Student Self-Assessment Of Simultaneous Interpreting Practice Under The Framework Of The Interpreting Competence Scale

Practices are instrumental to the simultaneous interpreting learning and enhancement,while effective,accurate and targeted feedback and evaluation are conducive to more targeted and effective practices and improvement.However,currently in the simultaneous interpreting teaching and learning,the assessment largely relies on the experience and feelings of teachers and students,whereas obj ective assessment criteria remain absent.In the after-class practices in particular,due to the lack of self-assessment capability and experience,students usually cannot fully identify the strengths and weaknesses in their interpreting.This makes it tough for students to position their current level of simultaneous interpreting competence and set targets for subsequent practices,which will affect the long-term learning and competence enhancement.This study formulates 21 criteria designed for student self-assessment of simultaneous interpreting quality with the Interpreting Competence Scale released by the Ministry of Education in 2018 as the framework and the linguistic and extra-linguistic criteria for the evaluation of conference interpretation and interpreters proposed by Buhler as a reference.This thesis uses the 21 criteria to carry out a quality self-assessment of C-E simultaneous interpreting practice of Xi Jinping's keynote speech at the opening ceremony of the first CIIE and the Self-Assessment Scale for Interpreting Competence to evaluate the interpreting competence.The research explores the role and the application of the Interpreting Competence Scale and the 21 criteria for student self-assessment in simultaneous interpreting practices.This study finds that students can use the 21 criteria for student self-assessment formulated under the framework of the Interpreting Competence Scale to carry out systematic and effective self-assessment.However,the Interpreting Competence Scale has some limitations when being applied to the self-assessment of simultaneous interpreting.