Problems In The C-E Consecutive Interpreting Output Of MI Students In After-class Exercises

In recent years, as more and more colleges and universities in China have offeredthe Master of Interpreting degree program, more attention has been paid to how MIstudents are trained and what problems have arisen in their learning process. As avery important and widely applied form of interpreting, consecutive interpreting iswhat MI students’ training mostly involves and what their after-class exercises aremainly about. However, compared with English-Chinese interpreting,Chinese-English interpreting seems to be less emphasized in after-class exercises.This survey takes students of2012from Master of Interpreting of GDUFS assubjects and aims at investigating and analyzing problems as well as their causes inthe C-E CI output of MI students in after-class exercises. The purpose of this surveyinvolves two parts: the survey results will be of some help to MI students and somereference to classroom teaching of C-E CI as well as the planning of relatedcurriculum. To achieve the above goals, this survey will focus on the following threequestions: Where do problems in the C-E CI output of MI students in after-classexercises mainly lie? What are the major causes of these problems? How toeffectively solve these problems?To find out answers to the above questions, the author firstly interviewed some ofthe students of2012from Master of Interpreting of GDUFS at random, and theninvited all of them to complete an online questionnaire, which is the main surveymethod. According to the analyses of related information and data, the author hasfound that MI students have various problems in the faithfulness, completeness,fluency, and nativeness of their C-E CI output in after-class exercises and that moreproblems can be found in the nativeness of their output. As to where the problemsspecifically lie, survey results have shown that the major problem MI students have infaithfulness is inappropriate word choice, in completeness too much omission of theoriginal information, in fluency the frequent involvement of modal particles andpauses, and in nativeness the use of too much Chinese English. Survey results have also indicated that the main reason for the problems MI students have with thefaithfulness is the limited vocabulary and the slip of the tongue, with the completenessthe difficulty in acquiring and processing the original information, with the fluencythe difficulty organizing and conveying the original information in the target language,and with the nativeness the incompetence in thinking in the target language. Based onthe systematic summary and analysis of the collected data, the author has offeredsome suggestions for the improvement of the faithfulness, completeness, fluency, andnativeness of the C-E CI output, which the author hopes will be of some referencevalue to MI students.