《教育創新和技術》線上課程口譯實踐報告

發布時間：2022-10-13 11:39

Contents

ABSTRACT IV

摘要 V

Contents VI

Chapter One Introduction 1

1.1Background of the Project 1

1.2Requirements of the Clients 1

1.3Features of the Project 2

1.4Structure of the Report 2

Chapter Two Interpreting Process 4

2.1Pre-interpreting Preparation 4

2.1.1Communication with the Related Parties 4

2.1.2Device and Site Preparation 5

2.1.3Parallel Text Study 6

2.1.4Terminology Collection 7

2.2Onsite Interpreting 8

Chapter Three Case Study 10

3.1Theoretical Framework of Interpretive Theory 10

3.2Comprehension in the Interpreting of Online Course 11

3.2.1Segmentation 12

3.2.2Key Words 14

3.3Deverbalization in the Interpreting of Online Course 16

3.3.1Visualization 16

3.3.2Logic Links 18

3.4Reformulation in the Interpreting of Online Course 20

3.4.1Amplification 20

3.4.2Simplification 21

3.4.3Omission 22

Chapter Four Evaluation 24

4.1Self-evaluation 24

4.2Feedback from the Client 25

4.3Peer Evaluation 26

Chapter Five Conclusion 27

Acknowledgement 28

Bibliography 29

Appendix A Terminologies 30

Appendix B Transcript 33

Chapter One Introduction

Due to the impact of the pandemic, students of the Ph. D. program of Educational Management of a University in the Philippines could not directly go to the Philippines to complete offline courses, the demand for online teaching mode and online course interpreting arises.

1.1Background of the Project

The interpreting practice assignment was commissioned on September 24, 2021, began from September 27, and ended on October 28. The classes were completed online via Zoom. There are four rounds of six-day courses, each day's lesson lasting about two hours. The report is based on one of the courses from October 5 to 12.

The primary task of this interpreting project was to facilitate the classroom teaching and communication. There were four courses in one semester, one professor in each course and eight students in the class. Moreover, each course has six lectures. The professors give lectures in English, and the eight students have varying language abilities. From the students' background analysis, two of them have English working experience. One of them is the director of the International Exchange and Cooperation Department of a university, whose English ability is outstanding. Furthermore, there were five PE teachers and a laboratory technician. Generally speaking, the language level of the students varies. One of them has an excellent English foundation, two have middle-level English ability, and the rest have minimal English ability. The task of the interpreter is to interpret the professor's lectures and help students to complete communication.

1.2Requirements of the Clients

The client's requirements cover three aspects, including accuracy, fluency, and promptness. As for the accuracy, the interpreter should ensure the interpreting integrity of more than 70% of the professor's teaching content. However, the interpreter needs to ensure accurate transmission while the professor gives the course assignments' content that may affect the students' grades. The interpreter needs to ensure that the interpreting is fluent.

There is no obvious pause in interpreting. The interpreter needs to assist professors and students for all-around communication with promptness. Suppose the professor emphasizes a few words repeatedly or the lecture content is redundant. In that case, the interpreter could concentrate and select critical points according to the situation to not slow down the class progress.

1.3Features of the Project

As for the characteristics of the project, the first is informativeness. It lies in that a great deal of professional knowledge permeates the whole interpreting task. The second is communicativeness. Class interpreting is situational, and language exists in the specific class context. The third is redundancy. During the teaching situation, the professor repeated the knowledge in different ways of wording.

After the practice was completed, the interpreter also concluded some features of non-verbal communication from the following two aspects. The professor often gave long speeches during the lecture period. First of all, in this case, interpreters need to start from semantic understanding, and it is not easy to achieve semantic transmission by relying on short-term memory. Secondly, interpreters need to accumulate a large amount of encyclopedic knowledge in various fields, which can reduce the difficulty of interpretation to a large extent. This project is about three hours of class time each day for six consecutive days. It is a mental and physical challenge for the interpreter.

1.4Structure of the Report

This practice report is composed of five chapters. Chapter One introduction includes the project's background, requirements of the clients, features of the project, and structure of the report.

The second chapter describes interpreting processes, including pre-interpreting preparation and the onsite interpreting stage. Pre-interpreting preparation will be illustrated from the following aspects: communication with the related parties, device and site preparation, parallel text study, and glossary collection.

Chapter three is the core part of this report --- case study. The author selects some representative cases, combining with the theory guidance, and aims to point out how the interpreter reflected and how to improve her interpreting quality in future working processes,

2 based on strategies of Interpretive Theory. From Interpretive Theory, interpreting is divided into three processes: comprehension, deverbalization, and reformulation. The comprehension process is crucial for class interpreting, especially when a lot of professional background knowledge is involved. The interpreter finds that a good understanding of the information conveyed by the source language is the foundation for her interpreting practice. With this understanding, the interpreter can adopt segmentation strategy to deal with the complicated information to realize accuracy and fluency practice. In the reformulation process, the interpreter found that due to the situational context of class interpreting, there are a large number of repetitive situations and the speaker's unconscious expression habits in the teaching process. Simplification strategy can be appropriately adapted to achieve refined and accurate information transmission.

Chapter four is the evaluation of the project, including self-assessment, feedback from the client, and peer evaluation. When the practical task was completed, the author collected the evaluation as an essential reference for academic research and the later revision of the interpreting text.

Chapter five is the conclusion. Through summary and reflection on interpreting, the author concludes this interpreting practice.

