

我第一天就因為坐得久了或者不習(xí)慣這里的生活而感到疲倦，有點坐著不耐煩。但是過了幾天，我慢慢的開始習(xí)慣了這種辦公室的生活。現(xiàn)在在辦公室，有閑的時候就會看一些英語方面的資料，有時候和大家談?wù)劊惺苻k公室的生活，積累工作經(jīng)驗。我覺得這次實習(xí)對我影響最大的就是讓我在工作實踐中領(lǐng)悟到了工作作風(fēng)以及在工作過程中專業(yè)知識對工作的重要性，以及讓我體會到了工作的生活。

半個月的實習(xí)生活，使我真正體會到作為一名辦公室工作人員的忙碌生活。

雖然我的事情并不多，但我的同事們不停地在工作，中午只有一個小時的時間休息，有時候還要主動加班。甚至有一天公司停電，同事們還要處理、裝訂文件。辦公室的生活其實是很忙碌的，并不像我以前想的那樣悠然自得，不用去做什么累人的體力活。

這次實習(xí)是我人生中的一次重要的經(jīng)歷，對將來走上工作崗位產(chǎn)生積極地影響。我體會到了專業(yè)知識與工作閱歷對工作的技巧與工作效率的深刻影響。我充分明白了理論結(jié)合實際的現(xiàn)實意義。在工作中提升自我，與不斷提升自己的素質(zhì)的重要性。

第五篇：英語專業(yè)翻譯論文

On Training Methods of Short Term Memory in Consecutive Interpreting 交替?zhèn)髯g中短時記憶的訓(xùn)練方法

Name: Li, Lingling

Class: 2007English Education Class 2 January 4, 2010

目錄

ABSTRACT.....................................................................................................3 1.Introduction..................................................................................................5 2.Brief Introduction of Interpreting.............................................................5 2.1 Background information......................................................................5 2.2 Interpreting...........................................................................................6 3.Memory System..........................................................................................8 3.1 Short term memory..............................................................................8 3.2 Short term and long term memory.......................................................9 3.3 The Effort Eodels by Daniel Gile......................................................10 4.Characters of short term memory..............................................................12 4.1 Input of information...........................................................................12 4.2 Capacity.............................................................................................12 4.3 Modality.............................................................................................12 4.4 Information Loss................................................................................13 4.5 Retrieval.............................................................................................13 5.Memory Training.......................................................................................14 5.1 Visualizing materials:........................................................................15 5.2 Retelling in the Source Language......................................................15 5.3Mnemonic to Memory........................................................................16 5.4 Grouping information together..........................................................17 5.5 Association.........................................................................................17 6.Conclusion.................................................................................................18 Bibliography..................................................................錯誤！未定義書簽。

ABSTRACT Interpreting is important and popular nowadays owing to its communicative function in fields of politics, economy, culture, education and so on.However, it’s not easy to be a qualified interpreter because the training methods are not systematically completed.This thesis is mainly dealing with the methods of training short-term memory in consecutive interpreting(CI).According to Effort Model from Daniel Gile, the short term memory is an essential part in the process of interpreting.In order to be a qualified interpreter, student interpreters need large quantity of practice and skills.Considering of this, the author makes some research about the training of short term memory and hopes this training can help student interpreters improve short term memory.Key words: consecutive interpreting(CI);short term memory;Effort Model;training methods

口譯因其在政治、經(jīng)濟、文化、教育等方面有著重要的交際功能，因此在當(dāng)今社會越來越顯示出其重要性并且逐漸受到人們的重視。然而，由于目前口譯訓(xùn)練方法仍然不夠系統(tǒng)和完整，因此想成為一名合格的口譯人員實屬不易。本論文主要介紹了交替?zhèn)髯g中短時記憶的訓(xùn)練方法。根據(jù)Daniel Gile 的精力分配模式，短時記憶在口譯過程中起到舉足輕重的地位。為了成為一名合格的譯員，訓(xùn)練者需要進(jìn)行大量的練習(xí)并且掌握口譯技巧。考慮到這個問題，筆者通過搜集整理和自己的親身經(jīng)歷總結(jié)了短時記憶 的訓(xùn)練方法，希望能夠幫助訓(xùn)練者提高短時記憶。

