An Empirical Study On Self-monitoring And Self-repair Of Student Interpreters In Chinese-English Interpreting

During language production,speakers will examine and adjust their output using self-monitoring and self-repair mechanisms.Consecutive interpreting,as a special language production,is also affected by these two mechanism.For student interpreters,self-monitoring and self-repair in interpreting can reflect their deficiencies in language skills and interpreting skills.This thesis collects the recordings of 20 student interpreters during their final exams of C-E consecutive interpretation,sorts out the self-repairs that appear,and analyzes the traits and reasons behind the self-monitoring and self-repair of students based on Daniel Gile's Effort Models for interpreting and Krashen's Monitor hypothesis of second language acquisition.Finally,based on the difference among student interpreters,this thesis identifies existing problems in interpretation teaching and gives some targeted solutions,which will be meaningful for improving interpretation teaching and enriching teaching theories.According to this thesis,the self-repair of student interpreters has the following characteristics:(1)The overall repair rate is low;(2)The language form repair rate is higher than the language content repair rate;(3)The syntactic error repair rate is higher than the lexical error repair rate;(4)Phonetic error repair rate is low;(5)Reconstruction repair accounted for a relatively high share.These characteristics mainly reflect the lack of language ability of student interpreters and the bias in making choices.By analyzing the reasons behind these characteristics,this thesis gets the following inspirations in interpretation teaching:(1)Pay attention to language content and original meaning;(2)Emphasize language ability and improve automatic language production;(3)Emphasize grammar rules;(4)Pay attention to articulation.