第十屆世界引導式教育大會線上同傳實踐報告

發布時間：2022-10-12 09:50

Contents

Acknowledgments i

Abstract in Chinese ii

Abstract in English iii

Chapter 1 Task Description 2

1.1Background Introduction 2

1.2Research Significance 3

Chapter 2 Task Preparation 5

2.1Pre-interpreting Preparation 6

2.1.1Task Delegating 6

2.1.2Glossary Building 7

2.1.3TaskAnalysis 10

2.2On-the-spot Preparation 10

Chapter 3 Case Analysis 13

3.1An Overview of Information Loss and Compensation Strategies 13

3.1.1Information Loss 13

3.1.2Compensation Strategies 14

3.2Semantic Compensation for Information Loss 14

3.2.1Amplification 16

3.2.2Generalization 20

3.3Grammatical Compensation for Information Loss 22

3.3.1Words with Passive Meaning 23

3.3.2Words with Plural Meaning 26

Chapter 4 Evaluation 29

4.1Self-evaluation 29

4.2Feedback from the Audience 30

Chapter 5 Conclusion 31

Bibliography 34

Appendix I Transcript 37

Appendix II Terms Chart 53

Appendix III Interpreting Certificate 59

Appendix IV The Questionnaire 60

Chapter 1 Task Description

The World Conference on Conductive Education was held every year to promote the rehabilitation programme of children with cerebral palsy, which is a significant cause for Chinese people since this programme at home develops relatively slower compared with western countries. This thesis elaborates on the author's practice of being an simultaneous interpreter for this conference, and background introduction as well as research significance are included in chapter one.

1.1Background Introduction

From November 29th, 2020 to December 1st, 2020, the 10th World Conference on Conductive Education(WCCE), on the theme of “The Conductor: Attitude, Occupation, Profession”, was held in Budapest, Hungary, with nearly 1,000 registered participants from 16 countries. Due to the pandemic, the event was held online broadcasting from Andras Peto Faculty, the main venue of the congress. The two-day event featured 13 plenary, 50 sessions and 40 poster presentations, as well as several films. The theory and practice of conductive education were discussed at the congress and the most important results were presented. In addition to the new honorary conductors, a Wall of Conductors was inaugurated to honor those who have promoted and supported conductive education with their activities and professionalism.

As one of the significant institutions committed to conductive education in China, Guangxi Yuncai Social service centre(hereinafter referred to as the centre) is a subsidiary of Hong Kong Silver Lining Foundation Limited, rated as a 4-star level social service centre of Guangxi region. To help people with disabilities improve the quality of their lives, the centre co-organized this conference to advance conductive education at home. Domestic rehabilitation centers and hospitals, including service 1

center for the disabled of Zhuhai city, medical rehabilitation center of Zhejiang province, Jinan massage hospital, etc., were invited to attend this conference to earn the updated theory and training methods of conductive pedagogy.

To promote the mutual understanding of the attendees from China and speakers in Hungary, postgraduate students majoring in English interpretation at Guangxi university were invited to do online simultaneous interpretation. The author was fortunate to be one of the nine students who passed the test given by the teacher to interpret for this great cause.

1.2Research significance

Conductive education, a comprehensive method of learning by which individuals with neurological and mobility impairment learn to precisely and consciously perform actions that children without such impairment learn through normal life experiences, was initially developed by Andras Peto in 1945, who wanted to help motor disordered children. Although spreading slowly in Hungary, conductive education enjoyed significant development in the 1960s when English therapist Ester Cotton introduced the system to the Spastics Society. Till now, it has developed for 77 years in western countries, with data claiming that 70% of children receiving conductive education can achieve orthofunction. Nevertheless, the author found that conductive education didn't draw Chinese people's attention until the first article in this field was published on CNKI. Net in 2003, from which we can see a relatively slow development of conductive pedagogy at home. So selecting this conference as the research material can contribute to the development of conductive education domestically to enable more children with cerebral palsy to function in society despite their disabilities.

Besides, simultaneous interpreting is a unique form of language processing that involves tremendous cognitive resources and mental efforts, during which process the transformation with accurate information between two languages is hard to achieve. It's even more so when it comes to online simultaneous interpretation as more factors

are involved. The author set “ 信息缺失 ” and “ 譯 ” as the keywords only to find 19 journals in this field with only 3 of them focus on the information loss in simultaneous interpretation, none of them paying attention to online simultaneous interpretation. In this regard, this thesis can fill the gap in the online simultaneous interpretation with this innovative focus.

Last but not least, this research is written under the framework information loss and compensation strategies, which can provide a reference for the theoretical research in this field, giving teachers and students new insights into interpretation teaching and training since no scientific system in this area has been formulated.

Chapter 2 Task Preparation

Interpretation is “an educational activity which aims to reveal meaning and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information.” (Tilden, 1957). According to Rabin (1958), Translation and interpreting are forms of linguistic mediation that involves rendering written or oral text from one language to another. Brislin(1976) defines interpretation as a general term referring to the transfer of thoughts and ideas from one language to another, whether the language is in written or oral form, whether the languages have established orthographies or not; or whether one or both languages is based on signs, as with signs of the deaf. However, from the perspective of Franz Pochhacker, interpreting refers to a particular form of translational activity and is therefore at once subsumed under the broader notion of translation and set apart by its unique features( 2004).

Over-the-Phone Interpreting (OPI): also known as remote interpreting, this term refers to interpreting services provided via telephonic links (occasionally with video links as well), in which neither the interpreter nor the parties are in the same physical location. (He, 1997). With the advancement of technology and against the backdrop of COVID-19, this conference was held online in ZOOM with a video-conference link. Unlike traditional simultaneous interpretation, remote simultaneous interpreting is a cost-cutting exercise with the following eye-catching features: off-site, timeliness, high degree of professionalism and increased dependence on the internet equipment. Therefore, as the simultaneous interpreter for this conference, the author faced with a string of difficulties, which can only be dealt with with adequate task preparation.

