| Analytical listening is the fundamental part of interpretation.For the interpreter,accurate,complete and timely understanding of the message sent by the speaker will have a direct impact on the interpreting effect.Gile’s Model of Interpreting includes Effort Model and Comprehension Equation.His Consecutive Interpreting Effort Model illustrates clearly the multi-tasking processing of interpreting.Meanwhile,Comprehension Equation advocates that comprehension is the interacting outcome of linguistic knowledge,extra-linguistic knowledge and analysis.Taking mock conference of the 36th Session of the FAO Regional Conference for Latin America and the Caribbean as an example,the author uses Gile’s Models as the theoretical framework to analyze and summarize the causes of the comprehension obstacles in Spanish-Chinese consecutive interpretation,and finds that the causes are focused on the factors of linguistic knowledge,extra-linguistic knowledge and energy allocation imbalance.In the author’s view,the linguistic knowledge factor includes the lack of vocabulary to grasp the meaning of words and the difficulty to analyze the complex grammatical structure of long sentences.The extra-linguistic knowledge factor includes the interpreter’s insufficient cultural knowledge.The third point is the uneven allocation of energy,which means the interpreter put too much energy in the note-taking,which leads to the neglect of listening comprehension.The coping measures are put forward for the difficulties mentioned above.Firstly,interpreter should consolidate the language foundation,focusing on vocabulary accumulation and optimization of long sentences;secondly,interpreter should expand extra-linguistic knowledge,including short-term preparation before interpreting activities and long-term accumulation of encyclopedic knowledge;finally,the interpreter should achieve scientific allocation of energy by strengthening listening training and optimizing note-taking.Hopefully this thesis can provide reference for other interpreters to deal with the comprehension obstacles. |
