| Simultaneous interpreting(SI) is widely used in international conferences due to its high efficiency. SI is considered as the most complicated and difficult practice of interpreting, which requires to handle various parallel tasks, namely, receiving, decoding, storing, and delivering the message at the same time while the speaker keeps talking. Interpreters usually use omission because of the constraint of processing capacity. However, practices show that addition strategy is also frequently used.The study focuses on the performance of student interpreters rather than expert interpreters.The materials selected are five English speeches from A Coursebook of Simultaneous Interpreting(published by Foreign Language Press and authored by Zhong Weihe and Zhan Cheng). The recordings of 4 student interpreters’ interpretations have been transcribed. The study tries to classify additions, collects and analyzes data and even uses a graph in order to make direct analysis.Firstly, the study classifies addition into two sections-----active addition and passive addition.The active addition refers to a kind of addition that is actively made by interpreters in order to interpret some hidden meanings. While the passive addition refers to a kind of addition that is passively made by interpreters due to some objective or subjective factors, which is no helpful for audience to understand. The results show that it is apparent that active addition occurs in the delivery of all subjects. There are different reasons for subjects using active addition strategy, but there is only one purpose that is to give more native, more accurate and more fluent outputs.While, the passive addition is not uncommon for student interpreters, which can be classified into three parts: personal pet phrase, hesitated word and wrongly addition. Secondly, the study also subdivides and analyzes the active addition and tries to give causes for the passive addition, so that it will help student interpreters to transform the passive addition into an active one.It should enable inexperienced interpreters as well as non-English-major learners to improve the interpreting performance and to be adept at using addition techniques in practice. |
