Student Interpreters' Quality Differences Under Simulated And Non-simulated Interpreting Situations

Authenticity is a very important principle in language teaching,testing and interpreter training.In class,authentic materials may be modified for the training of student interpreters'specific skills,such as short memory and note-taking.For example,several numbers and units are added to enhance students' ability of grasping main information.However,a holistic understanding of authentic interpreting is gained in the whole process,ranging from using technical equipment,dealing with clients to coping with emergenciesIn this thesis,the author designs a simulated situation that could approach authenticity and invites eight MTI students majoring in English interpreting to participate in both Chinese-English consecutive interpreting and English-Chinese consecutive interpreting.From three aspects of accuracy,target language quality and delivery,the author analyzes students'interpreting quality differences under simulated and non-simulated situations.Results come out with the supplement of' student interpreters' self-assessment.Student interpreters'preferences for simulated or non-simulated situations are also analyzed for offering suggestions for interpreter trainingThe analyses show that these student interpreters,as a whole,all show interpreting quality differences under simulated and non-simulated situations.The common features are:under the simulated situation,student interpreters show better delivery in C-E CI while better target language quality in E-C CI:under the non-simulated situation,both accuracy and target language quality are better in C-E CI while better accuracy in E-C CI.