A Report On The Remote Interpreting Of The Course Of Macroeconomics From The Perspective Of Interpretive Theory

The COVID-19 pandemic and the changing international landscape have greatly affected students who want to study abroad.Chinese-foreign jointly-run education programs have been enjoying greater popularity in the past few years because they provided students with an opportunity to access international quality education without going abroad.The importance of classroom interpreters has become increasingly prominent as they serve as a bridge linking foreign teachers and Chinese students.However,the studies on classroom interpreting have proved insufficient.This report is based on the author’s remote interpreting of the course of Macroeconomics.A wide range of professional knowledge coupled with the teacher’s speaking habits brought numerous difficulties to the author.From the perspective of Interpretive Theory and through case analysis,the author summarized strategies adopted in the processes of comprehension,de-verbalization,and re-expression to meet those challenges,such as cognitive supplement,omitting redundant information,extracting main information,amplification,and sentence reorganization and the reason for adopting the strategies.The author hopes to provide references for other interpreters.This report finds out that the primary goal of classroom interpreters is to help teachers to impart knowledge and students learn it.And according to Interpretive Theory,the goal of interpretation is the transmission of communicative meaning rather than language symbols.Hence,adopting certain interpreting strategies in the processes of comprehending,de-verbalization,and re-expression is conducive to meeting the goal and improve the quality of classroom interpreting.