| This empirical study aims to explore the differences and causes of orality/literacy shifts between professional interpreter and student interpreters in C/E consecutive interpreting,and propose constructive suggestions to interpreting studying.The investigation consists of four stages.First,one professional interpreter and 6 student interpreters are selected as samples and are divided into three groups according to their interpreting competence.Second,two target texts are selected,one of which was an interview to Miss Fu Yuanhui after her final competition on the 31st Olympic Games,and the other is President Xi Jinping's speech at the reception of the Olympic delegates.The interpreters carried out consecutive interpreting tasks,with real-time recording of their interpreting outputs at the same time.Third,a TAP interview was conducted right after the interpreting.Fourth,the author transcribed all the audio recordings of both the ST and the TTs for further analysis,and carried out detailed analysis of the llparameters she decided after careful studying of the previous researches relevant to this subject.Through the empirical research,the author concludes that C-E consecutive interpreting can inevitably lead to orality/literacy shifts.Besides,the shifts display certain tendency,namely,the student interpreters' outputs were always more oral than the professional interpreters' regardless of the style of the STs.The author attributed the students' orality shift to cognitive overloading and lower language proficiency on the basis of the Effort Model proposed by Daniel Gile,and the professional interpreter's literacy shift to his educational background.The author goes on to propose that interpreting training should be conducted with materials gradually deepening from oral to literate,and the students' language competences should be constantly improved by enlarging their cognitive load so that they can meet the requirement of different interpreting tasks. |
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