Analysis On Barriers To LC-I Training In Primary Interpreting Course From The Perspective Of The Theory Of Sense

The deeper degree of China’s opening-up and the enhancement of the local cooperation and exchangers with other countries increase the demand of interpreters. The Curriculum for English Majors (2000) requires that interpreting courses be compulsory one, therefore, such course is arranged at the third and fourth year of the undergraduate study for English majors in many universities. Compared with those set under the teaching targets of Master of Translation and Interpretation (MTI) and Bachelor of Translation and Interpretation (BTI), the interpreting course in the undergraduate program of English Major should be regarded as primary interpreting course in which students will learn the primary interpreting skills such as Listening Comprehension for Interpreting (LC-I), short-term memory training and information reformulation. The thesis aims at analyzing the barriers in LC-I training in primary course and figuring out the corresponding solutions on the basis of an empirical study among the students taking such course.Supported by the Theory of Sense, the research defines the LC-I from the perspective of the Theory, analyzes the features of LC-I after the review of the interpreting processing models and the interpreting training model of ESIT, and explains the similarities and differences between LC-I oriented by listening, comprehension and analysis and Listening Comprehension for Language Learning (LC-LL) which aims at language learning. On the basis of the above-mentioned theoretical research, the author carried out an empirical study in the primary interpreting course for undergraduate students of English major in Guangxi University, designing a pre-test before and a post-test after the training of LC-I and corresponding questionnaires so as to find and understand the barriers in the training. The research is conducted to solve the following two questions:(1) what barriers do the undergraduate students have in the listening comprehension for the purpose of interpreting (LC-I) in primary interpreting training? And (2) what effects will the skill training of LC-I have on the students taking primary interpreting course?The study shows that the weak English proficiency, inefficiency in de-verbalization and the limited encyclopedic knowledge are the main barriers for the undergraduate English majors taking primary interpreting course. To cope with these barriers, the skill training of LC-I were carried out in the primary interpreting course, including identifying key words, major sentence structures, meaning groups, key contents and logic clues, etc. with the emphasis on the need to develop a scientific logic thinking pattern of interpreting among the students and to improve their language proficiency, gaining certain effects. The author also raised her own proposals in terms of the syllabus, teaching materials and pedagogy of the primary interpreting course. The research is of theoretical and practical implications to the colleges of foreign languages, the instructors and the students taking primary interpreting course in local comprehensive universities.