2.1Pre-interpreting Preparation

Seleskovitch (1978) believes that complete and accurate interpretation depends on the interpreter's grasp of the subject knowledge and context. An interpreter is not an encyclopaedia, so it's hard for interpreters to produce qualified interpretations without adequate pre-interpreting preparation when encountering alien terminologies. Stoll (2009) holds that pre-interpreting preparation can effectively reduce the cognitive load and improve interpreting output. The Tenth World Conference on Conductive Education was held online among different time zones, lasting from the afternoon to midnight in China, which posed a greater challenge to interpreters' anti-pressure and anti-fatigue ability, which can be greatly elevated with good pre-interpreting preparation. According to the latest experiment carried out by Xiaoli Song and Mingzhu Tang(2020), adequate pre-interpreting preparation can greatly reduce the speech production load, coordination load, listening and understanding effort and short-term memory effort, so the author did good pre-interpreting preparation to ensure the best interpretation output for WCCE.

2.1.1Task delegating

On November 20th, 2020, the author, along with other eight students who passed the simultaneous interpretation test, was given an interpreting task as a online simultaneous interpreter for the 10th WCCE. The teacher Ms Jin began to assign interpreters with two of them in one group to different sessions as the conference consisted of 50 sessions. After discussion, the author was a simultaneous interpreter partner of Miss Huang, and both of them needed to interpret for five speakers respectively, with the length of each speaker's speech reaching 30 minutes. Three major speakers that the author needed to render interpretation were Ibolya TURI with her speech being Students' Views on the Conductor Profession and on Contexts of the

Training; Anna KLEIN, whose speech was The Impact of Conductive Education on Learning Ability and Aniko with her speech being Physical Education in Inclusive Aspect in Peto Institute.

Since the task was given just nine days before the conference, the author set a timetable of her own to be fully prepared for the forum. A visit was immediately paid to the Guangxi Yuncai Social Service Centre after group division work was done, at which nine interpreters learned what kind of methods and equipment were utilized for the rehabilitation of children with cerebral palsy, the philosophy, history and story of the center as well as families behind handicapped kids. Unlike an official meeting interpreting, the centre was not equipped with a booth. The only tools for interpreters were two computers, with one playing the source language and the other transmitting target language, so the team paid a second visit to the centre for equipment testing.

Given the uniqueness of this interpreting task, which lasted till midnight, when the brain of the author usually is less vibrant. In this regard, the author made a plan to practice interpreting in the evening two hours per day before the conference with listening materials from Hungarian people so that the author could get acquainted with English with Hungarian accent and activate her brain, yielding the best interpretation. Besides, a lot of information about conductive education was searched online, including Andras Peto, the inventor of conductive pedagogy, the Semmelweis University where most of the speakers of this conference were from, and relevant information about previous conductive education.

2.1.2Glossary Building

Conductive education belongs to the field of health care, and according to the National Council on Interpreting in Health Care, health care interpreting is interpreting that takes place in healthcare settings of any sort, including doctor's offices, clinics, hospitals, home health visits, mental health clinics, and public health presentations and financial assistance. Typically, the setting is an interview between one or more healthcare providers (doctor, nurse, lab technician), health care team(s),

and a patient(or the patient and one or more family members).

As is known to all that medical knowledge is constructed, communicated, and used in a great variety of contexts and situations, ranging from the highly specialized medical field to the most common ones. According to Xiaoli Song and Mingzhu Tang's experiment(2020), interpreters can perform better with fewer interpreting jams if they get prepared with unknown terms ahead of time. However, the speakers of this conference, are the experts in rehabilitation with many academic papers being published, so it's necessary for interpreters to know professional terminologies in this field. Luckily, the author got a bilingual handbook about conductive pedagogy from the leader of the centre, and she worked with her partners to make a chart about the alien terminologies that appeared in the manual book, as shown below:

英文中文頁

A floppy child 松軟兒 7

A total flexion pattern 身軀完全屈曲 4

Abdominal muscles 腹部肌肉 6

Abnormal motor reaction 異常運動反應 4

Abnormal muscle tone 肌張力異常 6

Active and passive movement 主動和被動活動 6

Aggressive behaviour 攻擊行行為 5

Apathetic 冷漠 5

Associated movement 聯合反應 3

Asymmetrical tonic neck reflex(ATNR) 非對稱性頸張力反射 4

Ataxia 共濟失調型 2

Ataxic 共濟失調型的 2

Athetoid 手足徐動型的 2

Athetosis 手足徐動型 2

Automatic reaction 自發性反應 3

Awkward 笨拙的 3

This is just part of the bilingual chart to give readers a glimpse of the current situation and contents of conductive pedagogy, and the rest of the chart will be presented in the appendix part.

2.1.3Task Analysis

As the author has mentioned before, this task was different from an official meeting interpreting with a booth, so many unexpected things would happen in that process. To be better prepared for all the possible problems, a task analysis is essential.

The performance analysis of the ITU/ETI study revealed, as one of the significant differences between on-site and remote interpreting, that the interpreters' performance in remote interpreting declined faster than their on-site performance, and this was explained by an earlier onset of fatigue in remote interpreting (Moser-Mercer, 2003). As simultaneous interpreting is characterized by synchronicity with overlapping interpreting procedures, so interpreters must start to translate the source language into the target language without getting the whole picture, which requires that the attention of the interpreter should be highly concentrated and her anti-fatigue ability be greatly honed in advance since this conference lasted till midnight.

Stress tolerance, suggested by its name, means a person's ability to do the task appropriately with minimal anxiety level. Simultaneous interpreting is full of pressure and challenges. The interpreter often performs functions with high levels of mental stress and can't rest for long periods (Liu, 2013: 43). As this conference belongs to the medical field with many terminologies relating to diseases, the interpreter would withstand much pressure and stress, and her brain would even go blank, which could be a disaster because it could greatly impair the performance of the interpreter or even lead to the failure of the interpretation. Due to the past experience of being an escort interpreter, the author was capable of resisting the pressure and letting herself calm down.

Besides, the author had found out from the video of the speakers that their

spoken English was with Hungarian accent differing from the standard American English, so the interpreter must understand the feature of English with a Hungarian accent. The author also notices from the handbook of the conference and one PowerPoint given by the speaker that the speaker would finish her speech within 30 minutes with 30 pages of PowerPoint. Hence the author inferred that talking speed would be another challenge and she must pay great attention to catching up with the speaker.

