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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-06-22编辑:vicky点击率:658
论文字数:44525论文编号:org202306151455071057语种:英语 English地区:中国价格:$ 66
关键词:商务英语论文
摘要:本文是一篇商务论文,本报告围绕笔者为课程开发与设计课程提供的线上口译实践展开,根据法国释意学派理论分析了本次以交替传译为主要口译形式的教育口译实践。
2.1.1 Collecting Background Information
Before the task,the author had already built excellent communication via emailwith the speaker,and the two-day cooperation enhanced familiarity for both thespeaker and the interpreter.Though the speaker did not send the teaching materialsand slides all at once,based on the syllabus he showed,the interpreter had thechance to make in-time preparation and managed to anticipate what would be taughtbefore the class started.In this way,the interpreter collected related information oncurriculum development models and design.The interpreter read extensively inlarge quantities,mainly in Chinese.Parallel texts are the most effective way forinterpreters to prepare for an evolving field while balancing time constraints.Theinterpreter decided to find as many accessible materials as possible to read.This wasto have heads-up on the next day’s interpreting task to ensure the interpreting was solid and reliable.Furthermore,most of the time,the interpreter only providesEnglish-Chinese interpretation.Therefore,collecting and reading backgroundinformation in Chinese is more effective than in English.
2.2 While-Interpreting
Unexpected situations happen all the time during the process of interpreting,and interpreters can only make forecasts based on their previous experience.However,unexpected scenarios vary.In most circumstances,interpreters can onlydepend on their preparation,previous experience,improvisation,and professionalism.
2.2.1 Lecture Description
TencentMeeting provided technical support for the interpreting task,whichlasted 101 minutes.During the Course Design and Development session,theinterpreter provided online consecutive interpretation for the speaker and theparticipants.The speaker started the lecture by introducing the teaching objectives.Later,he elaborated on three curriculum development models,curriculum design,and approaches to curriculum design.The interpreter provided online consecutiveinterpreting service once the speaker finished one-slide lecturing.Usually,thespeaker takes three to four minutes to refine and explain the content on the slide.The interpreter starts interpreting based on the notes when the speaker finishesspeaking.
Chapter 3 Interpretive Theory......................11
3.1 Introduction to Interpretive Theory........................11
3.2 Application of Interpretive Theory.....................11
Chapter Four Case Study..............................14
4.1 Common Problems in Interpreting...............................14
4.1.1 Literal Interpreting.............................14
4.1.2 Invalid Information Addition..................15
Chapter Five Conclusion..........................25
Chapter Four Case Study
4.1 Common Problems in Interpreting
4.1.1 Literal Interpreting
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