Chinese-English Consecutive Interpretation Of Impromptu Speech From The Perspective Of The Interpretive Theory-A Student Work Analysis Of The Interview "Cai Xiujun's View On Medical Reform"

Student work analysis is a new form of practicum report.Through analyzing students'practices(recordings)in class,this report discusses about problems in interpretation studies,generates as well as improves teaching materials,and thus can help solve problems found in class.In today's interpretation activities,impromptu speeches and interviews become more and more common.Thus,a student work analysis focusing on impromptu speech can help students better understand the teaching material.Moreover,such analysis can also benefit their future interpreting practices.Impromptu speech in Chinese features parataxis,redundancy,fragmented information,repetition,confused logic,etc.,and these have all brought challenges for interpreters during the interpreting process.The author of this dissertation considers that,through digging deep into the "obstacles of translation" in impromptu speech,relevant coping tactics could also be found out.So that interpreters can have deeper understandings in the characteristics of such kind of material,which lays a solid foundation for dealing with the same type of material in the future.With the guidance of the Interpretive Theory,the author first reviews previous studies on the obstacles of translation in impromptu speeches and also the Interpretive Theory itself,which serve as the theoretical framework of this dissertation.The author then conducts analysis on students' in-class interpretation based on the Interpretive Theory and professor Li Changshuan' s Comprehension,Expression and Emergency Response(CEER)framework of interpretation analysis.Based on such analysis,the author summarizes corresponding coping tactics for different types of translation obstacles.In the conclusion part,the author makes a summary on the findings of this dissertation,and also puts forward practical suggestions for teaching as well as after-class practice.