An Empirical Study On Information Loss In English-Chinese Consecutive Interpretation For Students

Through quantitative and qualitative research methods,this study researches10 students majoring in MTI Conference interpretation in Beijing Foreign Studies University.By analyzing the recording of these students' English-Chinese consecutive interpretation,this paper summarizes the characteristics of the information loss.In addition,through questionnaires,this paper explores the reasons for these losses.This paper aims at answering two questions:First,what are the features of the information loss in English to Chinese consecutive interpretation?Second,what has caused such information loss?Gile's Effort Models are selected as the theoretical framework in this paper.Based on previous studies in this field,experiments are carried out on the subjects.The author will also further understand the reasons for the information loss in English-Chinese consecutive interpretation through questionnaires,and then draw a conclusion based on the questionnaire data.Finally,according to the results,this paper summarizes the causes of information loss.The author classifies the phenomenon of information loss in English-Chinese consecutive interpretation,and analyzes the reasons on this basis.The author finds that the information loss mainly occurs in the following scenarios:1.When multiple nouns or juxtaposed structures appear;2.When multiple nouns or juxtaposed structures appear;2.When proper nouns appear;3.When the information is dense;4.When long and difficult sentences appear;5.When adverb or prepositional phrases appear independently;6.When information is repeated and redundant.The reasons for such information loss are as follows:1.Not familiar with background knowledge;2.The spokesman speaks slightly faster;3.Dense information;4.Unbalance between brain memorizing and note-taking;5.Not proficient in note-taking;6.Poor listening;7.Strategic omission.In order to avoid unnecessary information loss,the author puts forward five suggestions:1.Be prepared before interpretation;2.Be proficient in note-taking;3.Practice and improve listening and speaking;4.Balance the efforts between brain and note-taking;5.Use simple sentences more.The author hopes to help interpreters improve the quality of interpretation and teachers enhance the effect of classroom teaching.