An Experiment Report Of The Effect Of Parallel Text On The Quality Of E-C Consecutive Interpreting

This report is an experimental analysis to explore the influence of parallel text onCI quality. Since most of the previous studies have been centering on exploringparallel text’s effect on translation, this report will shift the focus to CI quality. Theobjective of this research is to testify whether parallel text exert a significant impactupon CI quality, analyze the disparity between the two test groups, explore reasonsfor the disparity and offer some suggestions on the usage of parallel text ininterpreting training and teaching.The author conducts an E-C CI experiment with second-year postgraduates ofMTI interpreting major from GDUFS as experiment subjects. The subjects are dividedinto two groups, one being provided with designated parallel texts in advance, theother only being informed of the topic half an hour before the task. Their performancewill be recorded, transcribed, and analyzed from the perspective of Frame theory. Afollow-up interview has also been conducted.Based on both quantitative and qualitative analysis, three major findings areobtained in this research. Firstly, the CI quality of the group with parallel texts isobviously better than that of the group without, which is mainly demonstrated in threeaspects, namely, information units, cohesions and terminology. Secondly, reasons forthe disparity is because subjects with parallel text can build a corresponding frame ofthe interpreting material, so that they have more profound comprehension andknowledge reserve of the material. Last but not least, the author suggests that studentinterpreters should strengthen their efforts to use parallel text for knowledge reservein their training, and teachers should give more guidance and targeted training on howto use parallel text for per-task preparation and encyclopedia knowledge reserve.