Contrastive Case Studies Of Professional Interpreters And Trainee Interpreters In C(?)E Consecutive Interpreting & Their Implications For Interpreter Training

This research aims to provide new proposals on how to improve interpreter training through contrastive analyses of the performance disparity between the professional interpreters and the non-professional interpreters (or rather trainee/ student interpreters) in a series of Chinese(?)English consecutive interpreting recording experiments on two groups consisting of Group One (3 professional interpreters) and Group Two (3 trainee interpreters or MA students in consecutive interpreting). Following the Paris School’s interpretive theory, the Author of the thesis identifies the differences in the participants’performance in the three stages of consecutive interpreting, namely, understanding, note-taking, and representation, while holding that the said differences are bound to influence the interpreting outcome. On the basis of analyses of these differences and their causes, the Author offers proposals on how to improve the interpreter’s ability in the three stages of interpreter training:(1) In the stage of comprehension, interpreter trainers should systematically enhance the students’language skills as well as cognitive complements. (2) In the stage of note-taking, students should be encouraged to jot down notes after processing the SL information. Trainers should help them develop their efficient and individual systems of note-taking. (3) In the stage of representation, students should persist in enhancing their oral English and engage in extensive explication exercises.