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Chapter One Introduction
1
Chapter One Introduction
§1.1 Significance of the Research
With the extension of foreign communications worldwide, there exists a growing
need for well-qualified interpreters. The current situation of interpretation courses in
China, however, is far from satisfactory. Although it has been a required course for
most English majors ever since the 1990s, it has not been paid as much attention to as
other courses. On the other hand, as for those colleges who have already realized the
significance of interpretation classes and have started their elementary studies on it for
some time, their curriculum settings, training materials, teaching procedures as well as
assessment format are not that normative and scientific. There has been little unified
system to regulate the compilation and the application of teaching materials. Thus, the
interpretation course varies a lot in accordance with different colleges. To some extent,
this brings about great difficulties for teaching interpretation, and also it blocks the
way of interscholastic communications.
Nowadays, ESP interpretation is playing a significant role in many occupational
fields, such as business negotiation and accompanying interpretation. Yet, special ESP
interpretation course has hardly been conducted in China. Although some colleges such
as Shanghai International Studies University (SISU) and Guangdong University of
Foreign Studies (GDUFS) are leading the way for the revolution of college
interpretation courses, there still do not exist specific teaching materials or
specially-designed teaching modes for the ESP interpretation courses. Students tend to
take the interpretation courses only for certificates rather than for actual applications.
Their study purposes are vague and disoriented. The present study, therefore, was
carried out to provide a tentative course design to meet this purpose.
§1.2 Aim of the Research
Owing to the fact that interpretation, especially ESP interpretation, is playing such
a significant role in both our daily lives and worldwide trade, this study is filled up
with the ESP expertise based on both theoretical and experimental data, aiming to
provide a tentative way of teaching based on the learning-centered approach, and also
A Learning-centered Course Design for ESP Interpretation
2
to develop a unified system to regulate the compilation and the application of teaching
materials, curriculum settings as well as teaching procedures. The innovation of the
application of formative assessment in the course design enables us to better activate
the meta-cognition as well as enthusiasm of the students. They are made the leading
factor of the course performance, and are get prepared with better capacities and
potentials for their further studies or occupational engagements concerned with
interpretation so as to meet with the growing need of the professional interpreters in
those particular fields.
§1.3 Configuration of the Thesis
Generally, this study is put forward by five steps. First, a questionnaire survey as
well as an interview is carried out among the students, teachers, and also professional
interpreters in order to test the feasibility and necessity of the course design of ESP
interpretation. Secondly, the curriculum settings and teaching guidelines are
established based on the mass studies of historical materials and reference books.
Thirdly, the full-scale teaching experiment is put forward among college students,
emphasizing on the application of learning-centered approach concerned with
formative assessment and ESP expertise. Fourthly, classroom observation and the
testing data is collected and analyzed systematically by means of SPSS software.
Finally, the feasibility and the practical usage of the study come to light. Based on the
conclusions, the limitation of the study and the orientation for future research were also
pointed out.
Accordingly, the thesis is mainly divided into six chapters.
Chapter One introduces the current situation of interpretation courses in our
country and demonstrates the significance of the ESP interpretation course design.
Chapter Two discusses the historical development, current situation as well as some
other information that concerns with interpretation, ESP and teaching curriculum.
Chapter Three is clarified by means of both theoretical studies and experimental data.
Chapter Four is the soul of the thesis. The author will probe into the scientific ways of
curriculum setting, teaching materials, learning procedures as well as assessment
formats. A sample lesson is also attached for more reference. Chapter Five
demonstrates the teaching experiment. The curriculum settings are fully applied in
Chapter One Introduction
3
classroom teaching throughout one semester. Thus, the author will compare with and
study on the feedback from both the control class and the experimental class, making
analysis based on all the classroom observations and test results. Chapter Six is the
conclusion based on all the research findings. The author will point out the significance
and limitation of the study as well as the orientation for future research.
A Learning-centered Course Design for ESP Interpretation
4
ChapterTwo Literature Review
§2.1 Interpretation
§ 2.1.1 Origin
Interpretation is one of the basic communication tools by which people transfer
specific information from one language to another. It possesses a very long history and
is one of the oldest occupations as well. In ancient times, people with different tribes
lived on their own and there was no need of interaction at all. But with the rise of
intercultural communication and economic development, this kind of living mode, of
course, was no longer up-to-date. Language became the biggest barrier to trade and
cultural exchanges. Thus, bi-lingual / multilingual interpretation came into existence.