Given the features as mentioned above, the author found out that the loss of information was the most prominent problem of this task which could not be ignored. As the Chinese motto “ failure is the mother of success” goes, the author can only avoid making the same mistakes and improve herself in the future when she learns from this experience.

2.2On-the-spot Preparation

In this part, the author will shed light on how she did her best to cope with her psychological pressure on the venue. Due to the nature of this conference and the atmosphere of the venue, the author was overwhelmed by a deep sense of anxiety, which might greatly influence her performance just as Mr. Zhang (2017: 406) said that an interpreter must spare no effort to raise her self-awareness to the extent of “interpreting as if no one is watching” so that the interpreter's ability can be fully demonstrated.

Never before had the author interpreted for a medical conference, which is rife with complicated and long medical terms. The author felt highly stressed out at the outset due to the lack of information and worries about uncertainties during the process. However, it comforted her to see her supervisor standing by her and ready to help the author if she encountered any difficulties. Besides, the author found it was much more easier for her to do interpreting since no audience was listening in front of her but sitting in front of their computers. Hence, the author considers this

interpretation practice a great chance to learn, and she felt much more confident in her following performance. Although she back-checked several times due to unfamiliar terminologies and the fast speed of the speaker, she tried her utmost to catch up with the speaker and did interpretation.

Chapter 3 Case Analysis

In this part, problems that the author encountered during her on-site interpretation will be discussed, and some case studies will be presented with references from other essays or academic books. Under the guidance of Information loss ( Shannon, 1949) and compensation strategies in interpretation will be illustrated.

3.1An Overview of Information Loss and Compensation Strategies

In this part, the author will elaborate on the research she did on information loss and compensation strategies to provide theoretical support for her case analysis.

3.1.1Information Loss

In 1948 Claude Shannon (1948) published his groundbreaking work A Mathematical Theory of Communication, which introduced the word “bit” as the fundamental unit of information for the first time. Later in 1949, he published another notable article, Communication Theory of Secrecy Systems, in which the concept of information loss was proposed. Newmark's (1982) point of view is that “a semantic translation is always inferior to its original, since it involves loss of meaning”, and he believes every interpretation will inevitably lead to the loss of information.

However, The author set information loss and interpretation as the keywords only to find that there are only 18 journals and 163 master's and doctoral thesis elaborating on this topic. From the perspective of cognitive psychology, De Groot (2005) attributed the information loss of interpretation to the failure of the information retrieval, and three aspects lead to the failure of extracting interpreting information: the reverse interference and proactive interference; the tension; the “articulatory

suppression” effect (Baddeley, 1997). Chen Xiaochun (2006) explored the factor causing information loss from a macro, micro, and textual perspective, proposing that interpreters should cultivate their cross-cultural communication awareness.

In this practice report, the author found out information loss at two main levels: information loss at semantic level and information loss at grammatical level. As for information loss at semantic level, it's mainly caused by the difference between Chinese and English since Chinese is a diffusive language whereas English is a compact language. Therefore, the meaning of some words in English, like “it”, “they”, or “that” may be ambiguous without clear explanation when interpreted into Chinese. That's why compensation strategies like amplification and generalization are necessary. On the other hand, information loss at the grammatical level is caused by the different language system between Chinese and English. For instance, words with passive meaning and plural meaning are common in English but rare in Chinese, so compensation strategies are needed once again.

3.1.2Compensation Strategies

Compared with other translation theories, translation compensation research develops relatively slowly. It was not until the 1960s and 1970s that the concept of “compensation” appeared with no concrete definition. At first, Nida and Taber proposed that appropriate idioms should be applied to the target language as the expediency of restoring information loss, but they didn't illustrate it with specific examples nor point out the categories of compensation. Baker believed that compensation is a technique to deal with any loss of meaning, emotional force, or stylistic effect which may not be possible to reproduce directly at a given point in the target language. Newmark (1987) reckoned compensation is a procedure that ensures translation possible in the last resort.

Scholars in this field has proposed many strategies of translation compensation with the most prominent ones being compensation in kind, compensation in place, compensation by merging and compensation by splitting put forward by Hervey and

Higgins (1992: 35-40). Ma Hongjun (2003), an expert in this field, proposed that compensation strategies should also be divide into explicit compensation and implicit compensation seen from the overall compensation strategies adopted in specific texts. Xia Tingde proposed an eight-point compensation framework--integrated compensation, discrete compensation, similar means compensation, heterogeneous means compensation, compensation at the same place, compensation at the different place, synchronous compensation，and differential compensation.

Although many researches have been done in this field, Liu Shusen (1997) defined translation compensation and other scholars: Ke Pin (1991), Sun Yingchun (1996), Wang Enmian (1998), Xu Yuanchong (1984), Yue Jinsheng (1999), Chu Yayun (1992) and Liu Yanhong (2010) explored the specific methods of translation compensation from different perspectives. Xia Tingde (2007) paid special attention to translation compensation in his book, which is of great significance to interpreting process. Zhong Weihe (2014) analyzed the types of information loss and relevant coping tactics from the corpus of professional interpreters by carrying experiment. All of these researches focus on one aspect of information loss in interpretation and compensation strategies and there is still a lack of systemic and comprehensive research on compensation strategies in simultaneous interpretation.

However, among all those scholars who did research on translation compensation strategy, Xia Tingde' s work is the most prominent and systemic one. He believed that “compensation was to repair or compensate for potential or occurring losses in the process of translation according to the type of text and the purpose of translation, mainly through the TL, supplemented by other language means by the convention or norm of the TL”. Besides, he proposed compensation strategies at different levels including compensation at linguistic level and compensation at aesthetic level. For the former one, it consists of words compensation, grammatical compensation and semantic compensation. In terms of the latter one, he mainly studied information loss at aesthetic level that was caused by different cultures and social values. For specified coping strategies, he put forward methods like specification, generalization, intensification of contrast, annotation within text, annotation outside text and other

strategies. In addition, he proposed six principles of translation compensation, including the principle of demand, the principle of relation, the principle of focus, the principle of minimal distance, the principle of the same function, and the principle of consistency.

