A Report On Consecutive Interpreting For A Master Course Of Physical Education Science

Cultural exchange plays an essential role in deepening cooperation between countries.It helps ordinary people to broaden views and get improved.Studying abroad,a major way of cultural exchange,provides people with the opportunity of pursuing further study and improving themselves.Nowadays,Chinese people have many options in studying abroad with China carrying out deeper reform and greater opening-up.This report is based on the consecutive interpreting practice for three Chinese students’ master course of Physical Education Science at Panpacific University.From April to June,2021,both Chinese-English and English-Chinese consecutive interpreting services were provided for the master course of Physical Education Science of Panpacific University in the Philippines.This class was given by Professor Jewelson Santos,a native Filipino.He taught Physical Education Science,including the origin and types of movement,sports injuries and prevention,and kinesiology,physiology and other sports-related concepts.The professor imparted inter-connected expertise with numerous technical terms and tended to have various interactions with students.Such courses require interpreters to know about related subjects,make full preparations,master interpreting and interpersonal skills,learn things fast,and react quickly to unexpected situations.In this interpreting practice,Gile’s Effort Model helped a lot in solving a variety of interpreting difficulties.Propose by Daniel Gile in the 1970s,a renowned interpreting expert of France,the Effort Model has an influence on the interpreting field.It recommends that interpreters should properly allocate effort to listening and analysis,note-taking and other steps of interpreting so that interpreters’ available processing capacity can meet the total processing capacity requirements of an interpreting assignment.Guided by Gile’s Effort Model,three levels of interpreting problems were solved.At the lexical level,the focus was on technical terms and proper names,which were interpreted by using transliteration,literal translation,amplification and explanation.At the syntactic level,four types of difficulties including information redundancy,colloquial expressions,short sentences and complex sentences were encountered.Source language with redundant information and colloquial expressions was interpreted by using omission,explanation and free translation.Short sentences were interpreted through using strategies of free translation,omission and combination.Complex sentences were interpreted by using division,adjusting the sentence order,free translation,omission and negation.At the discourse level,repetitions,missing conjunctions and incoherence were major obstacles being removed.Strategies adopted for solving problems of repetitions and missing conjunctions include omission,amplification and free translation.Strategies for interpreting incoherent source language are adjusting the sentence order,free translation,omission,amplification and negation.During the interpreting process,energy was properly allocated to different interpreting steps according to the characteristics of source language and specific situations in class.This report elaborates how Gile’s Effort Model can facilitate consecutive interpreting for international courses through case analysis.Clients’ feedback and my self-reflections tell that improving interpreting skills should be a life-long pursuit of interpreters.In addition,full preparation and communication with participants should be highlighted in order to better complete course interpreting tasks.Besides,suggestions are provided on how to better undertake course interpreting assignments and improve interpreting ability.It is expected that the analysis towards the interpreting difficulties encountered and interpreting strategies adopted could help interpreters have a deeper understanding of course interpreting,and perform better in future course interpreting tasks.