A Report On E-C Class Interpreting Of Registered Technology Transfer Professional Training

This report is about the E-C class interpreting done by the author who was responsible for the E-C consecutive interpreting of “Registered Technology Transfer Professional Training” organized by the China-ASEAN Technology Transfer Center.This report analyzes and discusses examples in this class from the perspective of Newmark's communicative translation theory.Therefore,we can know that in order to conduct effective communication between trainers and trainees and meet the standard of class interpreting,interpreters must restructure information at different levels and have a suitable omission of redundant information and meaningless sentences.Communicative translation pays much attention to the understanding and response of audiences,in other words,the transferring of information,which puts demand to translators that they should restructure content in order to make translation more fluent,clearer and easier to accept.Class interpreting also has its characteristics: specific circumstance,professional content and multiple communications.This requires that except with common principles of faithfulness and appropriateness,class interpreting need to be concise,flexible and suitable.Communicative translation theory and class interpreting have a common requirement,which is paying much attention on audiences and information.In other words,in the process of interpreting,interpreters should re-structure language to get the best interpretation.This report describes pre-task preparation,the process of interpreting and post-task evaluation and analyzes interpreting skills or methods used in the practice from the perspective of Newmark's communicative translation theory.Finally,it can be concluded that omission,combination and summary interpreting are more suitable for class interpreting.This report only discusses the application of communicative translation theory in class interpreting preliminarily.Therefore,the author is looking forward that more scholars or interpreters do profounder researches in this field and also hopes that this report can inspire interpreters who participate in class interpreting.