In this regard, the author mainly chose Xia Tingde's translation compensation theory as the guiding theory in this report to study the selected report. In the following chapter, the author speared no efforts to explore the compensation strategies to cope with information losses, so methods like amplification, specification, extension and generalization will be applied to restore information losses at semantic level, words with passive meaning at grammatical meaning.

3.2Semantic Compensation for Information Loss

The language system is a hierarchical structure consisting of phonemes, morphemes, words and sentences, not the same as speech, so it's impossible to see two identical language systems. At discourse level, Chinese emphasizes parataxis while English is hypotaxis with different cohesive ties. In English, overt cohesive ties are applied to connect sentences, but in Chinese, it's common to see sentences are connected by meaning. In the process of turning English to Chinese, information loss may occur due to the loss of cohesive ties. In this regard, lexical compensation is necessary to restore information loss.

3.2.1 Amplification

Amplification, also known as addition, additional translation or the appropriate addition of words according to the context so that target readers can understand some information taken for granted by the source readers (Xia, 2006: 203). In the same context, the linguistic forms of two different languages are often semantically unequal, which needs to be compensated by additional words (Wang, 1998). Amplification can

14 complement the intrinsic meaning of the source language and make up for the missing semantics. Without these components, the translation may be obscure, and the reader may be bewildered.

Case 1

Speaker: Apologize, I really want to show this and I forgot about this. Koesis Zoitan is an excellent composer, conductor who said that practice is far more than an everyday activity and it is a way of life. The same is true for our students because most conductive education and the skills they obtain must become a way of life including practicing them.

Interpreter:抱歉!我很想講這一點但是我忘記了。柯尹斯•左尹坦(Koesis Zoitan)是杰出的作曲家和引導員，他認為練習引導式教學法不僅僅只是每日的活動，而應當成為一種生活方式。這也適用于我們的學生，因為他們掌握的大多數引導式教育方法以及技能必須成為一種生活方式，也包括練習這些技能。

Analysis: According to Seleskvoitch and Lederer (2001), the interpreter usually transforms the source language she/he heard into several group senses, forgetting the original words or expressions in the source language. In the process of interpretation, the interpreter spears no effort to achieve deverbalization. In this case, addition is sometimes essential for the target readers to get the sense of the source text.

English emphasizes hypotaxis with formal cohesive ties to connect the sentence whereas Chinese, a paratactic language, pays attention to semantic coherence (Lian, 1993: 48). As readers can see that the speaker used an attributive clause led by an antecedent “who” make the whole sentence compact, so the interpreter explicitly interpreted it as “他”.

Besides, the interpretation of expletive “it” is worth thinking. Just as O. Jespersen noted out that, “ many of the rules concerning the use of it are seen to be due on the one hand to the speaker's wish to conform to certain patterns of sentence construction found in innumerable sentences with other subjects or objects, and on the other hand to his wish to avoid clumsy combinations which might even sometimes lead to misunderstanding. ” To avoid the misunderstanding of the target audience, the

interpreter interpreted “it” into “引導式教學法” given the context of the speech. It's the same when it comes to the interpretation of “them” whose Chinese counterpart is “這些技能”. Actually, in the source language, only “practice” appears as a subject in the object clause without clearly stating practice what, under the guidance of compensation strategies of interpretation, the speaker employed elaboration amplification and interpreted it into “練習引導式教學法 ” to bridge the information gap.

Case 2

Speaker: For this reason,the generation of orthotopic movement is not the primary objective in the practice of conductive education, but it's the primary means of establishing learning capabilities. Conductive education creates a means of ability through orthotopic ways. I'd like to show you a brief reminder about the definition of learning and its variants. I already touched upon this when I defines learning ability.

Interpreter: 因此，世代以來，正位運動不是引導式教育的根本目標，而是基本的方法，以培養學習能力。引導式教育創造了能力，這種能力是通過正位運動創造的。我想再重申一下學習以及其變量的定義，我已經提及過了，在我定義學習能力的時候提到的。

Analysis: One major principle put forward by Seleskovitch is deverbalization which means that the interpreter is free to concentrate himself or herself on extracting information, analyzing the meaning of the discourse and transferring the intended sense of the source language into the target language. However, in simultaneous interpretation, it's rare for the interpreter to get the whole picture before interpretation, but it's more often to see that interpreters start interpreting when he/she only gets a few words or part of the information. In this case, information loss occurs quite often.

Just as the example shows, when the interpreter heard “but it's the primary means”，she spontaneously interpreted it into “而是基本目標”,unexpectedly, this part is followed by preposition “of” that leads another piece of information. It should be interpreted into “是培養學習能力的基本目標”, but since the interpreter had already interpreted “而是基本目標”, she could only interpret the rest part into “以培

養學習能力”.

In terms of the interpretation of the following sentence “ conductive education creates a means of ability through orthotopic ways”, closure amplification was adopted. According to Barik (1994: 125-7), closure amplification refers to addition which accompanies rephrasing, omission, or misinterpretation on the part of target text and which serves to give “closure” to a sentence unit, without adding anything substantial to the sentence.

When the interpreter translated the part “conductive education creates a means of ability through orthotopic ways”, she actually missed the part “a means of” to interpret it into “引導式教育創造了方法”, to finish the interpretation of the latter segment led by “through”, she added closure, “這種能力是通過正位運動創造的”, by repeating “這種能力”, the interpreter made the translated version a complete sentence. The same is to the part “在我定義學習能力的時候提到的”.

Case 3

Speaker: Pestalozzi, like peto, believed the learning ability of each human being and in the right of every individual to education. He also believed that it was the society's obligation to put the right into practice. Peto exerted impact not only as a doctor but also as a human being. He was very cultured. He actually enjoyed great respect among his students and colleagues despite his often rough style. He actually visited the children's groups where he further developed children. He didn't want that goal of results already achieved. He was very strict in insisting on the retaining of the people from different backgrounds. He was consistent and strict and we would talk about that a little bit more in today's pedagogy practice.

