A Comparative Study On Professional Interpreters And Student Interpreters Concerning Deverbalization In Chinese To English Simultaneous Interpreting

According to the French interpretative theory, interpretation is a type of communicative behavior in a special context. As communication is to deliver message, interpretation should aim at achieving equivalence in the target language in terms of message, or meaning. The Interpretative School holds that the process of interpretation should include three procedures, namely comprehension, deverbalization, and reproduction. If interpreters are constrained by the structure of the source language and merely interfere in the linguistic level, the effectiveness of communication will definitely be weakened. Therefore, deverbalization is very crucial in the interpreting process.Belonging to two language families, Chinese and English are significantly different in lexical, grammatical, and cultural aspects. When interpreting from colloquial Chinese to English, interpreters will have to apply the tool of deverbalization frequently. Though fruitful researches have been done about the deverbalization hypothesis both at home and abroad, most of them are conducted between Indo-European languages, or in consecutive interpretation, and few are discussing deverbalization in C-E simultaneous interpretation, let alone to center on the performance of student interpreters. Student interpreters are the future professionals, so a top priority for interpreting teachers should be detecting those students'deficiencies and giving guidance.Based on the situation above, this thesis studies the deficiency of student interpreters concerning deverbalization in C-E simultaneous interpretation and analyzes the underlying reasons. Six Grade-2 post-graduates from GSTI and three professional interpreters are invited to participate in the experiment, with the keynote speech of Ma Yun as the source text. After doing quantitative, qualitative analysis and collecting questionnaires, the author gets the conclusion:in C-E simultaneous interpretation, there is a positive correlation between the degree of deverbalization and the quality of interpretation; compared with professional interpreters, students lack the awareness of deverbalization, which is manifested in their performance; potential causes include shorter EVS, insufficiency of encyclopedia knowledge and language skills, and uncoordinated effort distribution. Therefore, the author suggests that teachers and students should make joint efforts to strengthen students' capability to deverbalize, so as to make them grow into professional interpreters soon.