Chapter Two Interpreting Process

In this chapter, a detailed description of the interpreting working process is illustrated, involving two dimensions in chronological order, namely pre-interpreting preparation and onsite interpreting. The pre-interpreting introduces the four preparation activities, including communication with the related parties, device and site preparation, parallel text study, and glossary collection. Moreover, the onsite interpreting presents the difficulties encountered in the interpreting process.

2.1Pre-interpreting Preparation

When an interpreter decides to make an interpreting practice, she or he must be well-prepared and understand the subject, purpose, environment, related terminology as much as possible in order to ensure the complete success of the entire interpretation activity (Liu Heping and Luo Jinde, 2005: 82).

As Marianne Lederer (Lederer, 2008) put it that the lack of preparation can often result in an inadequate interpreting. Therefore, interpreters should make adequate and full preparation before an interpreting task.

Pochhacker (Pochhacker, 2010: 11) defined interpreting as “a form of translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language”, preparation before interpreting is of utmost importance to a quality interpreting.

As for pre-interpreting preparation in this project, the interpreter prepared for the project from the following aspects. They are communication with the clients, device and site preparation, parallel text study, and glossary collection.

2.1.1Communication with the Related Parties

Complete understanding of the clients and project information is the guarantee of successful completion of the interpreting task. After receiving the project, the interpreter communicated with the related parties, including the client, the students, and other experienced interpreters about the project information.

The interpreter first communicated with the clients learning that the doctoral project is offered by a university in the Philippines. In the process of communication with the client, the interpreter was aware of the hardware and software preparation needed in interpreting. The needed softwares included Zoom, Veee and EV. Zoom is a meeting platform. The courses were via Zoom to proceed. EV is an app that can capture the screen.

Then the interpreter contacted the students before the project started to obtain their relevant personal information. The basic information of each student was collected in the process of communicating with the students, on the basis of which the background knowledge and terminology related to their personal information were prepared.

Then, after knowing the professor's information the interpreter took the initiative to communicate with the professor by email, asking whether any course learning materials could be provided to the interpreter for preparation. After receiving the interpreter's email, the professor replied and gave some learning material.

Finally, the interpreter consulted experienced interpreters about some preparation information. She was given screen recordings of previous classroom interpreting when consulted experienced interpreters. The interpreter learned about the work process from that. She also knew possible problems encountered during classing interpreting, tools to be prepared and other relevant preparation information from the experienced interpreters.

2.1.2Device and Site Preparation

In offline interpreting, the interpreter does not need to consider network stability and find a suitable place for interpreting. However, network stability is of great importance for online interpreting. If the Internet connection is unstable in the process of online interpreting, the whole lesson will be interrupted from time to time. Consequently, it will also seriously affect the smooth progress of the course. So, the interpreter needs to think about how to deal with the situation when the internet connection is not stable. Considering this problem, the interpreter prepared three alternatives in an emergency. They are the laptop, the pad and the phone. If the internet is not stable, then the interpreter can connect the laptop with the hotpot of the cell phone. Before the courses began, the interpreter tested hardware and software, such as the net work, the microphone, and Zoom to ensure that they are properly prepared.

2.1.3Parallel Text Study

The generalized parallel text also includes the translated language text similar to the original text, which is mainly used for a deeper understanding of the original text. Simply put, a parallel text is any reference that is close to the content of the original text ( Li Changshuan, 2009: 91 ). Parallel text can be used to make up for the translator's lack of language and professional knowledge, including acquiring professional knowledge, learning professional terms, using expression methods for reference, and imitating writing style ( Li Changshuan, 2009:93) .

Before the task, the interpreter had read some books and materials about online interpreting, consecutive interpreting, and had a better understanding of the characteristics of online interpreting, consecutive interpreting and class interpreting, as well as interpreting strategies of Chinese-English texts, and communication skills in the process of cross-cultural exchange and cooperation. The books include A Coursebook of Consecutive Interpreting written by Ren Wen, Consecutive Interpreting:A Short Course by Gillies Andrew, Theories in Interpreting Studies by Wang Binhua, Introducing Interpreting Studies by Franz Pochhacker, and Translation and Intercultural Communication by Chen Jianping. The author also read many related papers by professor Zhang Jiliang and others via CNKI.

After receiving the project, the interpreter communicated with the client, knowing that the interpreting project is a doctoral course of a University in the Philippines. Then the interpreter visited the university's graduate school website (https://jru.edu/graduate-school/) and learned about that EdD refers to The Doctor of Education major in Educational Management. Courses include philosophical and psychological foundations of educational management, policy analysis, financial and educational resource management, educational innovations and technology, organizational behavior, educational planning, curriculum design, and so on. Besides, the professor's educational background was known. On this basis, the interpreter first learned about the university, courses and the professor through the Internet. The following is a schedule from the university's website.

Course Code Course Tile Units

GS965 Administrative Theory and Policy Analysis 3

GS966 Advanced Fiscal Management 3

GS957 Educational Innovations and Technology 3

GS945 Advanced Human Resource Management 3

GS959 Management and Supervision of Continuing Education Program 3

GS960 Governance & Management in Philippine Education 3

GS961 Educational Planning and Curriculum Design 3

GS962 Problem Solving and Decision Making in Education 3

Subtotal 24

Table 2-1 Major Courses

The professor's education background was found at LinkedIn. He was with Doctor of Philosophy of Trinity University of Asia and Master's Degree, Mathematics of Western Mindanao State University.