Interpreter: 裴斯塔洛齊，正如彼圖一樣，相信每個人的學習能力以及受教育的權利。他也相信社會應當將這項權利落實。作為醫生和人類，彼圖都對社會產生了影響。他極負涵養，受到學生和同事的極大尊重，盡管他行事不拘一格。他時常走訪學生群體，更好地激發他們的潛力。他不喜歡坐享其成，而是嚴格地包容不同背景的人。他堅韌不拔、恪守不渝，我們將在之后的引導式教學中詳細談論這兩點。

Analysis: According to Lian (1994: 19), it's more often to see conjunctions like

“not only but also ” in English to show the logic order of the source text

whereas the logic order of the Chinese text is usually expressed by the context. Therefore, in case 3, logic conjunctions “not only but also ” is translated into

“和” and “都”. Besides, compared with English, which is a compact language while Chinese belongs to diffusive language. Sometimes the adoption of Chinese four-character idiom can make the target language more authentic. In the source text, cultured, a simple word means “well educated and able to understand and enjoy art, literature, etc” is interpreted into four Chinese character “ 極負涵養” to show the greatness of Pestalozzi, which can let the audience better understand the appreciation of the speaker to Pestalozzi compared with straight interpretation like “有教養的”. In the following part, the author employed three Chinese four-character idioms with the first one being “坐享其成”, though the source text of “坐享其成” is much longer, the connotation carries much more for the Chinese audience compared with straight interpretation “他不喜歡已經達成的目標”.

3.2.2Generalization

Generalization refers to the use of summary or ellipsis to convey the meaning of the source text (Ke, 1993). According to Xia Tingde (2006), generalization is a kind of information compensation strategy that methods like omission, summary and reduction are applied to make up the meaning, which might be implicit in the context or self-evident in the source language, or might be mandatory in the source language but redundant in the target language. The purpose of generalization is to make the interpretation more concise and clearer. But the interpreter should bear it in mind that the premise of generalization is not to cause any loss of the essential meaning of the source language, nor cause any ambiguity in the target language.

Case 4

Speaker: If you are on computer and you would like to hear the presentation in English,you need to find a little sign, a global sign on the button of the page. You need to press the global sign and select choose English if you would like to hear in the

18 presentation in English. If you would like to listen to Hungarian, please press Japanese. This is th/e same way if you are using a telephone.

Interpreter: 如果您用的是電腦，想聽英文演講，請找到并點擊本頁一個球形標志，選擇英文。如果您想聽匈牙利語的演講，請點擊匈牙利語。手機也是同樣的操作。

Analysis: According to Seleskovitch (1978: 56), the interpreter must properly allocate their energy to render a sense-based output. In this case, the interpreter can interpret in a quite flexible manner as long as there is no information loss of the essential information of the source language. In other words, in simultaneous interpretation in which time for thinking is limited and the pressure is quite high, the interpreter is entitled to interpret the major information and filter redundant message.

As readers can see that there are 74 words in the source text but only 60 Chinese character are left in the target language. What' s more, the author also changed the original word order in this online simultaneous interpretation by applying anticipation and generalization, which gave her enough time to deliver a much more qualified interpretation.

Just as the example shows, after the interpreter heard “you would like to hear the presentation in English”, she anticipated that the speaker may say something about language switching, so did the speaker. The original sentence is quite long-- “You need to press the global sign and select choose English if you would like to hear in the presentation in English”, but the interpreter put the two segments together in the target language with “并” connecting two verbs “找到”, and “點擊”. Moreover, “in English” appears two times, so the author filtered the second one to make the output more concise and clearer.

Case 5

Speaker: It is also important to see those who cannot be classified, what kind of work or what kind of facilitation they require. Because we believe that the non-CP cases, you need individual observation and through discussion with their treating physician. parents can also achieve successes. The brown and the green groups are brought to conductive education because of delayed or unusual development, of

course, there is also a role, an important role played by the example of boarding school system.

Interpreter: 還有很重要的一點是注意那些無法歸類的人員以及他們所需的工作和設施。因為我們認為非腦癱案例需要同患者的醫生交流以及個人觀察。家長自己也是可以做到的。圖中棕色和綠色所示群體是由于延遲發育或發育異常來接受引導式教育的，當然，寄宿學校系統也發揮著很大作用。

Analysis: According to Seleskvoitch, the top priority for an interpreter is to interpret the core meaning of the source text, and the coping strategies an interpreter can employ is determined by the difficulties she/he meets since the sentence order of Chinese and English is quite different. In simultaneous interpretation, sometimes the speaker cannot express him/herself clearly with some fillers in his/her speech or he/she may repeat his/her meaning with several sentences carrying the same meaning. In that case, generalization is necessary.

In this case, the author failed to interpret the second “what kind of” but combined the two objects behind “what kind of”into one although there are two “what kind of” in the source text, which can make the target language most concise without losing any information of the source text (Xia, 2006). Besides, when interpreted the sentence “there is also a role, an important role played by the example of boarding school system”, the author chose to omit “there is also a role” since the meaning of it is already contained in the latter part “an important role ”.

It's obvious to see the difference of the syntactic structure between Chinese and English, so reformulation is inevitable in a sense-oriented output. However, time is quite limited for an online simultaneous interpreter, in this case, reformulation is more like generalization.

3.3Grammatical Compensation for Information Loss

Apart from the information loss at semantic level in translation, information loss at grammatical level will also occur. Due to the difference of language system

between Chinese and English, with the former being synthetic language which, according to Webster's Ninth New Collegiate Dictionary, is “characterized by frequent and systematic use of inflected forms to express grammatical relationships”, and the latter being analytic language which, according to The Roman House College Dictionary, is characterized by “a relatively frequent use of function words, auxiliary verbs, and change in word order to express syntactic relations, rather than of inflected forms.” Therefore, grammatical compensation should be the focus in the interpretation between hypotactic language and paratactic language.

3.3.1 Words with Passive Meaning

As is known to all that passive voice can be commonly seen in English with the appearance of inflexions. According to S. Baker, “Our massed, scientific and bureaucratic society is so addicted to the passive voice that you must constantly alert yourself against its drowsy, impersonal pomp.” By contrast, active voice can be more frequently seen in Chinese with clear subject.

Case 6

Speaker: In this field, Andras Peto conducted as a doctor who was not only consulted by parents or children with motor issues, but also for children suffering from other conditions, who actually didn't receive sufficient help from the organized laboratory and Hungarian doctors. So what's behind the secret of Peto that has not changed? the secret has been and is still about not looking at the illness but looking at the human.