There have been great numbers of interpreters throughout the history for trade,
politics, culture, or even wars. Sometimes it needs some “Interlanguage” to reach
better understanding between both sides. Here, “Interlanguage” does not refer to some
kind of tool used in Second Language Acquisition but the specific language which
could be easily understood by both sides. Thus, interpretation not only has to be
accurate and prompt, but also has to be concerned with communication skills, common
consensus and great proficiency.
However, it was not until 1919 at the Paris Peace Conference when English
finally became the official language other than French for international dialogues and
diplomatic negotiations. Then interpretation formally became a worldwide-authorized
occupation. And during the 1950s, with the rise of international organizations which
called for great demands of language interchange, a variety of interpretation training
programs were first set up in Europe, which revealed the prelude of interpretation
studies.
§ 2.1.2 Stage of Development
Interpretation has experienced four stages of development. (Gile, 1994)
§ 2.1.2.1 Pre-research Period
This phase was from the 1950s to early 1960s. It focused on the experience
sharing among interpreters and the observation of the working atmosphere. The studies
Chapter Two Literature Review
5
were not that theoretical, but there were two authors worth mentioning - Rozen (1956)
& Herbert (1952). The basic note-taking skills for consecutive interpreting suggested
by Rozen are still widely used nowadays.
§ 2.1.2.2 Experimental Psychology Period
This phase was from the 1960s to early 1970s. It focused on the strategies that the
interpreters should take to meet with the unexpected changes resulting from
psychological factors during the interpreting procedure. Analyses on target language,
interference, language speed, Ear-Voice Span had been carried out and a series of
hypothesis were suggested by distinguished scholars. Gerver (1976) and Lambert
(1994) were two of the most famous scholars, and the Information-processing
Paradigm suggested by Gerver (1976) was considered as one of the most representative
works. However, not all of them have been proved to be of great value.
§ 2.1.2.3 Practitioners’ Period
This phase was from early 1970s to mid 1980s. It focused on the theoretical
studies by professional interpreters and interpretation teachers. The most typical
achievement was the theorie du sens proposed by Ecole supérieure d'interprètes et de
traducteurs (ESIT). It emphasized on the integrity of the translation of the original
passage rather than the wording or sentence structures. However, it was isolated from
the other viewpoints and neglected those empirical researches.
§ 2.1.2.4 Renewal Period
This phase was from the 1980s on. Extensive discussions on interpretation theories
have been spread out among different schools. Neurophysiological Approach suggested
by Trieste was one of the most significant ones. Fabbro & Gran (1997) studied closely
on the reflection and the lateralization of the interpreters’ brain when they are doing
interpretation. The General Empirical Interpreting Research with Interdisciplinary
Input proposed by Gile (1994) is no doubt one of the most popular ones. Hence, it has
made interpretation more systematic and interdisciplinary.
§ 2.1.3 Classifications
Interpretation can be classified into different categories according to different
A Learning-centered Course Design for ESP Interpretation
6
standards. (Mei Deming, 2006) Generally there are Simultaneous Interpreting,
Consecutive Interpreting, Whispered Interpreting, etc. (according to different ways of
“delivery”); or Conference Interpreting, Escort Interpreting, Court Interpreting, Media
Interpreting, Business Interpreting, Community Interpreting, etc (according to different
situations and contents). Of all these above, the research on Conference Interpreting
was stated first and is now one of the most comprehensive and authorized sorts.
§ 2.1.4 Characteristics
According to the studies of Wang Xiaoyan (2006) and Wu Bing (2004), there exist
seven main characteristics of interpretation.
Extemporaneousness
Interpretation can seldom be predictable. Interpreters need to do bi-lingual
transfers promptly and clearly on the scene, with very few preparations.
Comprehensiveness
Interpretation calls for the comprehensive capacities over listening, reading,
writing and speaking. Interpreters have to be able to identify different accents, speed, or
even facial and body languages of the speakers. They must have a good command over
the important interpretation skills such as note taking, short-term memory and quick
response.