When connecting with the professor, he gave some learning materials of the course content. The materials were mainly PPT lectures, including International Education Frameworks, Future of Educational Skills, MOOCs, 21st Century Learning Skills, Innovative Pedagogies, Social Media and Education. Through reading these PPT, the interpreter can query relevant information through the network immediately when there is any doubt, which greatly supplements the lack of relevant professional knowledge to the interpreter. As these materials are the most important for the interpreter to prepare as those are related closely to the teaching content. The interpreter went through these materials carefully. While reading the materials, the interpreter became familiar with the course content. And she collected some terms from the materials.

2.1.4Terminology Collection

As mentioned above, the interpreter sorted out various preparatory activities. During those activities, she also collected terminologies. Glossaries are categorized into two parts： thematic terms and information terms. After knowing the professor's email address, the interpreter immediately sent an email to the professor asking if any course learning materials were available. The professor gave PPTs to the interpreter for her to prepare. After the interpreter got the relevant learning materials provided by the professor. She read these materials carefully and arranged these materials. Then the interpreter extracted important terminologies from those PPTs them for any possible difficulties that may encounter in practice. For those terminologies, they are mostly about the thematic knowledge. Apart from

that, many related terminologies of the students, professor and university information were collected. They were from the communication between the interpreter and the relevant parties. Terminologies related to workflow is developed through communication with experienced interpreters. All those terminologies prepared before interpreting are in Appendix I. After the glossary was prepared, the interpreter took time to familiarize herself with those expressions.

Taking terminology, PISA as an example, the interpreter collected from the PPTs and searched it on Baidu and Wikipedia, learned that PISA is the abbreviation of Programmer for International Students Assessment. PISA measures 15-years-olds' use of reading, mathematics and science knowledge and skills to meet real-life challenges. Below is the example of PISA and TALIS.

PISA

Programme for International Student Assessment 國際學生評估項目

TALIS

The Teaching and Learning International Survey 教師教學國際調查

Table 2-2 Examples of Terminologies

2.2Onsite Interpreting

In the process of interpreting, the interpreter found that some non-verbal factors also have an impact on interpreting performance, including the stability of the network, the accent of the speaker, the physical and mental state of the interpreter, the unconscious habits of the interpreter. For example, because of the unstable network, the interpreter dropped the line twice on the first day of this practice, which is a negative factor for the smooth and the completeness of the class.

Besides, the speaker's accent has a crucial influence on interpreting, which will have a severe impact on the interpreter's understanding of the source language. Since this task is the class interpreting of a university from the Philippines, it is difficult for interpreters who base their English education on British and American pronunciation. As the interpreter was exposure to some other accents, which can greatly increase the difficulty of interpreting. This difficulty can only be solved during the usual process of learning and preparation. In this practice, the accent of the speaker of the word "author" has brought great trouble to the

8 interpreter, but with the help of other learning materials, such as the PPT used and website shared in class, the interpreter can avoid this word and realize transmission.

Moreover, the habits of the speaker, the professor often gave long speeches during the lecture period. Interpreters should emphasize semantic understanding as achieving complete transmission by short-term memory is relatively difficult. Besides, interpreters need to accumulate encyclopedic knowledge in various fields in advance, significantly reducing the difficulty of interpreting.

This project is about three hours of class time each day for six consecutive days. It is a mental and physical challenge for the interpreter. In the practice process of the fourth day, the interpreter was physically tired, which made the interpreter feel very difficult to concentrate on interpreting.

Chapter Three Case Study

After completing the practice, the interpreter transcribed the audio to form the transcripts and analyzed it in detail. The interpreter realized that only when carefully looking at and analyzing the transcripts could she understand her overall performance and know how to improve.

3.1Theoretical Framework of Interpretive Theory

The interpretive theory holds that interpreting is a process of Comprehension, Deverbalization, and Reformulation. A prominent feature of Interpretive theory is treating interpretation as a communicative act (process) rather than the communication result (interpreter performance, the quality of the target language). It has repeatedly stressed that the aim of interpretation is to convey information and its object is meaning rather than language. Meaning is the combination of linguistic knowledge, thematic knowledge, encyclopedic knowledge and communicative context. (Zhang Jiliang, 2009: 17). As the purpose of interpreting should be to convey meaning, the interpreter should pay more attention to the use of language rather than the language itself. Interpreting is not based on the memory of the source language but the interpreter's grasp of the communicative meaning conveyed by the source language and the subsequent reorganization with the target language.

In 1968, Danica Seleskovitch published International Conference Interpreters -- Speech and Communication Problems, which marked the birth of Interpretive Theory and laid the foundation for its development. As the first set of systematic interpretation theories in the world, Interpretive Theory is also a turning point in the development of interpreting theories. Interpreting is interpreters' interpretation of the source meaning through linguistic symbols and his own cognitive supplement, and a dynamic process of understanding and re-expressing. What interpreters should pursue is not the equivalence of linguistic units, but the equivalence of meaning or effect of the source language. Interpretive theory holds that interpreting is a communicative behavior in a specific context, and all communicative behaviors are aimed at conveying information and meaning. Therefore, interpretation is not a simple linear transcoding behavior of language structure or language unit, but a process of

10 acquiring and re-expressing the meaning of the source language. The core of the Interpretive Theory is the distinction between linguistic meaning and non-verbal sense. What the interpreter wants to convey is not the meaning of linguistic signs, but the non-verbal meaning expressed by the speaker in his discourse. In other words, the essence of meaning is the meaning conveyed by communicators through linguistic signs, rather than the meaning of linguistic signs themselves.

