A Report On The C-E Consecutive Interpreting Of The History Of Wu Culture From The Perspective Of The Skopos Theory

Knowledge knows no borders,and education is bound to go global.Due to the fast spreading of mass information through the Internet,open online courses have become a trendy and convenient way of education,enabling more people to share global high-quality education resources and enhance their knowledge literacy.The author believes that this model of universal education should not be hampered by language differences.Therefore,interpreters should play a role in this process and serve as a bridge between languages.This report is based on a mock interpreting of an open course "The History of Wu Culture"given by Weiping Wang on the online education platform,Chinese University MOOC.The material is featured by the involvement of extensive historical and cultural background knowledge,plenty of quotations from ancient records,masses of idioms and Chinese culture-loaded words,which poses great challenges for the interpreter.Through generalization,the interpreter summarizes four major difficulties encountered during the interpreting process,namely,historical knowledge,classical Chinese,culture-loaded words and information redundancy.Under the guidance of the Skopos Theory,especially the three major rules of it,namely,the skopos rule,the fidelity rule and the coherence rule,the interpreter comes up with four interpreting strategies to deal with the above-mentioned challenges,that is,literal interpreting,free interpreting,amplification and omission.In-depth case analyses are also presented in this report to demonstrate the significance of these four strategies in consecutive interpretation from the aspect of the Skopos Theory,in the hope of offering some reference and insights for future interpreting tasks of the same type.