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Monitoring and self-repair is an issue that has received distinguished attention inboth L1 and L2 acquisition. Previous studies have reached consensus in the four stagesof speech production, namely conceptualization, formulation, articulation andself-monitoring (Kormos, 2006). All these stages require speakers' attention, theamount of which varies in L1 and L2.However, their findings mainly focused on self-repair in either L2 or L1, while fewinvolve speech production of interpreting. They only studied the distribution of varioustypes of self-repair, instead of allocation of the attention. Their studies have used rawpercentage of occurrence rather than standardized frequency data (Fathman, 1980;Lenon, 1984; Van Hest, 1996) to examine what kind of types of error the monitor issensitive to.

1.2 Significance of the Present Study

Significance of Test Environment The interpretation performance is subject to many variants of which thesurrounding environment is the most important one. Previous studies were designed torequire the subjects to finish certain task within limited or unlimited time. While theresearch designers might focus on how to select proper material, set specific rule orcontrol other variants in order to achieve their targeted objectives, but they all failed toprovide the subjects a test environment similar to the on-spot interpretation. As long asthe test environment does not match that of real interpretation, the pressure theinterpreter feels is very likely to differ from that in real interpreting, therefore theresults of the studies may also be trustworthy.This present study uses the recording of Shanghai Advanced InterpretationAccreditation Test which guarantees that the test environment is much more similar tothat of real interpreting. Shanghai Advanced Interpretation Accreditation Text has twophases: written test and oral test. Written test lasts 3 hours and consists of three parts:listening, reading and translation. Only those who have passed the written test arequalified to take the oral test. Oral test includes two parts: oral test and interpreting test.The subjects are all student interpreters or amateur interpreters, and their Alanguages are all Chinese, and B languages English. The study considers thatprofessional interpreters are so well trained that they may consciously control theirattempt to make repairs or avoid other behaviours of disfluency. Their performances are,to some extent, too stainless to be studied. On the other hand, untrained subjects areincapable to complete the task, because they lack even the basic rudiment ofinterpreting which makes the study of their performance valueless to the teaching ofinterpreting. The present study hopes that through studies of trained student interpretersor amateur interpreters, insight will be given to the teaching of interpreting. Note thatthe result of the research in present study is obtained under this circumstance, and isvalid in the primary state of interpreting training. That does not guarantee it prevailsover the whole interpreting field.

1.3 Organization of the thesis

The second chapter begins with Gile’s Effort Model Theory and its relation withmonitoring and self-repairs. Then theories of speech production and monitoring will beintroduced. The study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。