On The Enhancement Of Students' Intercultural Communicative Competence In Interpreting Classes

Interpreting is a kind of instant activity to transfer messages from one language to another, with all its source as well as target messages in oral form. With the deepening development of interpreting, studies on interpreting teaching have also been improving. Both Chinese and foreign theorists and practitioners work out some effective models, and have carried out some in-depth exploration and study. Based on that, some effective interpreting teaching models come into being.Universities are one source of interpreters; therefore, interpreting teaching models employed in these universities are of extreme importance. In China, Xiada Model and Guangawi Model are most famous ones. It is significant for interpreting teaching and professionals producing.Intercultural communicative theory derives from the process of language communication of human. It mainly includes two aspects: linguistic competence and sociolinguistic competence. Interpreting activities, in the final analysis, is a process of linguistic communication. Successful interpreting should be the result of concerted efforts of all the participants. Ensuring success in interpreting requires good mastery of linguistic competence and sociolinguistic competence. Apart from the elements emphasized in interpreting teaching, such as techniques and skills, some intercultural aspects also matter much in real interpreting settings, including such daily habits of all the participants as behaviors, manners, clothes, and expressions. However, competence to cope with these elements is usually ignored in the interpreting teaching.Based on the intercultural theory ,the author gives specific suggestions in interpreting teaching classes on how to enhance interpreter's intercultural communication competence. It is expected to enhance interpreter's intercultural communicative competence and improve interpreting quality with specific means in interpreting teaching classes.