In 1984 seleskovitch further divided the process of interpreting into three steps: comprehension, deverbalization (a stage of invisible psychological operation after understanding) and reformulation, and presented a very intuitive triangular model. According to this model, interpreting is a process from Language 1 or source language to Sense to Language 2 or target language. The source language and the target language are on both sides of the bottom of the triangle, with sense at the top. The dashed line represents transcoding directly from one language to another (only applicable to the translation of terms, numbers, names and other language items), while the process of interpreting from the source language into the target language is an interpretive process, the main way of interpretation. Thus, the trigonometric model of interpretive process has been formally formed, as shown in the figure below.

Figure 3-1 Triangle Model

3.2Comprehension in the Interpreting of Online Course

Comprehension is the premise of interpreting. Only after understanding the content of the source language can the subsequent output be accurately and completely realized. In this practice, the speaker is accustomed to speaking in long paragraphs, which undoubtedly increases the difficulty of understanding and interpreting for the interpreter. How to better understand the content of the source language and achieve better interpreting, in this case, is worth paying attention to for interpreters. After analyzing the transcripts, the interpreter

11 found that the segmentation strategy could help the interpreter fully and accurately understand the source language information.

3.2.1Segmentation

Segmentation is mainly applicable to the situation where the speaker has a large section of sentences. The interpreter can achieve semantic discrimination and induction, and finally form a coherent and logical expression. The guidance of combining the interpretive theory is to jump out of the box of source language and realize the reproduction of semantic meaning. Following are two examples about the using of segmentation.

Example 1:

P: OK. And that is still an important factor, actually, because let's say that if you live in a country uh like run by democracy, so democracy is taught in the schools. But if you're uh, if you live in an autocratic country, so again, autocracy is being told. if it is a communist country, communism is taught. if it is a socialist country. A socialism is taught. So depending on which country you leave, the education is geared towards making the people uh, feel that uh, you know, that is the right uh way of ruling the thing. So that is, as you can say, well, any innovation of uh, what innovation of uniting the people? Because again, in the history, it was the king or the rulers who ruled the entire country and there presence ensure that people will follow that. But with the in production of new systems around the world, of course, the countries had to educate their peoples to follow that system. So that is why uh education was important. But this is the minor reason. The major reason is what Adam said.

I: 這是一個非常重要，就是剛剛教授講的那一點呢，是非常重要的一個因素，由于呢，無論說我們是居住在一個民主性的國家還是共產主義國家，或者是社會主義國家來說呢，人民他們都是在這些規范下的。同時呢,如果說在一個王國的話，那么他的國王就會規范他的國民臣民。教育呢，同樣也就在現在的這些民主國家或者社會主義國家也好，它也是起著一個規范國民的這樣子一個概念，而這只是其中比較次要的一個因素。像剛剛趙老師說的那個因素呢，它是更為主要的一個因素的。

It can be found that the professor's speech is very long. But is there any logic behind the language? After careful analysis, it is found that the main idea of this paragraph can be divided into three points, including: the first is the standardization of various ideologies to

12 the people, the second is the similar standardization function of education, and the third is the feedback of student's idea. Under this understanding, the interpreter can quickly grasp the main idea of the speaker, and help the interpreter to achieve semantic communication smoothly.

Example 2:

P: Yeah. So why there is this learning environments? You are right. Uh, first, of course, uh uh environments are different. So the conditions the students play in a rich country, in a poor country, in a middle income country, you know, uh, are all different than each other. Okay. So you cannot just simply copy an innovation in a rich country and use it in a poor country that usually not doable. That's not possible. So that's why what is important is the environment should provide uh, the learning atmosphere and make, you know, the innovations possible. So by doing so, uh, the schools can really achieve the innovations.

I: 這里有一個很重要的點，就是說由于環境在各個地方都是不一樣的。處在那些發達的國家，或者是發展中國家，他們的情況都不一樣。我們不能只是從一個發達的國家，把他們的創新直接搬到那些欠發達的國家去，這是根本不可能的，所以重要的是我們要使創新成為一個可能。

As for the meaning of this example, there are three dimensions here. The first is that different countries have different development conditions. The second is that innovation cannot be simply copied. The third is the innovation environment is of crucial to innovations. Segmentation makes the logic clear here. And in the case of complete understanding, the difficulty of the interpreter's subsequent work is undoubtedly greatly reduced.

Example 3:

P: Okay, so why this time for 2025 foreign languages more in focus? Because the world is globalization and globalization. So the countries, the borders are becoming less meaningful. So the people, you know, interact with other people from other countries easily. So we need to be intercultural understanding and also communicating with others. So that's why PISA is setting for goal to foreign language for year 2020.

I:對于，國際學生評估項目PISA,他們對于2025年的一個目標，更多的是側重于外語，外國語言的這樣一個側重點。為什么會側重于這個部分呢？是由于在當今這個社會下，全

球化趨勢的大浪潮下呢，國際，國家之間的這個界限已經不像之前那么的明顯了，人們之間的交流已經越來越多了。那去準備他們關于跨文化交際，這也是非常重要的一個點。

There are three layers of meanings here. The first is that the 2025 goal is foreign language focused. The second is that its cause is globalization. And the third is restatement. With this comprehension, the interpreter could very easily grasp the meanings the speaker wanted to express.

