A Study On Paralanguage In Chinese-english Consecutive Interpreting From The Perspective Of The Effort Model

Based on the PACCEL-S corpus,this research studies paralanguage in Chinese-English consecutive interpreting from the perspective of the Effort Model.It explores the frequency and distribution of paralanguage in interpreting and the relationship between the characteristics of paralanguage and the level(score)of interpreting.Causes for the emergence of paralanguage are also analyzed.The following three research questions are raised:(1)What are the characteristics of paralanguage in Chinese-English consecutive interpreting?(2)What is the correlation between the characteristics of paralanguage and the level(score)of interpreting in Chinese-English consecutive interpreting?(3)What are the causes of paralanguage in Chinese-English consecutive interpreting under the framework of the Effort Model?100 samples of the Chinese-English consecutive interpreting of the TEM-8interpreting test was extracted from the PACCEL-S corpus,25 of which were in each level group.In this study,the pauses,repetitions,and self-repairs in paralanguage were the research objects.The corpus was marked with paralanguage sentence by sentence,and data processing and analysis were carried out with the help of data analysis software Ant Conc and SPSS.Finally,this study analyzed the causes for the emergence of paralanguage in consecutive interpreting.The research found that:(1)In Chinese-English consecutive interpreting,the use of paralanguage is widespread,among which,pauses are the most frequent,with filled pauses being slightly more frequent than unfilled pauses,and pauses often appear before content words,such as nouns,verbs,and adjectives.This shows that in the process of the Effort Model,the difficulty in extracting content words is the main thing that causes the learner’s interpreting output to stop.There are also many repetitions and self-repairs.(2)The incidence of paralanguage in interpreting is negatively correlated with the level(score)of interpreting.The more pauses,repetitions,and self-repairs are,the lower the level(score)of interpreting is.(3)According to the Effort Model,in Chinese-English consecutive interpreting,the lower the level(score)of the interpreter is,the greater the cognitive resources need,which leads to an increase in the interpreter’s listening comprehension and speech output load,which,in turn,leads to the appearance of pauses,repetitions,self-repairs,and other paralinguistic phenomena.This research uses corpus to analyze the characteristics of paralanguage,the correlation of the characteristics of paralanguage and interpreting level(score),and the causes of paralanguage.This research can help student interpreters understand the paralanguage that is easy to appear in interpreting and guide the students to use the paralanguage rationally during the learning process.