A Report On Consecutive Interpretation For Opera Workshop With Professor Brookes From Western Oregon University

This report is a review and summary of the author's interpreting practice for a two-week-long opera training program taught by opera professor Gregory Brookes from Western Oregon University in Guangxi Arts University(GAU)in December,2017.This opera training program is the form of opera workshop,focusing on the interactivity between the teacher and students and the perlocutionary effects on the students,which is somewhat different from ordinary lectures or classes.Therefore,the thesis attempts to analyze the interpreting cases by combining the specific contexts in class and the translation variation theory and strategy put forward by Professor Huang Zhonglian.Although the translation variation strategy is more often used for translation,Professor Huang Zhonglian has also suggested that the variation strategy can be applied in both translation and interpreting,which thus provides opportunities for combining the translation variation strategy with interpreting practice.In this consecutive interpreting practice report,the author uses the translation variation theory and some specific methods of translation variation to analyze the interpreting cases,in order to provide reference to classroom interpreters and interpreting learners.There are five chapters in this thesis.The first chapter is an introduction.The second chapter is about the interpreting task that includes the background of the interpreting task,features of workshops,characteristics of classroom consecutive interpreting,role description and request of clients.The third chapter is a description of the interpreting process,including the pre-interpreting preparation,interpreting and quality assessments.The fourth chapter firstly briefs on the translation variation theory and then analyzes the interpreting cases according to specific translation variation methods.In the last chapter,the author finds out some problems existing in this interpreting practice and puts forward suggestions for self-training and other interpreters who might engage in classroom consecutive interpreting in the future.