Classroom Lecture Interpreting Strategies From The Perspective Of Cohesion

With intensive exchanges of cultures between east and west, Chinese-foreign cooperation in education is growing rapidly. In order to achieve interaction between the teacher and the students, classroom lecture interpreting is becoming popular. Classroom lectures tend to be colloquial in diction, cover a wide range of information and carry plenty of professional knowledge. These characteristics pose great challenges to interpreters who have to deal with utterances that are loaded with complex information, occasionally illogical and/or beyond their ken.This paper discusses the interpreting of “Organizational Behavior” lectures from the perspective of Cohesion theory. It singles out four issues of omission(both positive and negative), addition, misinterpreting and summary, with the aim of evaluating the effect of different strategies on cohesion and coherence. Cohesion and coherence are important criteria for the quality of interpreting, and this paper attempts to find out some practical strategies through the case study. It is hoped that the findings will be helpful to other interpreters faced with similar problems.