Interpreter:在這個領域，安德拉斯•彼圖作為一名醫生受到家長孩子的咨詢，這些孩子不僅有動能障礙，也有其它狀況，卻沒有接受到足夠多的來自實驗室或者匈牙利醫生的幫助。彼圖背后的秘密一直沒有改變，一直都是關注人而非疾病。

Analysis: According to Interpretive Theory of Translation (Seleskovithch, 1978: 56), the interpreter's top priority is to deliver a sense-based output. For that purpose, the interpreter should learn how to get rid of the restriction of source language in form and transform the source language into the most expressive target language with some

tips or skills employed.

Xia Tingde (2006: 223) noted that passive voice in Chinese should be adopted in a quite meticulous manner. In case one, the speaker said “Andras Peto conducted as a doctor who was not only consulted by parents or children with motor issues” where there is the typical sign of passive voice in English, and the interpreter utilize “受到” to compensate the tense when she interpreted it into Chinese. Here, the word “受到” not only compensates the loss of tense in interpretation, but also the stylistic effect of the source text.

Besides, the typical symbol of passive voice in Chinese is “ 被 ”, here, it's acceptable for the interpreter to employ “被” the moment when she heard “by”, so a less attractive version of this sentence could be “安德拉斯•彼圖作為一名醫生被家長孩子的咨詢， ”, but we should bear it in mind the principle of Interpretive Theory of Translation, and the principle of consistency proposed by Xia Tiande that we should make the translated version consistent, so the above mentioned version was adopted by the interpreter.

It's also worth noting that when compensate the voice loss in E-C interpretation, especially the transformation from passive voice in English to Chinese, stylistic effect of words like “受”, “遭”, “挨” should be taken into account, because “遭” “挨” are derogatory term which are usually matched with bad things like “打”, “罵”. For instance, it's common to see “挨了一頓打/罵/訓斥” or “遭人白眼/埋怨/妒忌”. In this regard, interpreter should be quite careful when compensating tense loss, or she/he may fail to produce the most authentic translation.

Case 7

Speaker: The most important issues were relevant answers in the past 37 years, the question themselves are short, but it's only deserve longer answers because the practice and the system structure of conductive education involves political, societal aspects and they were created under very Hungarian circumstances. And I still wonder who needs to perform this job and how those methods can be delivered to those who need them. Well, these are questions that will be answered differently in each country, each continent and we will talk about that extensively in the rest of the conference.

After the WWII, we had parts of the city like this and the remaining buildings were converted for the education and healing of the children in the 1970s.

Interpreter: 最重要的問題是過去 37 年相關的答案，問題本身很簡短，但值得更深刻的答案，因為引導式教育的實踐和體系涵蓋了政治、社會因素，該因素誕生于匈牙利條件下。我也仍然在思考誰需要履行這份職責，如何將方法傳授給需要它們的人。這些問題每個國家的答案各異，我們將在接下來的會議中深入探討。二戰過后，我們的部分城市如圖所示，我們把遺留下來的建筑物改造成孩子的教育和醫療場所，那是20世紀70年代的事情。

Analysis: This example demonstrates that the author has strictly followed the principle of syntactic linearity, also known as “Source-Language-Driven-Principle”, the golden rule of simultaneous interpretation. However, the Interpretive Theory Translation emphasizes that interpreting and translation are not just piecing together corresponding words from the source text form to a target one. In this case, the author made a balance between the two principles by adopting the most appropriate words when she interpreted words with passive meaning in the source language.

Besides, case 7 is rife with sentences of passive voice with words “were created” “be delivered”, “be answered” and “were converted”. The first passive voice “they were created under ” appeared because the speaker wanted to maintain the end

focus principle to make the English sentence long and compact (Lian, 1993: 88), but Chinese are mainly consisted of run-on and short sentences, so the interpreter cut it into two parts with inanimate subject “該因素” matching animate verb “ 誕生于” to vividly express the meaning of English speaker.

It's more difficult to interpret the second passive voice “be delivered” since “deliver” means to take goods, letters, etc. to the person or people they have been sent to; to take somebody somewhere. In the source language, the logic subject of “deliver” is methods, in this case, the interpreter chose to interpret “deliver” into “教授；傳授”, which is much better than “ 分發 ”, the literal meaning from dictionary. Just as Seleskvoitch (1995) rightly put it, the relationship between language and sense is like “raising bread” and “dough” and the sense to the dough which is the raw foodstuff to make the bread. In this regard, the best practice for an interpreter is to select the most

suitable words in interpretation to express the sense.

3.3.2Words with Plural Meaning

Number is an evident symbol in Indo-european language system including English, French and German. We can not only see different numbers like singular form, plural form, dual form or trial form but also to see the transformation of some verbs even the adjectives in Indo-european language system to achieve the agreement between the subject in number and the person. Nevertheless, it's not usually to see the plural meaning in Chinese and quantifiers like “一些”, “幾個” are used to express the plural meaning if it's necessary. In this context, compensation will be adopted in case ofthe lost ofinformation.

Case 8

Speaker: This is predominantly Hungarian children that we discussed with CPs and that we actually met in consultations as outpatients. Of course, the necessity was to provide continuous ordinary accommodation if need be. Athetosis and ataxia cases actually stood for about 11% of CP, which is compliant with other European cases. We tried to also study the subjects born in certain year and you can see that there's a larger and larger proportion of children that are not complying to its traditional forms of CP or that are not actually CP patients.

Interpreter:這些我們討論的腦癱患者大部分是匈牙利兒童，他們也常常是我們的門診病人來做咨詢。當然，為他們提供必須的住所很有必要。手足徐動癥和共濟失調占腦癱患者的 11%，這同歐洲的案例是一樣的。我們也嘗試研究出生于某些年份的患者，發現越來越多的孩子并未出現傳統的腦癱癥狀，事實上他們也并非腦癱患者。

Analysis: As we all know that the plural meaning of English words can be seen by their forms like words ends in “s” or “es”, computers for instance, and “children” in case one is an irregular plural. However, plural meaning can be omitted for Chinese

reads of listeners, and the Chinese character “們” can be employed mainly following person pronouns like “我們”, “你們” and “他們” to express the plural meaning. For other nouns, quantifiers like “幾個”, “一些” and “許多” can be adopted to express the plural meaning.

