Abstract:
This study aims at reducing student interpreters‘ cognitive overload by optimizing their cognitive processing capacity management in consecutive interpreting. I analyze the causes of cognitive overload resulting from a conflict between cognitive requirements and interpreters‘ limited cognitive resources (i.e. memory and attention). Using Sperber and Wilson‘s (1986) Relevance Theory as a theoretical framework, I establish a conceptual mapping model to optimize student interpreters‘ memory operations and attention allocation in consecutive interpreting. In order to test the impact of applying my conceptual mapping model on student interpreters‘ performances, I carry out case study research in which the experimental group receives cognitive training via the learning of my model and the control group does not. The empirical findings of my case study show that with proper cognitive training on processing capacity management, student interpreters can improve their interpreting performances. Finally, based on my conceptual mapping model and case study, I propose teaching implications for the acquisition of cognitive competence in processing capacity management.
