《會(huì)議口譯加工模式：評(píng)估與重構(gòu)》由以下六部分構(gòu)成：
第一章概述部分，指出了本文的研究背景、研究意義以及結(jié)構(gòu)安排。
第二章文獻(xiàn)綜述部分，介紹了口譯的歷史、分類、特點(diǎn)，會(huì)議口譯的定義、工作模式、研究現(xiàn)狀以及加工模式。
第三章是理論框架。本章介紹了釋意理論的起源、發(fā)展、成就，以及釋意理論的三大核心組成部分，即：“脫離源語(yǔ)語(yǔ)言外殼”假說(shuō)、口譯過(guò)程三角模式（口譯過(guò)程三程序說(shuō)）以及釋意學(xué)派口譯教學(xué)模式。
第四章是本文的主體部分之一。作者嘗試著在釋意理論的框架下，對(duì)會(huì)議口譯加工模式的主要組成部分進(jìn)行評(píng)估。這些組成部分分別為“理解”、“分析”、“記憶”和“表達(dá)”。
作者在第四章評(píng)估的基礎(chǔ)上，對(duì)加工模式進(jìn)行重構(gòu)。其中，原有模式中的“理解”被細(xì)化為“積極聽力（ActiveListening）”，“分析”被細(xì)化為“邏輯分析（LogicalAnalysis）”；而為了有助于口譯員的“記憶”與“表達(dá)”，“語(yǔ)域準(zhǔn)備（RegisterPreparation）”和“知識(shí)補(bǔ)充（KnowledgeSupplement）”被加入到口譯過(guò)程當(dāng)中，起到對(duì)整個(gè)過(guò)程的推動(dòng)和促進(jìn)作用；原有的“記憶”與“表達(dá)”在重構(gòu)的模式中得以保留。重構(gòu)的加工模式借用了傳統(tǒng)的“折扇”圖形，從哲學(xué)上對(duì)會(huì)議口譯的過(guò)程進(jìn)行闡釋。
第五章是本文的主體部分之二。
第六章結(jié)論部分，對(duì)本文結(jié)論進(jìn)行了歸納，指出了本文研究的局限性和以后研究的方向。
任岳濤 信陽(yáng)師范學(xué)院副教授 出版專著2部 發(fā)表學(xué)術(shù)論文數(shù)十篇，在眾多的會(huì)議口譯研究中，研究方向有口譯技巧、譯員角色、口譯過(guò)程、譯員培訓(xùn)等，同時(shí)研究人員也建立起了不同層次的模型或模式。
本文由以下六部分構(gòu)成：
第一章概述部分，指出了本文的研究背景、研究意義以及結(jié)構(gòu)安排。
第二章文獻(xiàn)綜述部分，介紹了口譯的歷史、分類、特點(diǎn)，會(huì)議口譯的定義、工作模式、研究現(xiàn)狀以及加工模式。
第三章是理論框架。本章介紹了釋意理論的起源、發(fā)展、成就，以及釋意理論的三大核心組成部分，即：“脫離源語(yǔ)語(yǔ)言外殼”假說(shuō)、口譯過(guò)程三角模式（口譯過(guò)程三程序說(shuō)）以及釋意學(xué)派口譯教學(xué)模式。第四章是本文的主體部分之一。
作者嘗試著在釋意理論的框架下，對(duì)會(huì)議口譯加工模式的主要組成部分進(jìn)行評(píng)估。這些組成部分分別為“理解”、“分析”、“記憶”和“表達(dá)”。
《會(huì)議口譯加工模式：評(píng)估與重構(gòu)》：
The second period, from the 1960s to the early 1970s, was CIR's Experimental Psychology Period, in which researchers focused on cognitive issues, based on a the oretical framework drawn from psychology and psycholinguistics. Researchers, mainly cognitive psychologists and psycholinguists ( Oleron and Nanpon, Goldman-Eisler,Barik, Gerver), hypothesized about the interpreting process, and analyzed the impact of such variables as the source language, noise, speakers' speaking speed,and EVS ( Ear-Voice Span) , among others, on interpreting, and how interpreters coped with those variables. Gerver, the most active of these researchers, conducted experiments on interpretation over a period of 10 years, and co-organized, with Sinaiko (1978) , a symposium on interpretation that brought together interpreters and scientists from various disciplines to initiate research cooperation; unfortunately,there was no follow up to this initiative ( Gile, 1994). Gerver is often called a pioneer in the information-processing paradigm in the field; however, since the researchers in this period were not interpreters themselves, there is doubt as to whether their research helped people better understand the interpreting process.
The third period, from the early 1970s to the mid-1980s, was the Practitioners Period. The 1977 conference organized by Gerver and Sinaiko may be taken, symbolically, as the point at which research in the field began to be taken over by interpreting practitioners, who chose to ignore their predecessors' methods and findings both ( as reflected by an almost total absence of citations of their studies in the literature) , instead pursuing their own mode of investigation ( Gile, 2006). CIR in this period was dominated by Danica Seleskovitch, at the Ecole Sup6rieure d'Interpretes et de Traducteurs ( ESIT) of the Universit6 Paris III. Her research centered on her theorie du sens ( theory of sense) , also known as the Interpretive Theory (IT), which essentially postulates total deverbalization between comprehension of the source speech and production of the target speech by the interpreter, denies language-pair-specific processes, and ignores linguistic and cognitive difficulties( Gile, 2006). Seleskovitch has supervised many papers and more than 10 doctoral dissertations on interpreting, and written or contributed to several books and many papers. ESIT became a source of inspiration to aspiring interpreting researchers in the West (Cile, 2006). During this period, several models of interpreting were developed, including information-processing-oriented ones ( Moser 1978, Gerver 1976) and Gile's processing-capacity-oriented "Effort-Model" ( Gile, 1995) , and several ideas were formed on training, processes, the differences between interpretation of adlibbed speeches and speeches read from texts, and other aspects of interpreting.
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