In this case, plural forms appear many times “Hungarian children”, “ CPs ”, “consultations as outpatients”, and it's not an ideal option to interpret them into “匈牙利孩子們”, “腦癱患者們” or “門診病人們”, so the author employed quantifier and interpret it as “這些是匈牙利兒童” to compensate the loss ofplural meaning

which was originally demonstrated with plural forms in English.

Besides, in the latter part of this case, many other plurals forms appear like “Athetosis and ataxia cases”, “European cases” and “traditional forms”, whose interpretation cannot be “手足徐動癥和共濟失調病例們” or “歐洲病例們”. Therefore, to make the source text in accord with the grammar of Chinese, the author chose to interpret them as “手足徐動癥和共濟失調占腦癱患者的 11%，這同歐洲的案例是一樣的。我們也嘗試研究出生于某些年份的患者，發現越來越多的孩子并未出現傳統的腦癱癥狀，事實上他們也并非腦癱患者”, which omitted the plural forms because the audience can also understand the plural meaning in the Chinese context.

Case 9

Speaker: To the contrary, the pedagogical attitude that in my hope, every conductor has is about looking at the capability and inborn potential of individuals and they want to exploit their full potentials of those skills and abilities by organizing, regulating the process of learning and evaluating the self-learning process, which is implemented as part of this so called conductive education program. It's important that recall what we mean by learning ability. The ability to learn is a psychological system and process and the subsystem includes six abilities, namely, motor ability, orientation ability, cognitive ability, communication ability, social ability and creative ability.

Interpreter: 相反，我所期待的教學態度是每位引導員能看到個人的能力以及

他們與生俱來的潛力，他們能通過組織、約束學習進程以及評估自學進程充分釋放潛，這就是引導式教育項目中的一部分。我們回憶一下我們所說的學習能力，它是心里系統和心理進程，它的子系統包含六個能力：運動能力，方位能力，認知能力，交流能力，社交能力以及創造力。

Analysis: In this case, the word “those”and “skills” are in plural form, which strictly follows the grammar of English to achieve the agreement between the subject and the object. However, for the interpreter, she can only interpreted it as “那些能力” instead of “那些能力們” because the latter version goes against the Chinese grammar.

Besides, it's natural to see words in plural form with numbers being an adjective just as the case 9 shows, but when the author interpreted the phrase“six abilities” she can only interpreted it as “六個能力” instead of “六個能力們” since the plural meaning in Chinese can be shown by the context.

To compensate the information loss of words with plural meaning in E-C interpretation, “們 ” is an option for the compensation of nouns referring to persons. For nouns referring to things, numerals, quantifiers, adjectives, pronouns and reduplicative words like “二”, “兩”, “一些”,“幾個”,“若干”, “數個”, “許多”, “很多”, “每”, “各”, “雙”, “群”, “眾”, “林”, “人人”, “事事” can be employed to compensate the information loss of words with plural meaning(Xia, 2006: 223).

Chapter 4 Evaluation

Truth to be told, this interpreting cannot be qualified as a full-prepared performance, and there is not any quick fix to tackle the mistakes in online simultaneous interpretation. So the author has evaluated this interpreting practice from two angles, hoping that she can learn important lessons from this task.

4.1Self-evaluation

To examine the quality of this interpreting task, the author recorded her interpretation and the presentation of the speaker. After finishing the task, she spent two days transcribing the English presentation and the target language for self-reflection. Just as the author expected, she really did a not bad job. She was fluent when she could catch up with the speaker, but she lost lots of information when she failed to follow the speaker.

Besides, the author failed to produce a fluent interpretation when she encountered some technical words like ataxia, athetoid or hemeplegia despite the pre-interpreting preparation that she had made. Although she did cover most of the technical terms but not all of them, which demonstrates that she should have made much more sufficient pre-interpreting preparation. An important lesson that the author has learned is that she should try to be much more calm since lots of fillers popped out from her mouth, especially when she encountered unfamiliar words, which proves that the author should make better pre-interpreting preparation.

What's more, the author failed to balance the relationship between faithfulness and equivalence. As an interpreter, the top priority should be faithfulness. However, the author failed to follow the speaker for many times, losing lots of information and causing the interpretation lose its equivalence, part due to the fast speed and intensive

information of the speech. In the future, it's necessary for the author to do more on-site practice to hone its anti-pressure ability, improving her interpretation.

4.2Evaluation and Feedback from the Audience

Compared with self-evaluation, feedback from the audience matters much more since audience are the direct receptor of the interpretation. Although this is a feedback to the whole team, it's still worth discussing. To examine the quality of the interpretation, the author, along with her classmates, made a questionaire covering 12 questions including the identity of the audience, their feeling about this interpretation and the overall performance of the interpreter, etc. To illustrate the feedback from the audience, part of the questionaire will be demonstrated below, and the complete one will be shown in the appendix part.

第1題對于引導式教育的了解程度，您認為下述哪項最適合描述您？［單選

選項小計比例

相關領域醫學專家 2 3.28%

引導員 44 72.13%

腦癱患兒家長 3 <■ 4.92%

對引導式教育感興趣的普通聽眾 3 4.92%

對引導式教育略知一二的管理人員 ■ 14.75%

其他（請說明） 0 0%

本題有效填寫人次 61

About 61 person filled the questionaire, and 72.13% of them are conductors, in other words, most of the audience are professional experts in the field of conductive education, so their feedback is the best for our reference.

第2題您認為本次翻譯服務對專業知識的傳達準確度如何？［單選題］

選項小計比例

十分準確 22 47.83%

絕大多數準確，個別信息有偏差 20 43.48%

基本準確，韶分信息有誤 2 4 4.35%

錯誤較多 0 0%

其他（請說明） 2 4 4.35%

本題有效填寫人次 46

Compared with the first question, less people answered the second one, which is actually the most important one. As readers can see from the screenshot, about 47.83% of the audience consider the interpreter has done a pretty good job and 43.48% of them reckon the interpretation is partly flawed. However, the author also knew that just a questionaire is far less than enough to examine the quality of the interpretation, so she also interviewed Doctor. Zheng, an expert and pioneer who is dedicated to introduce conductive education to China.

