| Attention given to self-repair in interpreting is insufficient.Studies devoted to the link between directionality and self-repair in interpreting and particularly consecutive interpreting is lacking.This paper aims at discussing the impact of directionality on self-repairs of MTI students in English/Chinese consecutive interpreting,in order to provide insights into the distinct deficiencies and problems faced by them when interpreting in different directions.To this end,this paper proposes an identification criterion and a classification system of self-repairs based on the theories and studies of Levelt,Petite and others.Seven MTI students were invited to participate in a one-on-one two-way C/E CI test followed by a retrospective interview session.A total of 177 self-repairs have been identified.Compared with previous research on this topic,the framework proposed by the present study classifying self-repairs from four perspectives is more detailed and comprehensive;and the more rigorous identification criterion and the retrospective interview session also makes in-depth investigation of covert self-repairs possible.By comparing the frequency,types and distribution of self-repairs in E-C and C-E CI,the paper concludes that directionality does influence self-repairs in C/E CI.Based on Gile’s effort model for consecutive interpreting,the thesis argues that the differences in terms of the frequency and distribution of self-repairs between E-C and C-E CI can mainly be attributed to the different allocation patterns of processing resources when working from different directions as a result of the interpreter’s asymmetrical language competence in Chinese and English.Based on the research results,targeted suggestions are made to MTI teaching and training.For example,for E-C CI courses,more emphasis should be laid on improving the students’ listening and comprehension ability in English,and on strengthening their ability to distinguish key message from peripheral ones.For C-E CI courses,more focus should be given to enhancing the student’s expression ability in English and strengthening practice on their note-taking skills. |
