A Practice Report Of Simultaneous Interpreting Of An English Communication And Interaction Lecture

This interpreting practice chose a lecture of a new study conducted by an American Chinese scholar who grew up in New York-Spokenology. After getting the teacher’s permission, the author got the recording of his lectures and interpreted it into Chinese. This thesis explained this practice in three parts.The first part is the introduction of this practice and the reason to choose it. The reason of choosing this practice is because this newly-invented study offers initiative and freedom to the interpreter, and the class language of this teacher is of strong personality, suitable for the interpreting material.The second part describes the interpreting process. In the preparation stage, the interpreter paid more attention to the translation of Spokenology’s new proper nouns, and made contacts with the teacher to get a familiar sense of his accent and speaking speed. Also should be mentally and physically prepared before interpreting. The problems during the interpreting process are the faithfulness of the teacher’s language style, the various interpreting of the same content repeatedly explained by the teacher and the burden of memory and the pressure caused by the long timeline between each break. In order to guarantee the quality of this task, the author dictated the material and then translated it into Chinese to compare with the interpreting and find out the potential of improvement.The third part demonstrates the strategies of this interpreting and analyzes different cases. This material is full of characteristics of narrative genre and introductory genre, which is well-organized, suitable for memory training of interpreting. So the interpreting strategy is note-free training with small amount of symbols marking the timeline, mostly depending on the interpreter’s memory to avoid over-rely on note-taking. Meanwhile, the class language irrelevant to the curriculum shall be omitted by the interpreter.