| One of the major difficulties in simultaneous interpreting is that the interpreter has to start the interpreting before the speaker completes a sentence. As a result of syntactical asymmetries caused by structural differences between the English and Chinese languages, the interpreter is confronted with greater challenges. The two languages in question have prominent syntactical asymmetries. The main verb and noun phrase of the complex sentence in the Chinese language, which often appears at the end, often have to be regulated to the beginning or the middle of the sentence in the English translation. The interpreter is often confronted with such challenges brought about by syntactical asymmetry in the two languages and so has to resort to the anticipation strategy.This thesis is based on the theory of Chernov’s Probalility Prediction Model and Gile’s Effort Model. The concept of information redundancy proposed by Chernov provides the premise of the use of anticipation strategy in simultaneous interpreting, and subjective and objective redundancy supplies the basis of the strategy. The Effort Model provides the analytical tool to probe into the phenomena the author observed in her own interpreting.Anticipation is a widely discussed interpreting strategy. Yet few researchers approach SI anticipation from C-E syntactical asymmetries, a phenomenon specific to the two languages in question. Up to date, few scholars have undertaken to probe into the anticipation capacity of student C-E interpreters.This thesis examines the characteristics of student interpreters’ anticipation in C-E SI to begin with. The possible reasons behind these characteristics will be discussed in the light of Chernov’s Probability Anticipation Model and Gile’s Effort Model. These two theories lay a solid foundation to explain the necessity and applicability of anticipation in SI.This thesis goes on to explore student interpreters’ use of anticipation strategy when they encounter syntactical asymmetry in C-E SI. An observational study will be carried out to collect data for analysis and discussion. It is concluded that student interpreters make anticipation when encountering syntactical asymmetry in C-E SI. However, due to long lag time and lack of awareness and cues for anticipation, their anticipation capacity is limited. The findings of this research may be enlightening to student interpreters and pedagogically useful. |