Example 4:

P: OK. But governments can only do this much. For example, silicon valley, where most of the technological innovations happen. So it's not the governments will do the innovations in silicon valley. So what government of United States does is it provides the opportunity for the companies. So in silicon valley, the companies take it and they make the innovations. So similarly, you know, the governments cannot in a way the classrooms. The governments can only provide the the the means. So it is, you know, that the teachers, the schools for local administrators, should not be involved but they should be the people in the leading role when it comes to innovations.

I: 這里有一個情況，就是說政府即使他們能夠提供相應的一些幫助支持，但是政府能做的也只是僅僅到這里了。有，有一個例子，就是，比如美國的硅谷，他們的創新呢，政府也僅僅是提供了一些相關的支持。但不是政府去代替這些硅谷的公司去直接創新，而且這些公司自己去進行相應的、具體的創新。在學校，說到學校或者教育呢，情況也是一樣的。在這個情況下，如果學校的創新呢，主要的一個角色或參與者，還是仍然是應該回歸到學校里面具體的參與者當中去，教學的老師也好，學生也好，他們應該是在創新當中的最主要的一個力量。

There are three main meanings here. The first one is the limitations of the governments. The second is the function of the United States government in Silicon Valley innovations. Innovation in schools is the third meaning here. As long as the three layers of meaning are understood, the interpreter would benefit greatly to her comprehension stage and even the subsequent interpreting.

3.2.2Key Words

If the interpreter can grasp the key words of some sentences, it will help the interpreter

to quickly and easily grasp the meaning and information the speaker wanted to express. And key words could greatly reduce the difficulty of memory for the interpreter.

Example 5:

P: And the time required by the course, maybe longer than what the student can commit. So if that happens, then the students become demotivated, especially if the students are working, then they won't be able to complete it.

I: 嗯由于這個課程的時間，它有可能是嗯，長于學生能夠支配的時間。那如果這種情況發生了的話呢，那學生他可能會，積極性會受到打擊。特別是對于一些還在工作的學生來說呢，他們就可能會不能夠完成這些課程。

For the interpreter, there are only two key words in this sentence: time and demotivated. What the speaker expressed here is that courses schedule will affect MOOCs students' motivation and completion of MOOCs. As long as the interpreter understand the meaning of the sentence, she could form short-term memory and use notetaking to help memory. The interpreter can transcend the limitations of the shell of the source language framework to achieve complete and accurate transmission of information.

Example 6:

P: Okay? And then, of course, you know, uh, the language is going to be a problem. So most of the content is prepared by the usually the English speaking countries and the language is mostly in English that that might be a problem.

I: 語言同樣也可能會成為一個問題，由于這些課程大部分都是由英語去授課的，所以英語語言在這里也可能會成為一個問題。

The key word in Example 6 is English. Moocs are mostly taught in English, which is a barrier for non-English MOOCs students around the world. After understanding the information from the source language, with the key word the interpreter can easily grasp the meaning and shape a short-term memory.

Example 7:

15 P: Okay. So why? For example, I'm in the Philippines and I know how the schools are still educating the students in a teacher, college teacher, universities. So more or less the training they get is the same training like 10 years ago or, a few, 10 years ago. So, there is still the lack of the training of the new education tools, intake, uh, you know, for technological skills, uh, the universities did not fully environment or include the usage for the teachers training.

I: 拿菲律賓就是來做一個例子或介紹的話呢，就是現在在菲律賓這邊關于師資的一個培養呢，他們現在的模式還是跟前面十年的情況非常，非常相似，那他們還是在這些科技創新方面的一些工具的利用呢，十分的缺乏。

The key words in this paragraph are the Philippines, teacher training and technological innovation. As long as these key words are grasped, a concise understanding can be formed, which is helpful for subsequent memorization and output.

3.3Deverbalization in the Interpreting of Online Course

The first conference interpreter trainers noticed that even students who understood source languages speech and its message perfectly seemed to have trouble in rendering it naturally and idiomatically. (Seeton & Dawrant, 2016: 103) For Interpretive Theory, interpreting is not a simple linear code-switching behavior of language units. There are a stage of intermediate state in interpreting through the whole process of gaining information in source language to expressing information in target language. As Bao (2011: 206) put forward that the realization of "deverbalization" is actually an in-depth exploration towards the process of "target language searching". It means that the interpreter should gain the internal information that the speaker express breaking from the external shell of the language structure in source language.

3.3.1Visualization

Visualization applies to some situation related to time and space. As simple notetaking can help the interpreter to remember and process the information easily. That means the overall pressure of interpreting could be reduced.

Example 8:

16 P: Okay. So now, uh, let me explain. First, when you look at the history of the world, until the 19th century, uh, most of the countries were under a sort of colonial rule. So let go to South America there are colonial country. Go to Africa, there are colonial countries. Come to Pacific like the Philippines, Indonesia, Papua. So the world map was a completely different map. But beginning of the 18 and the 19th century, nationalism was on the rise. And the country is started gaining their independence. But when we look at in the history, the country didn't have the funds, the strong bonds to unite the people. So education was very useful in uniting the people in giving them the identity, the sense of uh, being a part of a nation. So that motivated the countries to implement uh, what you call that public school system. That is the that's one reason. This is the minor, one.