According to Miss Zheng, the overall performance of us is pretty good because we have wonderful teamwork and we almost interpreted all the terminologies correctly due to our perfect pre-interpreting preparation. In terms of my part, Miss zheng said that my interpretation is fluent and complete and easy to understand for the audience, but I back-checked for many times, so what I need is to take more on-site practice to learn how to better balance my effort in comprehension and deverbalization.

Chapter 5 Conclusion

During interpreting, the author was exposed to myriads of traps and she leveraged all her strength to interpret English into Chinese. Given that this is a non-text task followed by unexpected occurrences, it can be qualified as an ideal interpreting material for the author to analyse and elaborate.

Qualified interpreting involves many factors, like comprehension, short-term memory,equipment and working condition. In this case, the main four factors in honing the quality of interpretation are as follows: memory linguistic competence, interpreting skills and working condition.

In this report, five parts including task description, pre-interpreting preparation, case study, evaluation and conclusion have been brought home, in which the author has shed light on the coping strategies under the guidance of the compensation strategies for interpretation.

This report is a recording of deeper understanding of online simultaneous interpreting, in which the author has pinpointed some points as follows worth discussing.

First of all, the topic of this conference--the rehabilitation of children with cerebral palsy didn't draw much attention of the public, so interpreting for such a great cause can help some children and family in need. Despite the bilingual terminology charts the author had made ahead of the conference, she didn't interpret some terminologies correctly, which means that pre-interpreting preparation should be more adequate.

Second of all, it's the first time for the author to interpret with a partner, which let the author know teamwork matters a lot in simultaneous interpretation. The author didn't realize the importance of a good partner until her partner checked the Chinese name of a rare disease when she was stuck by it, which give the author a hint that a

good interpreter can not only interpret well but ready to help the partner at any time.

Last but not least, different speakers had varied talking styles, which determined the author's choice to balance the translation criteria provided that she could not meet them all. As a matter of fact, speakers of this seminar are almost Hungarian who speak English with heavy Hungarian accent, so the author can't always follow the speaker despite she trained herself to be familiar with Hungarian accent. Luckily, the author did interpret most of the information with her good anticipation, but she still need to do further research on English with Hungarian accent.

In a nutshell, this report has included the author's shallow observation about the simultaneous interpreting, and it is also a report of self-examination. Simultaneous interpreting is never a cinch, nor is the online one. It arguably takes one a large number of practices to be ranked as a qualified interpreter. The author here laid out her obstacles and things she learned the hard way, hoping that it will lend some suggestions for those who work in the same field.

Bibliography

[1]Chen, J. A Masterpiece with the Spirit of Exploration--Review of a Study on Translation Compensation [J]. Chinese Translators Journal, 2008: 105-120.

[2]Cottam P. J., Sutton A. (eds). Conductive Education ：A System for Overcoming Motor Disorder [M]. London: Sydney Jones Library, University of Liverpool, 1986.

[3]Harvey Keith. A Descriptive Framework for Compensation [J]. The Translator, 2014 (5): 17-28.

[4]Kang Qiang. Application of the Interpretive Theory of Translation in Interpreting Practice [J]. Canadian Social Science, 2013 (7): 39-55.

[5]Leder, M. Translation, the Interpretive Mode [M]. Manchester: St. Jorome Publishing Ltd, 2003.

[6]Mikkelson Holly. Interpreting Is Interpreting — Or Is It? [J]. Monterey Institute of International Studies, 1999: 1-17.

[7]Moser-Mercer Barbara. Remote Interpreting: Issues of Multi-Sensory Integration in a Multilingual Task [J]. Journal des traducteurs Translators' Journal, 2005 (2): 67-99.

[8]Raja Al-Khanji, Said El-Shiyab and Riyadh Hussein. On the Use of Compensatory Strategies in Simultaneous Interpretation [J]. Les Presses de I'UniversitO de Montreal, 2000: 88-102.

[9]Shannon Claude Elwood. A Mathematical Theory of Communication. In: Bell System Technical Journal [J]. Short Hills N.J., 1949: 25-44.

[10]Seleskovitch Danica, & Marianne Lederer. A systematic approach to teaching interpreting [M]. Pairs: Didier Erudition, 1995.

[11]Xiaoli Song, & Mingzhu Tang. An Empirical Study on the Impact of Pre-interpreting Preparation on Business Interpreting under Gile's Efforts Model [J]. Theory and Practice in Language Studies, 2020: 1640-1650.

[12]Yanqiang Wang. Introducing Interpreting Studies [J]. Perspectives: Studies in Translation Theory and Practice, 2018: 12-20.

[13]鮑剛•口譯理論概述[M].北京:旅游教育出版社，1998.

[14]陳曉春.口譯中的文化信息缺失及其補償模式[J].集美大學學報（哲學社會科學版）, 2006.

[15]鄧燕玲•探討同傳中的增補策略[D].廣東外語外貿大學，2006.

[16]方菊.交替傳譯信息缺失與補償一以英漢交傳為例[D].上海外國語大學,2018.

[17]洪詩諧.同聲傳譯中的信息缺失[D].廈門大學,2018.

[18]勒代雷.釋意學派口筆譯理論[M].劉和平，譯.北京：中國對外翻譯出版公司,2001.

[19]盧信朝.英漢同聲傳譯信息損耗一基于職業譯員會議口譯預料研究[D].北京外國語大學,2017.

[20]李金凝.2018氣候與健康傳播學術研討會耳語同傳實踐報告[D].廣西大學, 2019.

[21]馬紅軍.翻譯補償手段的分類與運用一兼評Hawkes《紅樓夢》英譯本的補償策略J].外語與外語教學，2003.

[22]滕雄.英漢翻譯中的補償手段及其應用[J].北京航空航天大學學報（社會科學版）, 2008.

[23]韋姍妮. 2018年中國-東盟青年企業家 “一帶一路”主題經貿合作活動開幕式同聲傳譯實踐報告[D].廣西大學，2019.