Class Interpreting In Schema Theory

Guided by the Schema Theory, this paper analyses a real case of class interpretation the author did in November 2014 from the following perspectives: linguistic schema, content schema and rhetorical schema. The purpose of this thesis is to explore how to improve the interpreter’s skills and performance in class interpreting by employing these three schemas. The author believes that everyday accumulation and pre-task preparation are the most important in improving the interpreter’s skills and performance, which means the interpreter has to establish abundant relevant linguistic, content and rhetorical schemas before the interpretation task. Besides, the interpreter should not use the three schemata separately, because instead of being separate entities, they are actually combined with each other, functioning as a whole. If the interpreter fails to integrate the three schemata during his or her interpreting activity, the absence of one schema may affect the expression of another schema; or if the interpreter is adept in integrating the three schemata, he or she can use a different schema to make up for the deficiency.It is hoped that the author can gain a deeper understanding about interpretation through theoretical analyses, so as to improve her own interpretation skills and performance. In the meantime, it would be a great honor if this paper could serve as a valuable reference material for researchers, interpretation students or professional interpreters especially interested in class interpreting.