On The Improvement Of Interpreting Teaching From The Perspective Of Students' Class Performance

The thesis is primarily concerned about interpreting teaching. As we all know, the teaching of interpreting is entirely different from the teaching of languages and translation. It should conform to its own teaching methods and principles, embody the interpreting characteristics and equip students with the qualities a qualified interpreter should possess. This paper firstly reviews interpreting studies in the West and China and then introduces three major interpreting theories of the West systematically. While searching through the related literature in this field, the author has found that academic research on interpreting teaching in China has just made a start and a lot of inadequacies have still existed in the actual teaching practice.By distributing copies of questionnaire and observing students' class performance, the author has found that interpreting teachers can obtain a large number of inspirations for interpreting teaching. Students' problems such as inappropriate note-taking, weak listening, limited expression of both English and Chinese, deficiency of cultural awareness and incompetent command of style of interpreting language, should all inspire interpreting teachers to include note-taking, listening, expression and public speaking skills in the curriculum so as to create comprehensive teaching material most tailored for students. With this in mind, the author carefully exhibits problems in students' performance at interpreting class and puts forward respective strategies, hoping to make some contribution to the teaching of interpreting among senior English majors, especially those in the key universities of Inner Mongolia.