Influence Of The Duration Of Source Language On Student Interpreters’ Effectiveness Of Note-decoding

Taking Daniel Gile’s Effort Model as the theoretical basis,this study aims to explore the influence of the duration of source language on student interpreters’ effectiveness of note-decoding in consecutive interpreting.In order to achieve this research purpose,the following research questions are proposed: 1)Does the duration of source language influence student interpreters’ effectiveness of note-decoding in consecutive interpreting? 2)In the condition of different duration of source language,what features are demonstrated in student interpreters’ rate and ratio of transformation of noted propositions ? 3)What are the potential factors that might cause the duration of source language’s influence on student interpreters’ effectiveness of note-decoding?In order to answer the three research questions,this study takes the duration of source language as an independent variable in the process of English-Chinese consecutive interpreting and regards student interpreters’ effectiveness of note-decoding as a dependent variable.The study mainly adopts a comprehensive empirical research design: combining the listening test with the consecutive interpreting task and adopting retrospective interview as an assistance.Meanwhile,this study chooses 30 junior students who major in translation and interpreting in a language university in Northeast China as research subjects.Also,from two dimensions: the transformation rate of noted propositions and the transformation ratio of noted propositions,the study explores the influence of the duration of source language on student interpreters’ effectiveness of note-decoding in the process of English-Chinese consecutive interpreting.Aiming at the two dimensions mentioned above,by analyzing the output of language and interview materials,the study found that the duration of source language has significant influence on student interpreters’ effectiveness of note-decoding.To be specific,with the increasing of the duration of source language,student interpreters’ transformation rate and ratio of noted propositions decrease.That is to say,with the increasing of the duration of source language,the interpreters’ effectiveness of note-decoding declines.Besides,the study also found that anxiety and cognitive overloading in consecutive interpreting are potential reasons that cause the duration ofsource language’s influence on student interpreters’ effectiveness of note-decoding.By exploring the influence of different duration of source language on student interpreters’ effectiveness of note-decoding,in theoretical level,this study verifies Daniel Gile’s Effort Model.The study also provides data support for consecutive interpreting teaching and future research.Moreover,at practical level,it helps student interpreters understand their capacities of managing the duration of the source language,and teachers to be able to choose suitable length of materials of consecutive interpreting for students.Besides,this study serves as a guidance for the compiling of textbooks for consecutive interpreting.