Strategies For Academic Discourse Of E-C Consecutive Interpretation In A Lecture On Popularization Of Social Science

The material of this simulated interpretation practice is the academic lecture of American Educational Research Association,namely,Early Education and the Brain: Making Novel Connections.This lecture mainly covers novel connections between early education and the brain and further probes scaffolding education,etc.This is an academic lecture.This lecture obviously displays characteristics of academic discourse,which is the focus of this report.The characteristics of academic discourse in this lecture are static expression and complex sentences.Static expressions cover nominal structure,prepositional structure and adjective structure.Complex sentences lie in two aspects,that is,complex logical relations because of more than one clauses inserting into one sentence and the different locations of adverb clauses of time in Chinese and English.In English,adverb clauses of time are usually located behind the main sentence,while this is different from that of Chinese.For static expression,interpreter could output target language in the form of verbs so as to get close to the dynamic style of Chinese,and for complex sentences,these sentences can be divided into several parts according to its internal logic.If necessary,interpreter could slightly adjust the sequence of source language and then output Chinese which is acceptable.This thesis aims at probing E-C consecutive interpretation strategies for academic discourse in academic lecture through analyzing characteristics of academic discourse and based on relevant research findings,offering some inspiration for someone who is to probe E-C consecutive interpretation of academic discourse.