An Analysis Of An English-Chinese SI Class From The Perspective Of The Interpretive Theory

Exercises in class are essential for trainee interpreters to acquire skills in simultaneous interpreting(SI).This report presents a case study of an English-Chinese SI class at the Graduate School of Translation and Interpretation(GSTI),Beijing Foreign Studies University(BFSU)from the perspective of the Interpretive Theory.The main purpose of this report is to identify effective methods for students to improve interpreting performance and provide teachers with suggestions on SI teaching.This report can also provide reference for case analysis on SI class in the future.The case material is a speech by Dr.Fatih Birol,executive director of the IEA,at Chinese Academy of Social Sciences(CASS)in September 2015.This report analyzes the use of skills in students’ performance in class and identifies the causes of flawed translation and offers proper solutions.This study introduces the teaching process and basic information of the case material and reasons for its selection.Then the study introduces the Paris School’s"triangular model" and presents the application of the Interpretive Theory in interpreting teaching in China.The case analysis is presented in two sections,namely comprehension and deverbalization.In the conclusion,the study points out that many flaws in interpreting result from insufficient preparation,a lack of logical thinking and mastery of deverbalization techniques.The study suggests that trainee interpreters should make thorough preparation about the topic and the speaker and accumulate encyclopedic knowledge.Students are also suggested to practice techniques of deverbalization through a great deal of exercise.It is suggested that teachers assign preparatory material and pre-interpreting exercise as homework and help students to grasp the logic of the speech through exercises such as gist interpreting.