Tension
The interpretation scene such as international conference and diplomatic
negotiation is usually of high importance. The atmosphere is so serious that interpreters
may be very nervous. Therefore, they must be used to work under high pressure and
deal with disconfidence which may lead to failure.
Miscellaneousness
The content for interpretation is miscellaneous. It can be anything ranging from
astrology to geography, botany to history. The speakers and the audience can be from all
social classes, engaging in all varieties of jobs. Therefore, interpreters should be in
touch with all kinds of background knowledge to meet with any specific purposes.
Independence
Now that interpretation is extemporaneous, in most cases, interpreters will carry
out the whole interpretation process on their own. The contents are usually heard only
once, and they’ve got to react promptly and correctly. Time is too limited for them to
Chapter Two Literature Review
7
call for help from anybody else or refer to any tools such as dictionary and reference
books. And there are little chances for them to think twice on the scene.
Combination of Passiveness and Activeness
Interpreters should “passively” receive and understand all what the speaker’s said
in the source language and meanwhile “actively” react and reproduce the contents in the
target language to the audience.
Cross-culture
As one of the most popular styles of cross-cultural communications, interpretation
is never a simple process of decoding and encoding. It is a kind of culture exchange,
during which the key concept is transferred from one language to another.
§ 2.1.5 Research
There exists considerable diversity in the research on interpretation.
Information-processing Paradigm, which was first suggested by Gerver (1976),
stressed on the importance of information transformation between source language (SL)
and target language (TL). It regarded the grammatical structure of the SL as the most
significant element of interpretation.
Theorie du sens, on the other hand, divided interpreting into three phases: listening
– understanding – expressing. It was widely applied in interpretation trainings and
requested students to have a good command over the languages even before training. It
attached great importance to understanding during the interpretation process and made
it be of great significance over the years.
The Neurophysiological Approach led by the Italian University, Trieste, focused on
neuro-reaction and the lateralization of the interpreters during the interpreting
procedure. Its grand masters were the neurobiologist Fabbro and the interpretation
teacher Gran. The most popular point of view nowadays, however, is the General
Empirical Interpreting Research with Interdisciplinary Input suggested by the French
professor Daniel Gile. It is of the greatest impact on the interpretation studies. (Gile,
1994)
Besides the researches mentioned above, Descriptive Translation Studies (Toury,
1995) and Text-linguistic Studies (Halliday, 2006) have also been drawn great attention
to among the public.
As for the topics of interpreting studies, interpretation training has always been
A Learning-centered Course Design for ESP Interpretation
8
very popular because many of the authors are interpreters themselves.
Language, including language specificity, language direction, correctness, prosody,
linguistic style, cohesion, pragmatics, are also of great significance. From the 1970s,
cognitive factors were also taken into consideration, especially for Simultaneous
Interpreting. It is still a great hit among scholars. On the other hand, people are now
paying much attention to interpreting qualities. Just as Gile (1995) once mentioned,
interpreting is a kind of communication activity, so its success lies on the
communicative effects among the speakers, listeners as well as the organizers.
Meanwhile, Shlesinger (1997) pointed out the different standards proposed by
distinguished clients, some were for cohesion and clearness, others were for
completeness and fluency, etc. Last but not least, professionalism, note-taking skills,
short-term memories, has also attracted great attention.
With the rapid development of Information Technology and international trade,
Telecom Interpreting and Media Interpreting are now becoming more and more
popular among researchers.
§2.2 Interpretation Instruction in China
Interpretation is one of the most important required courses in Chinese universities.
It reflects the comprehensive language capacity of a student including listening,
speaking and translating. However, it has only been paid great attention to during the
last few decades and its scale as well as current situation is far from satisfactory. “The
theoretical studies and teaching methodologies are falling far behind so that curriculum
settings, teaching objectives, training materials as well as practical applications are also
defective. We should make every effort to work on it. ” (Fang Jianzhuang, 1998: 38)
In May 2000, the Committee for English Majors of Higher Education changed
interpretation from a selected course to a compulsory one among all English majors so
as to meet with the greater needs for well-qualified interpreters for the society. Teaching
approaches, development of professional training programs etc need to be carefully
studied for the effectiveness of interpretation instruction.
