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elieves that interpretation can not be regarded as a merelylinguistic undertaking, but should be viewed as an aspect of a larger domain, namely,that of communication. Mei Deming (2002, p.7) defines interpreting as a kind ofcommunicative activity transmitting one language to another language accurately andquickly through the oral form in order to exchange information, which is a kind ofcommunicative tool on which man depends in the course of cross-cultural activitiesamong all kinds of nationals. Tian Jianguo (1985, p. 107) holds that interpreting is aspecial verbal activity promoting the oral communication among the people withdifferent language. Seleskovitch (1998, p. 61) alleges that interpreting is communication,i.e, analysis of original and its conversion into a form accessible to the listener.Since different scholars define and characterize their object of study according totheir own particular aims, interests and experiences, the basic question about the natureof interpreting has come to greatly different answers. The author of this thesis stands with professor Mei Deming, because his definition covers all important factors ofinterpreting. Thus, the author comes to a conclusion that interpreting means the oraltransfer of meaning quickly and accurately from one language into another to reach thegoal of oral communication among those people who do not share the same languagebut need to communicate and share different information.
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2.2 Previous Studies on Interpreting Teaching
In interpreting teaching, the time from the 1960s to the 1970s is called theexperimental Psychology period. During that time, a lot of psychological theories wereapplied to interpreting teaching which mainly concentrated on four aspects ofinterpreting: first of all, the typical expressions and terminologies in specific interpreting occasions; secondly, the strategies in interpreting proverbs, quotations andnumbers; then, the training of interpreting note-taking; fourthly, the practice on the“chunking” process. In China, linguists also focus on those four aspects. For example,the famous scholar Bao Xiaoying (2005) focus on the studies of the third item---thetraining of interpreting note-taking. In How to Help Students to Achieve ‘Reliability’ inInterpreting---the Application of Cognitive Psychology in Interpreting Teaching, BaoXiaoying (2005) made researches based on Miller’s (1956) theory that chunking of theinformation in memory is effective to combat the limitation of short-term memory, sincechunking information can stay longer than those fragmentary information units in theshort-term memory as well as lessen information lost.
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Chapter Three Theoretical Basis.......34
3.1 Constructivist Learning Environment....34
3.2 MDA and Undergraduate Interpreting Teaching..........39
3.3 Representation of CLE and MDA in Undergraduate.......42
Chapter Four Methodology.......49
4.1 Research Questions........49
4.2 Research Design.......49
4.3 Method.........50
Chapter Five Results and Discussion......55
5.1 Results .......55
5.2 Discussion........61
5.3 Summary....65

Chapter Five Results and discussions

5.1 Results
Among the five classes the teacher taught in last semester, those two classes got themost approximate scores on the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。