| Based on the interpretive theory of translation,this thesis compares the performance of student interpreters with two different mother tongues—Chinese and English—in Chinese-English consecutive interpreting.The interpretive theory upholds that translation and interpreting are not simply the transcoding of different languages;rather,interpreters should turn to both linguistic and extra-linguistic knowledge to understand the speech first and express the meaning in the target language.According to the empirical study,native Chinese interpreters have a better understanding of the speech,while native English interpreters deliver the meaning in a more natural way.Mother tongues and cultural backgrounds also influence the way interpreters reword their understanding,such as their arrangements of words,sentences and logic.For instance,due to different socio-cultural backgrounds,native Chinese interpreters are more inclined to use the modal verb "should"while native English interpreters use the modal verb "need" more often.Inspired by the findings of the study,this thesis provides some suggestions on teaching Chinese-English consecutive interpreting,for example,instructors may help students improve their use of language through quantitative assessment,and students with different mother tongues may be given training with different emphases. |
