Empirical Study On The Rationality Of Omission In Chinese-english Simultaneous Interpretation From The Aspect Of Anderson’s Three Stages Cognitive Model

Simultaneous Interpretation(SI) is a strict time-limited and high challenging inter-lingual transfer activity. With the expansion of international communication and the increasing trend of global integration, SI has become the most commonly used interpretation service form in all kinds of international conference. More attentions are paid to the subject of SI by linguists at home and abroad. In the past few decades,scholars have conducted studies on this sphere from many aspects including theoretical and experimental studies. For domestic and foreign scholars, omission is not a strange concept. However, although omission is frequently used by interpreters in SI, the study concerned about omission is rare. What’s more, present studies on omission are mostly about the omission in English-Chinese(E-C) SI and the subject is confined to one theme.The current cognitive psychologist J. R. Anderson came up with Three Stages Cognitive Process Model from thinking to speech in 1980. This model concisely shows the three stages in the production of human language. The application of Anderson’s Model in SI is shown as the Structuring Stage, the Transferring Stage and the Performing Stage. The interpreter must finish three stages during the process of interpretation.On the basis of Anderson’s theory, this thesis conducts an empirical study on omission strategy in Chinese-English(C-E) SI. The author analyzes the characteristics of omission in different themes of SI through quantitative and qualitative ways with the aim to verify the rationality of omission in SI and emphasize that omission strategy can improve the quality of SI, and thus, the interpreters can flexibly use omission strategy according to different themes.The thesis is an empirical study with variables being strictly controlled. After the study, the author revisits the subjects to collect the interpreters’ reasons for omission.Through quantitative and qualitative analysis on transcription and the statements of the subjects, the research shows that there is a significant difference of the use of omission in C-E SI in different themes. Through the analysis on the recalling data of the reasons for omission, the author finds the causes coincide with the theory of Anderson’s Three Stages of Cognitive Process Model. And it is reasonable to use omission in SI from the aspect of Anderson’s theory. Therefore, the author putsforward that the professional simultaneous interpreters and students can use omission flexibly in their later work according to different themes to improve the quality of interpretation.