Report On Simulated C-E Simultaneous Interpretation Of The Chinese Stories-Prosperity From Lecture Room:Difficulties And Tactics For Interpreting Chinese Culture-Loaded Expressions

The report draws on a simulated C-E simultaneous interpretation of two episodes of the Chinese Stories-Prosperity from Lecture Room in December 2017.This material belongs to historical and cultural discourse.Due to its nature of cultural lectures,the material is mainly an introduction to Zhu Yuanzhang’s governance in the early Ming Dynasty.This report is concerned chiefly with the difficulties of interpreting the Chinese culture-loaded expressions in lectures on Chinese culture,including(1)difficulties in interpreting official and institution names in ancient China;(2)difficulties in interpreting four-character structures;(3)difficulties in interpreting classical Chinese.Danica Seleskovitch,a French translator,put forward the Interpretive Theory in the late 1960s.The core of this theory is the triangle model,which consists of three steps:comprehending,de-verbalizing and reproducing.According to the Interpretive Theory,translators should not confine themselves to the form of the source language.Instead,they should reorganize the language to convey the corresponding information to the audience on the basis of comprehension.With the framework of Seleskovitch’s Interpretive Theory,coping tactics for the above difficulties are put forward as follows:(1)explaining the role and function of Chinese officials and institutions or borrowing English official and institution expressions;(2)generalizing the main idea of four-character structures or literally translating four-character structures;(3)reorganizing the structures or paraphrasing classical Chinese.The difficulties in the task and the coping tactics help the reporter have a better understanding of interpreting Chinese culture-loaded expressions in cultural lectures,improve her interpretation ability and provide some experience for future interpretation.