The Analysis Of Consecutive Interpreting Teaching

As "translation studies" has become an independent secondary discipline,studies on interpreting teaching in China are flourishing and 251 Chinese colleges and universities have set up MTI courses since 2008,but few researchers analyze teaching cases based on student interpreters' performance.Based on the Interpretive Theory,this thesis attempts to identify the coping tactics for student interpreters and suggestions for interpreting teaching through a case study on the students' performance in the 16th China Development Forum dinner speech mock conference.First,this thesis introduces the Triangle Model which contains three processes:understanding,de-verbalization and target language expression.It lays the theoretical foundation of interpreting practice and highlights the core of the Interpretive Theory-de-verbalization.Then the thesis briefly introduces the background information of the class and the conference.It focuses on the teaching case and analyzes students'performance from the perspective of the aforementioned three processes.For the understanding process,ways of overcoming accent barriers,understanding terms and accumulating encyclopedic knowledge are provided for students.For the second process,coping tactics such as paraphrase,addition and reorganization of the logic are put forward to better apply de-verbalization.For the third process and better delivery,suggestions such as omission and concision are given to make sure the audience are satisfied.Finally,advice is offered on three different class stages:pre-class,in-class and post-class stages.The author hopes this specific teaching case study can push forward consecutive interpreting teaching and can be conducive to students' interpreting practice.