I: 第一個教授說道關于公共教育的建立的一個很大的一個因素，是說到一個關于全世界，世界歷史的一個概念。就是在十九世紀的時候呢，這個時期呢，全世界都是處于一個殖民統治的一個情況下面。不論是美洲、非洲、還是說太平洋，這些國家包括像菲律賓這些國家呢，在十八十九世紀，這些地方都是處在一個殖民地的情況下。這些國家他們的這種獨立意識呢，從十八十九世紀才開始慢慢的興盛起來。國家為了加強國民之間的團結，凝聚國民，然后建立起國家這樣一個概念呢，從這個時期開始公共教育就開始慢慢地逐步發展起來了。

Figure 3-2 Visualization

As shown in example 8, it is difficult for the interpreter to deal with a large amount of information input. If the interpreter can better realize the logic behind the information and process the information well, she can easier to grasp the meaning. This example mainly

about the development history of education in the world, including South America, Africa, the Pacific and so on. If the interpreter can be aware of during listening and note-taking stage, and form a visual image in notes and mind. For interpreters, it can greatly reduce memory pressure. The interpreter can accurately and quickly grasp information points and achieve complete and accurate transmission.

3.3.2Logic Links

Logic links apply to strong logical association situations, such as cause and effect, comparison, and time. Clarifying the logic behind sentences will help interpreters better simplify complex information and could have a better performance. Below is some examples of using logic links.

Example 9:

P: Okay, it. Yeah, it is, as you can see, minister of education, government of India. So, of course, you know, India is a poor country, and they have a very big population, and not all the students will have the money to study in a program in a degree program. So that's why the governments are now uh, becoming interested in this kind of more platforms.

I: 我們在這里看到，這是印度政府，印度的一個教育部門。那印度她作為一個欠發達的國家呢，她的人口也是非常多的。不是每一個學生在印度呢，他都能夠去，支付得起這種學費，學位項目。這就是為什么印度政府他們喜歡，對這個慕課平臺感興趣的原因。

It's obvious that a very clear logical links sentences, cause and effect. Sentences mainly explain why India is interested in MOOCs. As long as this logic is clarified, the interpreter can jump out of the language framework, grasp the information that the speaker wants to convey, and realize the accurate and complete transmission of information.

Example 10:

P: In general, actually because almost all the countries had similar motives in starting the public school education system. Okay, so with the changes in the world, the country started adopting the education. And of course, before the public school education system, there was a sort of uh schooling for not all the students, but for at least some selected students that I'm going to discuss after the questions.

I: 教授有說到我們現在就是一個普遍概念上，就是不只單單指中國的情況，在全世界范圍內的一個討論。那在公立教育建立以前呢，我們在全世界仍然是存在很多一些學校的，但這些學校它可能并不是針對所有的兒童就是開設的，它們只是針對一小部分人而開設的學校。

In this example, the word before indicates that these sentences telling the past situation. The speaker's central theme is about pre-public education. Before public education for all, there were forms of schooling only for some selected or privileged groups. Knowing the present situation, look back at the history trying to find the path leading to now. After grasping the logic behind the language, the interpreter could easily handle it.

Example 11:

P: Okay. Maybe only around 20 years ago, we used to listen our teachers. We believe that what they were saying was true, was correct. We didn't question what the teachers were saying us. But now, even uh 5-year-old, 6-year-old kids, uh somehow know to do a search in internet and how to find the answers to the questions he has in mind. And they don't just to ask that what the teacher says or what the school say. So they question their parents, they question their teachers, they question the authority, because they have the power to do their own research. So, uh, they are so used to it. It means that the the type of students we have is different.

I: 在20 年以前呢，我們的學生呢，對于老師的一些講解是完全的,信任老師說的是正確的。但是現在情況是發生改變，就算是五六歲的兒童，他們自己如果說產生了一個問題或疑問，他們會自己在網絡上進行相關的搜索，他們嗯，會去質疑父母、老師或者是學校，因為現在的這個時代呢，使他們有能力去做這樣的一個質疑。

The word but emphasizes the logic behind the information the speaker conveyed. The idea of this example is that the students are different now, different from the past students. They have the ability to question. Thanks to advances in technology, they can search by themselves even in 5-year-old. And on this basis, they can question their parents, teachers, and schools, which they used to trust completely in 20 years ago. The comparison lies between the present and the past. As long as the interpreter grasps the contrast, the long sentences are directly simplified and the interpreter can handle them with ease.

3.4Reformulation in the Interpreting of Online Course

Reformulation, the last stage of Triangular Model, is reforming equivalent meaning to target language base on gaining the information from source language. The stage of Reformulation is put in this way by Gile (2011: 96). Once the translator is reasonably use of the meaning of a translation unit. He/she verbalize it as a provisional target-texts segment using knowledge of the target language as well as extralinguistic knowledge. In the former two phases words and phrases are not equivalent. While in this phrase there will be interpreted by interpreter conveying the same information from source language to target language. Obliviously the stage of Reformation requires the extralinguistic knowledge of source language and the target language.

Interpretive theory holds that in order to make a faithful and idiomatic delivering of precise sense interpreter's focus should be on understanding the speaker's meaning in the context, and re-expressing it naturally in the target language, instead of stringing linguistic equivalents for the utterances he employees (Setton & Dawrant, 2016: 103) In this stage, the implicit meaning of the source language need to be clarified. The interpreter should convey complete information from source language to target language. Beside, the reformulation also relies on cognitive supplement of source language and target language.

