A Report On The C-E Consecutive Interpreting Of The 2019 ASEAN International Training Course On “Techniques Of Zhuang Bloodletting Therapy For Gout” From The Perspective Of Speech Act Theory

With the expansion and deepening of China’s cultural exchanges with other countries,the exchange in the fields of traditional Chinese medicine and ethnic medicine has also increased.Against such background,various international training courses for Chinese medicine and ethnic medicine have emerged.This report is one on the C-E classroom consecutive interpreting for the course “Zhuang Medicine Bloodletting Therapy for Gout” in the “2019 ASEAN Guangxi International Workshop on TCM Zhuang and Yao Medicine for Young and Middle-aged Personnel& Technology Demonstration and Promotion for Featured Diagnosis and Treatment of Ethnic Medicine”.It is a skill-intensive training course,which includes not only the teaching of medical knowledge on Zhuang blood-letting therapy,but also the demonstration of concrete steps of the therapy.Therefore,the author is required to get the literal meaning and real intentions of the speaker’s utterances through the verbal and non-verbal message sent by the speaker,and convey the message to the audience to ensure its perlocutionary effect.As this practice involves the conveyance of both linguistic and paralinguistic information,and the speaker does things with words,this report intends to analyze the whole C-E classroom consecutive interpreting from the perspective of the Speech Act Theory.To be specific,the whole interpreting process will be analyzed from three dimensions,namely,how to convey the concrete locutionary sense,how to convey the illocutionary force and how to ensure the perlocutionary effect.At the level of locutionary sense,the author applies the techniques of semantic deverbalization and syntactic restructuring to ensure the effective transmission of information;at the level of illocutionary force,two opposite techniques of amplification and omission are flexibly adopted to help the accurate conveyance ofthe speaker’s real intention;and at the level of perlocutionary effect,the author adopts the technique of negation to achieve pragmatic equivalence between the source language and the target language.Based on the whole interpreting practice and subsequent analysis,the author finds that the Speech Act Theory can guide the C-E classroom interpreting effectively and contribute to better classroom communication.Meanwhile,the application of techniques such as semantic deverbalization,syntactic restructuring,amplification,omission and negation can efficiently facilitate imparting of knowledge and the students’ mastery of knowledge and skills in classroom.