1.Introduction There are three kinds of memory system and short term memory is the essential part in interpreting, so in this paper the author mainly does research about the short term memory.Chapter 1 is an introduction about planning of this paper.In Chapter 2, it shows a general introduction about interpreting and its current situation in China.This helps us to get a more clear understanding about advantages and disadvantages of CI in order to find the weaknesses.According to the analysis in Chapter 2, the author believes that the memory training is a big obstacle encountered by the student interpreters.Considering of this, the author decides to start with the memory system, so in Chapter 3, it mainly shows three types of memory systems as well as how they work and what functions they have and the illustration is focused on the concrete connections between the short term memory and CI.In Chapter 4, the author shows the characters of short term memory and the problems interpreters meet due to the characters.In Chapter 5, according to all above and research, the author finds some methods dealing with the problems.Finally is the conclusion and some suggestions in future research.2.Brief Introduction of Interpreting 2.1 Background information Interpreting becomes a very popular job nowadays due to the world globalization in fields of economy, politics, culture and s on.With the rising position of China, especially hosting of 2008 Olympic Games and 2010 Shanghai World Expo as well as entering WTO, China plays more and more important role in the world, so international communication become more frequently.This brings large requirement of interpreting which is considered responsive and practical, both quality and quantity.However, interpreting industry is facing serious situation: lacking of systematical training methods and high quantity of teachers.2.2 Definition of Interpreting Interpreting is the facilitating of oral or sign-language communication, either simultaneously or consecutively, between users of different languages.The process is described by both the words interpreting and interpretation.Professional Interpreting can be mainly classified into simultaneous interpreting and consecutive interpreting in terms of the way of interpreting.In consecutive interpreting(CI), the interpreter speaks after the source-language speaker has finished speaking.The speech is divided into segments, and the interpreter sits or stands beside the source-language speaker, listening and taking notes as the speaker progresses through the message.When the speaker pauses or finishes speaking, the interpreter then renders a portion of the message or the entire message in the target language.A qualified interpreter is required to cover various fields of knowledge and possesses good psychological quality as well as a strong memory.Due to this requirement, interpreting is a challengeable work.2.3 Quality of a good interpreter 2.3.1 Profound knowledge As a good interpreter, the basic quality is to master the source language and target language.Moreover, an interpreter should have a good knowledge of the culture of both countries, such as the customs, the history, the humorous expressions as well as the current event and popular tendency.For example, when interpreter heard “Baudelaire’s translation of Poe may be “better” poems than those Poe wrote;but those who read them have read Baudelaire's version of Poe;not Poe.” In this sentence, there are two names Baudelaire and Poe.Baudelaire is a French writer, who is famous for translating the works by American writer Edgar Allan Poe and is acknowledged better than the original works.If the interpreter knows this, it is not difficult to translate it as波德來爾所譯的愛倫坡的詩，也許比愛倫坡自己所寫的更好；但讀那些詩的人只是讀了波德來爾所譯的愛倫坡；而不是真正的愛倫坡.Therefore, a good interpreter should self enriching greatly and improving continuously.2.3.1 Strong memory Owing to the special characteristics of interpreting, interpreter should have a strong memory.On the one hand, interpreter has to master a large amount of vocabulary and idioms, such as畫蛇添足 to paint the lily；用小蝦釣大魚 to throw a sprat to catch a whale.Besides, for some Chinese idioms, interpreters should remember the original story, such as東施效顰Tung Shih imitates Hsi Shih.Hsi Shih was a famous beauty in the ancient kindgdom of Yueh.Tung Shih was an ugly girl who tried to imitate her ways.The ugly imitates the beautiful in such a distorted way that the ugliness of the ugly becomes even worse.On the other hand, interpreters should have a good memory to express the meaning speakers said.Owing to the limited time, note-taking can only write down the main point and the whole meaning can only be expressed though the strong memory.3.Memory System 3.1 Short term memory Short-term memory(or “primary” or “active memory”)is the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time.The duration of short-term memory(when rehearsal or active maintenance is prevented)is believed to be in the order of seconds.In an early and highly influential article, The Magical Number Seven, Plus or Minus Two, the psychologist George Miller suggested that human short-term memory has a forward memory span of approximately seven items plus or minus two and that was well known at the time.David A.Sousa, in his book ,how the brain works refers to the term short term memory as all of the early steps of temporary memory leads to long term memory.According to his idea, short term memory can be divided into sensory memory and working memory.Sensory memory is the very first step for the source information coming into one’s brain with the shortest duration and can hold a certain amount of information, but these information can only lasts 0.25-2 seconds and disappears rapidly.Working memory refers to information stored for further processing.Working memory boasts both storage and processing functions.The two functions are interrelated with each other.When encountered with new or difficult tasks, then more processing capacity is required, thus leaving less capacity for storage function(David W.Carroll, 2000.49).During the researching, the authors doubts that decay causes forgetting from short-term memory often offer as an alternative some form of interference: When several elements(such as digits, words, or pictures)are held in short term memory simultaneously, their representations compete with each other for recall, or degrade each other.Thereby, new content gradually pushes out older content, unless the older content is actively protected against interference by rehearsal or by directing attention to it.3.2 Short term and long term memory Psychological studies of human memory make a distinction between short term memory and long term memory.The idea of short term memory simply means that you are retaining information for a short period of time without creating the neural mechanisms for later recall.Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later.To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later.Long-term memory is a learning process.And it is essentially an important part of the interpreter's acquisition of knowledge, because information stored in long term memory may last for minutes to weeks, months, or even an entire life.The duration of short term memory is very short.It is up to 30 seconds.Peterson(1959)found it to be 6-12 seconds, while Atkinson and Schifrin(1968)and Herb(1949)state it is 30 seconds.Memory in CI only lasts for a short time.Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers.Therefore, the memory skills which need to be imparted to trainee interpreters are short term memory skills.Another difference is that short term memory is processed largely in terms of speech sounds, while long term memory depends mostly on meaning.In the early 1960s, Conrad, in connection with work for the British Post Office, conducted experiments on memory for letter codes.Conrad’s subjects were presented visually with sequences of unrelated consonants and were required to write them down immediately afterwards.He noticed that the short term memory errors made were not random, but similar in the sound to the correct item.Subjects mistakenly remember the words as words with similar pronunciation more than similar spelling.This indicates that the material is more easily remembered in terms of their sound rather than their visual appearance.Since the interpreters deal with the vocal materials, short term memory can do well to training.3.3 The Effort Eodels by Daniel Gile(1)C = KL + ELK + A Comprehension =Knowledge for language+ Extra-linguistic Language + Analysis(2)CI =L + N + M + C Consecutive Interpreting =Listening Analysis+ Note-taking+ Short-term Memory+ Coordination In consecutive interpretation, the interpreter takes notes while the speaker speaks, then delivers speech to the listener in the target language according to his or her memory and notes.Consecutive interpretation is performed in two phases, the listening and note-taking phase, and the speech production phase.(3)CI = Rem + Read + P Consecutive Interpreting=Remembering+ Note-reading+ Speech Production

