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According to He and Zhong(2009:390),from the perspective of period,advancepreparation includes long-term preparation and short term preparation.For anundergraduate student majoring in interpreting,the long-term preparation includes thedaily practices of written and oral translation during the two years of study,forexample,reading English news,dictating English reports,stimulating translation,etc.to enhance the ability to use language and interpret skills.Beside,the interpretershould also be aware of accumulating encyclopedia knowledge,pay attention to thecurrent affairs,and get familiar with cross-cultural communication skills.

In this report,the author would pay more attention to short-term preparations,which are the specific preparations made by an interpreter for an interpretationactivity.From the perspective of techniques,short-term preparations consist ofrequesting the background information,learning more about the subject matter,linguistic preparation and psychological preparation.

2.1.1 Collection of Background Information

Requesting background information from the client is the foundation ofinterpreting advance preparation(He and Zhong,2009:390).Background informationrefers to the general field of the task,the basic form and occasion of interpreting,relative data,information about speakers and listeners,scheduling,etc.For this task,the interpreting content was parent training courses provided by an internationaleducation platform Cambly for subscriber parents,and the theme was basically about young children’s parenting and English acquisition.The form of the interpreting taskwas consecutive interpreting for online,real-time,one-to-one classes,which weregeneral informal occasions.The series classes were arranged on November 17th and24th,December 1st,and 8th in 2021,each class lasted for 30 minutes.However,therelative Power-point slides or scripts of speaking were not attained before the task.

2.2 On-site Interpreting

As negotiated with the client,the interpreting task consisted of four classes,arranged on 17th and 24th November,1st and 8th December 2021,each class lastedfor 30 minutes.The interpreting venue was in the client’s office.Classes were taughtonline through the Cambly platform application system on the client’s digital device.The whole classes were recorded by the interpreter for post-task self-examinationafter permitted by the client and the speakers.

Nicci,the Early Childhood Center Manager from New Zealand,was the speakerof the first class.At the beginning of the class,the interpreter gave a vary briefintroduction of the interpreting form to the speaker,that due to the client’s request,forthe better acceptance of her teaching content,her class would be translated to theclient in the form of consecutive interpreting.The speaker showed great coordinationduring the class,spoke very clearly and in a moderate speed;at the same time,herteaching content was organized in a listener-friendly way,therefore relatively easy tounderstand.With the adequate advance preparation,the interpreter was basically ableto comprehend the teaching content,and thus interpret immediately after the speakerfinished a segment.In addition,the interpreter was able to explain some terms to theclient,for example,the speaker mentioned that the development of young children’s‘fine movement’could help their writing when they grow up.Here,the interpre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。