§ 2.2.1 Teaching Material
In order to meet with the growing need of international communications, there
Chapter Two Literature Review
9
exists a great variety of interpretation publications and teaching materials nowadays,
which provide people with sufficient reference for interpretation instruction. Each
writing, however, has its own merits and defects, among which the common defects are:
the publication periods are too long to meet with the changing situation of practical
usage in our daily life; many of the interpretation contents are too much like translation
and they fail to emphasize on those conversational factors. Therefore they cannot
instruct the learners properly. (Ke Ke’er, 2003) Also, the language in those listening
materials is too pure to simulate the reality and thus influences on the teaching effects
too.
Due to the limitation of teaching materials, books or tapes alone can no longer meet
with the need of teaching interpretation. Videos, PPTs, or even situational practices
should be widely introduced to interpretation course. Press Conference, International
Congress can also be valuable live references to teaching. We should not only focus on
the interpretation skills themselves but also on the background knowledge on related
political affairs, diplomatic etiquettes, economic and cultural customs. Thus we should
enhance students’ logical thinking, emphasizing on the correctness of their
reproductions.
§ 2.2.2 Teaching Methodology
Generally speaking, the general teaching mode today is all teacher-driven: teacher
providing materials, teacher guiding with the exercise, and teacher giving out the
answers. Students are just sitting there, cramming in the fashion of force-feeding. That
does not make any sense, especially when students are of different levels and learning
purposes. They will lose all their interests in learning gradually and interpretation
course may thus become a nightmare. Therefore, the new teaching methodology should
be taken into consideration and be put forward worldwide in order to initiate students’
passion and interests in interpretation.
For most English majors of higher education, interpretation instruction is to
cultivate students with a strong foundation of language use, great varieties of
interdisciplinary knowledge, as well as solid psychological condition to deal with all
kinds of emergencies. Therefore, we should propose different teaching methodology for
students with different levels so that we could make full use of our time and energy.
A Learning-centered Course Design for ESP Interpretation
10
§ 2.2.3 Assessment Format
Nowadays, we have Advanced Interpretation Certificates issued by Shanghai
International Studies University (SISU), Beijing Foreign Studies University (BFSU),
and the Personnel Department of China. The Certificate issued by SISU was the first
one that appeared in China and has always been closely related to economic growth and
international affairs. It is the most popular among the three. The one held by BFSU
tends to be kind of conscientious and political. It is more difficult and of less popularity.
Of all these tests mentioned above, however, summative assessment is widely used
in most cases so that students have to memorize huge amounts of impractical things
which have little to do with their interpretation abilities. It becomes one of the greatest
burden and difficulties during their studies. On the other hand, teachers tend to refer to
the contents of these kinds of “standard tests” in their classroom teaching and the
assessment formats vary a lot among different colleges. It is actually no good to
interpretation instruction and also interferes the positive interactions among colleges.
Thus, there is a great need to improve the current assessment format and apply the
formative assessment.
§ 2.2.4 Insight
Although interpretation has been developed for more than 50 years, it is still new
to people around the world. It has not got its foothold yet and still fallen behind the
other disciplines. People are usually busy with doing interpretations rather than
researching on interpretation itself. Therefore, in order to make interpretation a real
abundant subject, we still have a long way to go.
To improve our current situation of interpretation instruction, we have to firstly put
forward a unified syllabus of interpretation course. Liu Heping (2001) controverted this
viewpoint, demonstrating the feasibility and rationality of the unification on curriculum
settings, teaching materials as well as learning methodologies. Besides, we should also
enhance the links with peer universities, sharing teaching experience and putting
forward better teaching approaches.
§2.3 ESP
摘要：
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ChapterOneIntroduction1ChapterOneIntroduction§1.1SignificanceoftheResearchWiththeextensionofforeigncommunicationsworldwide,thereexistsagrowingneedforwell-qualifiedinterpreters.ThecurrentsituationofinterpretationcoursesinChina,however,isfarfromsatisfactory.AlthoughithasbeenarequiredcourseformostEngli...
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