In phase two, high capacity in taking notes is beneficial to the Rem component, since good note-taking reduces the capacity requirements for Rem.Besides, mastering a certain amount of linguistic and extra-linguistic knowledge will lead to successful transferring form source language to target language.Since short term memory plays an important role in CI, the author decides to take a further step on short term memory.4.Characters of short term memory 4.1 Input of information It is generally held that information enters the short term memory as a result of applying attention to the stimulus, which is about a quarter of a second according to the findings of both Sperling(1960)and Crowden(1982).However, McKay's(1973, in Radford and Govier, 1991: 382)findings do not fully support this, asserting that unattended information may enter the short term memory.4.2 Capacity As mentioned in the previous section, the capacity of short term memory is limited and small.Atkinson and Shiffrin(1968)propose that it is seven items of information(give or take two).Miller(1956)says it is seven “chunks.” Another possibility may be that the limiting factor is not the short term memory's storage capacity, but its processing capacity(Gross: 1990:55).4.3 Modality To store information in short term memory, it must be encoded, and there is a variety of possibilities as to how this operates.There are three main possibilities in short term memory:(1)Acoustic(Phonemic)coding is rehearsing through sub-vocal sounds(Conrad, 1964 and Baddeley: 1966).(2)Visual coding is, as implied, storing information as pictures rather than sounds.This applies especially to nonverbal items, particularly if they are difficult to describe using words.In very rare cases some people may have a “photographic memory,” but for the vast majority, the visual code is much less effective than this(Posner and Keele: 1967).(3)Semantic coding is applying meaning to information, relating it to something abstract(Baddeley: 1990, Goodhead: 1999)4.4 Information Loss There are three main theories as to why we forget from our short term memory:(1)Displacement—existing information is replaced by newly received information when the storage capacity is full(Waugh and Norman: 1965)(2)Decay—information decays over time(Baddeley, Thompson and Buchanan, 1975).(3)Interference—other information present in the storage at the same time distorts the original information(Keppel and Underwood: 1962).4.5 Retrieval There are modes of retrieval of information from short term memory:(1)Serial search—items in short term memory are examined one at a time until the desired information is retrieved(Sternberg: 1966).(2)Activation—dependence on activation of the particular item reaching a critical point 5.Memory Training The purpose of short term memory training in CI is to achieve a better understanding of the source language, which will lead to adequate interpreting.As Lin Yuru et al.put it, “Memory in consecutive interpreting consists of nothing more than understanding the meaning, which is conveyed by the words”(Lin et al., 1999:9).Understanding is the first step in successful interpreting;therefore, memory training is to be provided in the early stage of interpreter training.Memory functions differently in consecutive and simultaneous interpreting because the duration of memory is longer in CI than in SI.There are different methods of training short term memory for CI and SI respectively.Interpreting starts with the encoding of the information from the original speaker.According to Gile's Effort Model, interpreting is short term memory-centered activity;the process of interpreting could be re-postulated into: Encoding of information from the Source Language + Storing Information + Retrieval of Information + Decoding Information into the Target language In Consecutive Interpreting, there is probably up to 15 minutes(depending on the speaker's segments)for the interpreter to encode and then store the information.This is the first phase of Gile's Effort Model for CI.In the second phase of Gile's Model, the interpreter starts to retrieve information and decode it into the target language.According to the previous description, there are three main possibilities of storing information in short term memory:(1)Acoustic Coding;(2)Visual Coding and(3)Semantic Coding.Visual coding may be used by interpreters in conference situations with multimedia.Notes in interpreting are to assist in such visual coding of information.But in most interpreting contexts, interpreters will depend on acoustic and semantic coding.Therefore, exercises should be designed for this purpose.The following methods are recommended: 5.1 Visualizing materials: Visualizing means that to visualize what the speaker is speaking, for instance, to form a scene to strengthen the short