A Study On Student Interpretors' Self-repair In English To Chinese Consecutive Interpreting

Self-repair referred to spontaneous correction of speaker's utterance.It acted as a common linguistic phenomenon which attracted extensive attention at home and abroad.Consecutive Interpreting(CI)served as a cross-language activity whose main target was to convey the real and accurate intention of speaker's original utterance.And the extemporaneous and cross-linguistic quality of consecutive interpreting(CI)unavoidably induced the appearance of self-repair.However,owing to the difficulty in collecting authentic data and complexity of interpreting activity,research on self-repair in CI faced severe challenges.Therefore,on the basis of sufficient data,this thesis aimed to conduct a exploratory study on self-repair in consecutive interpreting.The study investigated eight postgraduates in their first-year in interpreting from Hunan University.All these students had already obtained interpreting theories and practices,thus they were representative student interpretors.Meanwhile,this thesis adopted remarks made by Barack Obama at the U.S.-Africa Business Forum in September 22,2016.The study adopted classroom recording to collect interpreting data and took follow-up interviews to explore the reasons of student interpretors' self-repairs.In fact,the present study was a empirical research based on Cl class,which tried to explore the following questions:(1)What types of self-repair are made by student interpretors in English to Chinese CI?(2)What are the features of students' self-repairs in English to Chinese Cl?(3)What main factors lead to students' self-repair in English to Chinese consecutive interpreting?The research showed:(1)the self-repair made by student interpretors in English to Chinese consecutive interpreting fell into five categories,namely the Same Information Repari(S-SR),Different Information Repair(D-SR),Error Repair(E-SR),Appropriateness Repair(A-SR)and Failed Repair(F-SR).The former three types included two subtypes respectively,namely Repetition Repair(SI-1),Restatement Repair(SI-2),Message Abandonment Repair(DMA-repair),New Information Insertion Repair(DNI-repair),Lexical Error Repair(EL-repair)and Phonetic Error Repair(EP-repair).(2)The features of self-repairs mainly lay in two aspects:repairing frequency and using of editing terms.As for repairing frequency,in these five major types of self-repair,S-SR and D-SR were the most frequent types.And in these subtypes of self-repair,SI-1 and the DNI-repair were the largest types of self-repair.In the using of editing terms,the student interpretors seldom adopted the editing terms in their second phase of self-repair.(3)There mainly existed three reasons for students' self-repairs:interactive effects between English and Chinese;students'interpreting skills;and effects of interpretors' other personal factors.This thesis contributed to bettering our understanding on self-repair in English to Chinese CI.It also enriched the research on self-repair in consecutive interpreting(CI).However,for the limitation of time and energy,this study also had many deficiencies.Then,it was appreciated if more academics and scholars can probe into this field and apply their achievements to enrich self-repair in interpreting at theoretical and practical levels.