The Common Problems And Solutions In Classroom Interpreting:Practice Report Of Classroom Interpreting In The China

At present,with the continuing rapid expansion of the China-aid training projects,the China-aid training course has attracted increasing attention.A successful course is inseparable from highly effective classroom interpreting,given that the quality of classroom interpreting can have a significant,direct and lasting influence on the training results,either detrimentally if poor,or beneficially if good.As the classroom is a flexible and unpredictable environment,the interpreter has to consider all the potential problems in advance of interpreting,being well-prepared for interpreting,improving the professional and psychological qualities and developing the capacity to deal with the unforeseen circumstances.This practice report is on the basis of the author's interpreting practice in two China-aid training projects with a duration of four months-the 2018 Training Course on Hybrid Rice Comprehensive Technology for Developing Countries,held from May 31st to August 13th and the 2018 Training Course on Practical Technology of Small Agricultural Machinery,held from September 25th to November 8th.The China-aid training project is sponsored by China's Ministry of Commerce and organized by Yuan Longping High-Tech Agriculture Co.,Ltd.In these training courses,the author worked as a teaching assistant,and was mainly responsible for the teaching part,including classroom interpreting(indoor and outdoor),escort interpretation during visits,preparation for the classes,evaluation of the teaching and so on.During this period,the author encountered all manner of problems that had a direct or indirect influence on the quality of the classroom interpreting.Therefore,depending on the success or otherwise of the interpreting efforts,the outcome of the whole training exercise could be affected either adversely or beneficially.In this report,the author describes and analyzes the interpreting task,and generalizes the common problems that arose during classroom interpreting in the China-aid training project by way of the trainer,participants,interpreter and unforeseen circumstances.Finally,the author divides the solutions into two parts,namely preparation before interpreting,and the requirements for interpreters,with the express hope that this would serve as a reference for interpreters engaged in classroom interpreting in future China-aid training projects.