term memory of the interpreter.A British psychologist named Frederic C.Bartlett(1998:279)regarded memory as the reconstruction of an image.The conclusion of the study showed that the capacity of memory of pictures viewed and images is easier to remember than vocabulary and expressions This kind of exercise aims to promote the ability of an interpreter to actualize and visualize the information he listened, which is designed to sensibility of human’s brain to image of language resources.5.2 Retelling in the Source Language The instructor either reads or plays a recording of a text of about 200 words for the trainees to retell in the same language.The trainees should not be allowed to take any notes.In the first instance, trainees should be encouraged to retell the text in the same words of the original to the largest possible extent.The following tactics should be used by the trainees after a certain time of training on retelling: Categorization: Grouping items of the same properties;Generalization: Drawing general conclusions from particular examples or message from the provided text;Comparison: Noticing the differences and similarities between different things, facts and events;Description: Describing a scene, a shape, or size of an object, etc.Trainees are encouraged to describe, summarize, and abstract the original to a large extent in their own words in exercises.5.3 Mnemonic to Memory Mnemonic is a device, such as a formula or rhyme, used as an aid in remembering.Mnemonics are methods for remembering information that is otherwise quite difficult to recall.A very simple example of a mnemonic is the '30 days hath September' rhyme.The basic principle of Mnemonics is to use as many of the best functions of the human brain as possible to encode information.The human brain has evolved to encode and interpret complex stimuli—images, color, structure, sounds, smells, tastes, touch, spatial awareness, emotion, and language—using them to make sophisticated interpretations of the environment.Human memory is made up of all these features.Typically, however, information presented to be remembered is from one source—normally words on a page.While reading words on a page reflects one of the most important aspects of human evolution, it is only one of the many skills and resources available to the human mind.Mnemonics seek to use all of these resources.By encoding language and numbers in sophisticated, striking images which flow into other strong images, we can accurately and reliably encode both information and the structure of information to be easily recalled later(Manktelow:2003).5.4 Grouping information together Random lists of things(a shopping list, for example)can be especially difficult to remember.To make it easier, try categorizing the individual things from the list.If a person can remember that, among other things, he wanted to buy four different kinds of vegetables, he’ll find it easier to remember all four.Another example: probably ***818651898 won't be easily remembered, but try putting a space after every fourth number.Now those numbers are years, and they can be easily remembered by picking key events from each year(e.g., Revolutionary War, War of 1812, Mexican-American War, Civil War, and Spanish-American War).5.5 Association

The reason that most of people can't remember their friend's phone number is because 535-3473 just a string of numbers that have no obvious connection to their friend.In order to use one’s memory efficiently, the best way is to actively create an association for things one is trying to remember.For example, write out a phone number: five three five three four seven three.Now try to create a clever phrase that starts with the first letter of those words: fairy tales feel true for some time.Now that phone number can be much more easily remembered.Alternatively, one could create a story that involves 5 characters buying 3 things and doing 5 more things with them by using imagination.The point is that one wants to connect the phone number to something else.6.Conclusion Keeping a good short term memory in consecutive interpreting is a significant aspect, which the train interpreters need to grasp.From the above analysis, we can conclude that short term memory skills in consecutive interpreting could be acquired by effectively designed training methods.With a well-'trained' short-term memory, interpreters are actually equipped with an effective tool for the encoding and decoding information.Even though the author has found and summarized some training methods, these methods are not suitable for every trainee.In the future research, the author believes that every student interpreter needs to explore practical training methods for themselves, which can lead a better result for their future career and be transformed into theories.