| Remote course interpreting that grows rapidly in recent years tend to use a great number of multimedia technologies,including images,video,and audio.While provided with a degree of convenience in this context,interpreters are frequently exposed to the challenges of processing multiple modes and even cross-modal interpreting.The thesis deploys a multimodal perspective to analyze the performance of interpreters based on a remote training program themed on construction engineering machinery sponsored by the Ministry of Commerce of the People’s Republic of China and participated by the author himself.By comparing transcripts and recording videos,the author found a large number of multimodal discourses consisting of verbal and non-verbal modes in this program,and,thus,classified the most important modes in those discourses other than speeches of speakers into three categories:engineering machinery diagrams,machinery operation videos,and text questions of trainees.Statistics on these three modes are compiled,including their occurrences,explanations durations,length of videos,and the number of written words,with which the author discussed the main challenges of interpreting these multimodal discourses while evaluating the on-spot performance of interpreters.To handle the three ubiquitous modes in remote course interpreting,namely diagrams,videos,and written texts,the author proposed three strategies,namely visualization,anticipation,and reconfirmation.For diagrams,interpretation should be visualized by transforming verbal information into intuitive visual demonstrations.For videos,interpreters should anticipate the time and content of video narrations to make preparations in advance.For unclear expressions in written texts,interpreters should reconfirm source information with lecturers and trainees for clarity.It is proven by the cases in this program that these strategies can effectively help interpreters handle the multimodal discourses in remote course interpreting. |
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