3.4.1Amplification

Amplification is a strategy dealing with implied information needed to be clarified from source language to target language. Because in communicative environment, sometimes the speaker will assume that the audience and the speaker have same consensus. Therefore ， many referential or implicit meanings are required explicit explanation by the interpreter to achieve complete transmission.

Example 12:

P: I see, okay, yeah, of course, the economic factors are very important, and then, yeah, we can always follow. So, uh, how about uh, Julia, what do you think? How about in your opinion?

I: 對，就是剛才同樣的問題關于，經合組織他們這個手冊為什么是側重于從環境、學習環境去講創新這個問題，而不是直接從創新去入手？

Here the professor had a short period of lecture before he asked the previous question. And in case the students might not know what the question is in this situation. Here the interpreter added the whole question, so that students could be clear about the specific situation achieving complete transmission of information.

3.4.2Simplification

Simplification is adapted to meaningless repetition. For those repetitive sentences can be simplified. The interpreter just need to convey the information. The repetition is the expressing process of the speaker. The simplification won't devastate the completeness of the information the speaker wanted to express.

Example 13:

P: Economic, yes, okay, so what kind of changes? What kind of changes? Okay, what kind of changes happened? And that changes force the countries to start public school, compulsory public school education.

I: 到底是哪一些具體的因素或者變化導致了現在國家公立教育的建立?

In example 13, the sentence what kind of changes? appeared four times. Those repetitions have no meaning. The omission here will not affect the completeness of the information from the source language to the target language. If the interpreter was restricted to the shell of the source language, she followed the structure the speaker used. Then it has no meaning for the transmission of the information and can even affect the fluency.

Example 14:

P: Okay. So, uh, as you can see, OECD prepared the handbook, not for innovations, but for innovative learning environments. So now we will discuss this difference why not innovation directly, but creating innovative learning environments. So what might be the reason? Why OECD focus on this kind of learning environment rather than the innovation themselves?

I: 嗯。我們看到就是聯合經合組織他們這個手冊呢，對于創新，它不是直接從創新去切入，而是從改變這個學習環境去切入的，那到底是為什么呢？

In this example, it is mainly talking about OECD taking innovation from the learning environment perspective, rather than directly from innovation. However, the professor almost repeated the similar meaning three times during the lecture, and the interpreter avoided these repetitions and chose to simplify the interpretation. If it is expressed in accordance with the source language framework structure, it will undoubtedly be redundant and increase the burden of interpreters.

3.4.3Omission

Omission applies to situations unrelated to teaching, such as the speaker's unconscious habit of speaking. In this task, the interpreter found that the professor frequently repeated some expressions such as What do you call that? and OK. Such expressions are meaningless to teaching and conveying knowledge. Those can be appropriately omitted in the process of interpreting. Especially those are no meaning to the teaching and of conveying knowledge. In the analysis of the transcripts, the interpreter found that the sentences appeared nearly fifty times.

Example 15:

P: Okay, so what exactly they do? Okay, they create frameworks. Okay. So or they decide or make some decisions. But this framework is something we are going to. Uh, what do you call that discuss a lot, Later.

I: 嗯就是他們到底是做了什么呢？在這些峰會當中有，那么他們就是在這些峰會當中有提出一些解決問題的框架，以及一些相應的一些決定。接下來我們會去討論。

In this example, the interpreter omitted the repeatedly appeared Okay. As it is just the speaking habit of the speaker. The omission of Okay does not influence the meaning of what the speaker wanted to express. Furthermore the transmission could be more precise.

Example 16:

P: OK. So, uh, governments can help, you know, uh, open up the system for innovation. So they can create an innovation friendly climate. You know, uh, yes, governments can really, uh, you know, contribute.

I: 政府在這個情況下面呢，是可以提供一些相應的支持的，對于創造一個更適合創新的環境。

Here you know appears three times, which does not contain any learning information for the lecture. This is just an expression habit of the professor, just his thinking in the process of expression. If the interpreter copies the repeated expression habits, the interpretation completely bound by the source language framework will not be beneficial.

Chapter Four Evaluation

Interpreting is an art of imperfection. As an interpreter cannot orally translates every sentences perfectly in limited time, there may be some words or emergencies in the interpreting process. Quality assessment is a very important part of interpreting practice, which enables the interpreter to form correct self-cognition in the evaluation of various parties. At the same time, it will also help the interpreter has better performance in future practice activities.

4.1Self-evaluation

Professor Cai Xiaohong pointed out the self-monitoring system during speech production and the on-site feedback of the communicators provides good conditions for the interpreters to evaluate themselves. Conscious self-assessment is an important factor for interpreters to successfully complete tasks and improve their interpretation capabilities. Only when interpreters discover differences in time, constantly adjust strategies, and mobilize relevant knowledge can they meet the needs of on-site communication (Cai Xiaohong, 2007: 28-29).

After completing the interpreting, the interpreter transcribed the interpretation audio into text, analyzed and evaluated it in detail. The interpreter believes that the interpretation practice is generally successful. The overall degree of completion met the client's requirements. With the help of the interpreter, the professor smoothly completed the lectures and related course activities. Below is the self-assessment of the interpretation of accuracy, fluency, completeness, logical, and promptness scoring from 1 to 10.

