A Report On The Interpreting Of Fujian-Rhineland-Palatinate Symposium On Cooperation And Exchanges In Higher Education

In the context of globalization,in order to achieve its transformation from a country with a large number of students to a country with strong and quality education,China is promoting her exchanges with other countries in the field of higher education.Also,in order to enhance its soft power and international presence,China is actively taking part in international cooperation in higher education.This trend of development calls for more interpreters to work on it.From November 24th to 25th 2014,the author worked as a consecutive interpreter for the 2014 Fujian-Rhineland-Palatinate Symposium on Cooperation and Exchanges in Higher Education organized by Department of Education and Foreign Affairs Office of Fujian Province.As a report on consecutive interpreting(CI),this dissertation analyzes a Chinese to English(C-E)and an English to Chinese(E-C)CI task conducted by the author at the seminar to discuss difficulties and the coping strategies of the CI.This report first briefly introduces the status quo of China’s work on international exchanges and cooperation in higher education,the seminar and the task chosen therein.Next,the report gives a detailed description of the author’s "pre-interpreting preparation" from both textual and non-textual perspectives and the multi-task role of the interpreter during interpreting.In accordance with the characteristics of this task,the author tries to analyze two kinds of difficulties encountered in this CI practice:language and cultural difference between Chinese and English,and the distribution of the interpreter’s energy.With the triangular model of interpreting of the interpretive theory and Gile’s Effort Model as theoretical frameworks,this report explores the coping strategies for dealing with logic,speech obstacles,lack of specialized vocabulary and thematic knowledge,and brain fag respectively,while explaining the reasons and coping strategies for hesitation,correction,omissions and misinterpretation.This report concludes with the author’s lessons gained from the practice and her personal suggestions on the interpreting teaching of the MTI program,covering the professional building,course design,teaching method,the attachment of equal importance to theoretical study and practice etc.in hopes of benefiting the MTI program in the future.