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derson’s Three Stages Cognitive Process Model to explore ifthere are any differences among different themes of SI, this study endeavors toconduct an experiment to explore if there are any differences of the use of omissionamong different themes of SI. After the experiment, the author will revisit the subjectsand record their reasons for missions, and then analyze the causes under the theory ofAnderson, in the hope that this study may be useful for later professional interpretersand students.
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Chapter Two Literature Review

This chapter reviews previous studies about omissions in simultaneousinterpretation, including the definition and classification of omission, theoretical andempirical studies on omission. The summary of previous studies will also be given inthe end of this chapter.

2.1 Definition and Classification of Omission
Because its effectiveness and timeliness, SI is really suitable for both official andunofficial meetings. In view of this trend and necessity, scholars at home and aboardare recently beginning to study SI and especially methods for improving the quality ofinterpreting.As an effective strategy to achieve this intention, there is no doubt that omissionhas been studied by some foreign and domestic scholars. For the convenience of study,many scholars had given the definition of omission.Zhang Weiwei (1999) regarded omission as a common skill in English-ChineseSI. He defined omission as the omitting of some meaningless words and those wordsor phrases offending against customs of the Chinese. He insisted that omission canonly be used in the case of not changing the basic meaning of the speaker.In the English-Chinese Simultaneous Interpretation in the New Century, Hu Gang(2006) defined omission as omitting the redundant words and those that violatingChinese habit or difficult to understand. The requirement of the use of this omissionstrategy is to omit words rather than meaning.
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2.2 Previous studies on Omission in Simultaneous Interpretation
Mona Baker (1992) understood omission from the aspect of politeness. Becauseof different cultural backgrounds and traditions, when the interpreter faces taboo,politeness becomes more important than accuracy, and omission is necessary.According to Gile (1994), SI experiences four developing stages: the first stage isPre-research Period from 1950s to early 1960s, which is based on personal study andlack of scientificity with professional interpreter Eva Pencth as the representative. Thesecond stage is Experimental Psychology Period from 1960s to early 1970s. In thisperiod, experimental study was carried out from the aspect of psychology andcognitive linguistics. And reasons affecting the performance of SI were also beginningto be analyzed. The third period is Practitional Period, which is from middle of 1970sto 1980s and the study of interpreting theory was carried out. With InterpretationalSchool as its representative, this period stressed meaning rather than language. From1980s till now the Renewal Period boasts the characteristic of interdisciplinary andcomprehensiveness.Sunnari (1995) considered omission as an effective macro-processing strategy.When unimportant or uncorrelated information appears in the source language, theinterpreter can adopt the omission strategy.Qi Ying (2007) summarized through observation experiment that omissionslargely exist in SI. And he argued the reas本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。