Accuracy of language expression (1-10) 8

Fluency in delivery of target language (1-10) 7

Completeness of the content (1-10) 9

Logical arrangement of delivery (1-10) 8

Promptness of strategies (1-10) 8

Overall assessment of the interpretation (1-10) 8

Table 4-1 Self-assessment

The interpreter expects to find out the problems through more careful analysis and

apply these experiences to future practice. As for the problems existing in the interpreting

process, the author classified them into three aspects. First, the interpreter should continue to strengthen language ability, because there is still a sense of weakness in language ability in the interpreting process. Second, the accumulation of professional knowledge is still needed. Interpreting is not only the expression of language ability, but also influenced by the accumulation of relevant professional knowledge. As interpretive theory also emphasizes the importance of encyclopedic knowledge for interpreting performance, and a good grasp of professional knowledge in related fields is conducive to smooth and successful interpreting and reduce the difficulty of it. Third, having good physical and psychological preparation, in the face of emergencies the interpreter can better cope with.

4.2Feedback from the Client

After the task was over, the author gave an evaluation format to the client and received feedback on the interpretation. The client's evaluation was based on the author's performance, especially on the following aspects. First, as for reliability, they think the interpreter can clearly and completely convey the information of both parties during the process. Second, when it comes to acceptability, the interpreter can accurately pronounce and grasp the rhythm of the communication parties and she can express well without obstacles such as accent, hearing impairment, and cultural differences in diversity. Third, in terms of agility, the interpreter can use different interpreting strategies to adjust in time when encountering unfamiliar content. In the process of interpreting practice, the student with best English language competence often nodded his head with simile when interpreting. The interpreter believes that it is a signal of appreciation for her performance. In addition, the client also praised the author for her rigorous attitude, professional interpreting ability, and cross-cultural communication skills. They also believed that the author was proactive in the communication process, had strong adaptability, and completed the interpreting task well, and reached their expectations. They hope that they could cooperate with the author next time. And the scoring from the clients as below.

Accuracy of language expression (1-10) 9 10 10 10 9 9 8

Fluency in delivery of target language (1-10) 9 9.5 10 9 9 9 7

Completeness of the content (1-10) 9 10 9 10 9 9 8

Logical arrangement of delivery (1-10) 9 10 8 9 9 10 8

Promptness of strategies (1-10) 9 9.5 9 9 9 10 8

Overall assessment of the interpretation (1-10) 9 10 9 9 9 9 8

Table 4-2 Feedback from the Clients

Evaluations from the clients are generally higher than interpreters' self-assessment. First of all, it shows that the clients were scoring standing on ceremony. Secondly, the clients are basically satisfied with the interpretation at least.

4.3Peer Evaluation

After finishing the interpreting task, the interpreter reverted to other interpreters with relevant experience and asked them to give pertinent comments. Due to their relevant practical background, they are able to provide more accurate performance evaluations and suggestions for the interpreting task. The evaluations from them are also very beneficial for the interpreter. Peer Evaluation of the interpretation of accuracy, fluency, completeness, logical, and promptness scoring from 1 to 10 as below.

Accuracy of language expression (1-10) 8 8 8 8

Fluency in delivery of target language (1-10) 9 9 7 9

Completeness of the content (1-10) 8 8 8 8

Logical arrangement of delivery (1-10) 9 8 7 8

Promptness of strategies (1-10) 8 8 7 9

Overall assessment of the interpretation (1-10) 8 8.5 8 8

Table 4-3 Peer Evaluation

It is obvious that the scoring from experienced interpreters are lower than that from the clients. And it is more closed to the assessment from the interpreter herself. This also indicates that the interpreter and other interpreters with relevant experience have higher requirements for themselves.

Chapter Five Conclusion

The previous chapters mainly introduce the background and the working process. And the core chapter is case study. Based on the analysis of the characteristics of the practice, this report explores the appropriate strategies for better completing class interpreting in the field of education. The following section mainly describes the findings and limitations of this report. Reviewing the whole process of interpreting practice and evaluating the performance of interpreting practice, the interpreter can learn a lot.

Firstly, after this interpreting, the interpreter has a better understanding of the class interpreting. Second as interpretive theory emphasizes the importance of encyclopedic knowledge for interpreting performance, a good grasp of encyclopedic knowledge in related fields is conducive to smooth and successful interpreting and reduce the difficulty of it. The interpreter should pay attention to the pre-interpreting preparations. Third, having good physical and psychological preparation, in the face of emergencies the interpreter can better cope with.

In addition to the above findings, the following is mainly a statement of worthy noticing limitations. First, this report covers relatively few cases and only from one course. Therefore, the report may not cover all situations. Second, the strategies proposed in this report are based on reflection of this practice under the guidance of Interpretive Theory, which is to say, these strategies are indeed applicable to the situation in this practice encountered and not sure if apply to other practices. At the same time. the interpreter should continue to strengthen language and all-round ability, because there is still a sense of weakness in the interpreting process.

Acknowledgement

First of all, I would like to thank my tutor, Ru Xiuhua, for her tireless guidance that enabled me to carry out the dissertation and complete the tasks at all stages smoothly.

Secondly, I would like to thank Southwest University of Science and Technology. During this period of postgraduate study, I was able to explore and think more deeply about the direction of life and pursue the meaning of life.

Then I would like to thank my parents and friends for their love and support. It is their love and support that make me understand the meaning of life better, and I want to become a better version of myself and become their reliance someday.

Finally, I want to thank myself. All the confused setbacks in the process of growth are inevitable self-growth experience. But I will always encourage myself, believe in myself and love myself.

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