Research On The Interpreting Curriculum Model Aiming At The Development Of Interpreter Competence

On the basis of curriculum theories, this thesis absorbs the achievements made by predecessors on interpreting curriculum models. It explores two pairs of relationship—one is the relationship between features of interpreting task and features of interpreting profession, another is the relationship between interpreting ability and interpreter competence. Based on Gile's communication model of interpreting and translation, the thesis raises an interpreting curriculum model aiming at the development of interpreter competence.Firstly the thesis explains the concepts of curriculum and curriculum model, illustrates the influential factors on curriculum design and the structure of curriculum development. From the relevant gathering of reading it summarizes the achievements obtained by predecessors on interpreting curriculum models and areas left to be further improved. It also explores the different features between interpreting task and interpreting profession, as well as the difference between interpreting ability and interpreter competence. Interpreting profession is made up of numerous interpreting tasks. Apart from features of interpreting tasks, it also has some other features including social features, communication features, ethic features and features about professional pressure. Correspondingly, apart from interpreting ability, interpreter competence contains four other factors. They are excellent awareness of professional service, excellent communication ability, excellent professional ethics and excellent physical and psychological health. After the influential factors are discussed, with the direction of Gile's communication model of interpreting and translation, the thesis points out that interpreting as a profession is actually a kind of communication with several participants involved. The participants have their own separate ways of participating and the interpreter provides a service for a financial reward. What the interpreter needs is not only interpreting ability but also interpreter competence. At last, the thesis puts forward the interpreting curriculum model aiming at the development of interpreter competence and discusses the application of this interpreting curriculum model in the purpose of cultivating professional interpreters with interpreter competence.In this thesis the application of this curriculum model mainly refers to its instruction to a curriculum design. This author lists the interpreting curriculum designs of three universities at first, and then compares and contrasts the three interpreting curriculum designs. According to the results of the compare and contrast and basing on the Y-forked interpreting curriculum model, this author raises a new interpreting curriculum design with the consideration of interpreter competence cultivating. In this curriculum design, this author suggests that students' physical and psychological health be cultivated through entrance examination and long-term training, students' communication ability be trained through public speaking arranged by students themselves, professional ethics be cultivated through lectures and awareness of service be cultivated through practice.