A Practice Report Of Interpreting In Live Classes

Global educational programs for international cooperation have been hit hard by COVID-19,thus live classes have become the norm for China ’s foreign-aid training projects.2021 marks the first year that Seminar on Movie&TV Media for Developing Countries was held online,organized by the Department of Commerce of Hunan Province.The seminar was constituted by live classes and cloud visits,in which the author of the report provided Chinese-English consecutive interpreting.Based on recordings,self-reflection,and the feedback from the client,speakers and listeners,the report summarizes four features of live classroom interpreting,namely teaching-oriented interpreting,interactive interpreting,unpredictable live interpreting,and cross-cultural interpreting,and points out the benefits and challenges brought by the features respectively.Under the guidance of Relevance theory,the interpreter’s cognitive process is clarified as the ostensive-inferential process,in which the interpreter serves as both a source language receiver and a speaker of the target language.Therefore,he/she needs to infer the speakers’ informative intention and communicative intention first and then make ostension.The interpretation should comply with the listeners’ language features,habits of thinking,and cultural traditions,ensuring the least efforts are needed to achieve the maximum contextual effect for listeners.To realize this goal,six interpreting techniques including division,addition,anticipation,repetition,generalization,specification,and discourse markers can be utilized to identify and convey the optimal relevance in the ostensive-inferential process in different scenarios of live classes.In this way,effective communication can be achieved in both interpreting and teaching.