Similarities And Peculiarities Of Quality Requirements For Interpreters In Consecutive Interpreting And Simultaneous Interpreting

With the rapid development of international exchanges pushed by economic globalization, competent interpreters are in great demand. As two main forms of interpreting, consecutive interpreting and simultaneous interpreting are both employed on different occasions for different communication purposes and greatly welcomed by society. Each is recognized as a distinctive mode of interpreting due to its own advantages and characteristics. It is widely believed that simultaneous interpreting is a formidable task beyond the average people and is much harder than consecutive interpreting. This thesis tries to make a contrast between quality requirements for interpreters in both consecutive interpreting and simultaneous interpreting and illustrates their own difficulties and finally puts forward some suggestions on both consecutive interpreting and simultaneous interpreting teachings.This thesis is composed of four chapters excluding introduction and conclusion.Chapter One briefly introduces interpreting scenarios and types of interpreting. Then it makes a brief contrast between consecutive interpreting and simultaneous interpreting. Finally it deals with common quality requirements for interpreters in both consecutive interpreting and simultaneous interpreting and misconceptions held by the majority of people about these two modes.Chapter Two analyzes the process of consecutive interpreting with its focus on quality requirements for interpreters. Consecutive interpreting mainly involves the interpreter'listening duration and his/her ability to identify the main ideas, short-term memory proficiency, note-taking skill, interpreting output, and public speaking skill as well as the ability to meet high expectations from different user groups.Chapter Three is an analysis of simultaneous interpreting focusing on its qualityrequirements for interpreters. Simultaneous interpreting requires that interpreters be equipped with high ability to convey the semantic meanings of both the source language and the target language, processing capacity, high ability to handle sentences with different structures, team spirit, intercultural competence and high ability to interpret figures as well as sight interpreting skill. Chapter Four puts forward some suggestions on consecutive interpreting teaching based on its quality requirements for interpreters. It also proposes relevant coping tactics about consecutive interpreting and gives some suggestions on both in-class and after- class training for interpreters. Chapter Five proposes some suggestions on simultaneous interpreting teaching based on its quality requirements for interpreters. Relevant coping tactics about simultaneous interpreting and suggestions on in-class and after-class training for interpreters are also included. In conclusion, as two different modes of interpreting, both consecutive interpreting and simultaneous interpreting have their own focuses on quality requirements for interpreters. It is not reasonable to jump to a conclusion that consecutive interpreting is harder than simultaneous interpreting or vice versa. Interpreting teaching should be centered on cultivating the trainees'relevant skills and abilities in accordance with quality requirements for interpreters in both consecutive interpreting and simultaneous interpreting.