摘要
Sight Translation(ST) has long been considered as a useful exercise for acquiring interpreting skills. However, little studies have been done to prove how the skills acquired from ST can be transferred to other modes of interpreting, for instance,Consecutive Interpreting(CI). In this study, the sequencing of ST and CI teaching is explored to proof that starting ST teaching first is more logical. Gile's effort model is used to explain the similarities and differences of ST and CI and to set up possible effect of ST on CI. Some teaching strategies of transferring ST skills to CI are proposed.
Sight Translation (ST) has long been considered as a useful exercise for acquiring interpreting skills. However, little studies have been done to prove how the skills acquired from ST can be transferred to other modes of interpreting, for instance, Consecutive Interpreting (CI). In this study, the sequencing of ST and CI teaching is explored to proof that starting ST teaching first is more logical. Gile’s effort model is used to explain the similarities and differences of ST and CI and to set up possible effect of ST on CI. Some teaching strategies of transferring ST skills to CI are proposed.
出处
《海外英语》
2015年第4期139-141,共3页
Overseas English
