Analyzing Common Problems in Chinese-English Consecutive Interpreting and Countermeasures

Research Article
Open access

Analyzing Common Problems in Chinese-English Consecutive Interpreting and Countermeasures

Xuaner Chen 1*
  • 1 Division of Humanities and Social Sciences, Beijing Normal University-HongKong Baptist University United International College, Zhuhai, 519000, China    
  • *corresponding author r130025009@mail.uic.edu.cn
CHR Vol.3
ISSN (Print): 2753-7072
ISSN (Online): 2753-7064
ISBN (Print): 978-1-915371-29-4
ISBN (Online): 978-1-915371-30-0

Abstract

Consecutive interpretation is one of the most important and commonest interpretation areas. Interpreters are often required to have excellent language skills, memory, and the ability to convey the exact meaning of the speaker. However, most interpreters, especially inexperienced ones, inevitably make mistakes in consecutive interpretation which will make communication lack efficiency and professionalism. This article reviews some common problems, their causes and coping strategies in the consecutive interpretation: 1) Listening and analysis problems. Its causes include lack of language skills and poor timing in note-taking. Strategies for dealing with this problem include allocating energy and content prediction; 2) Difficulty decoding notes. It can be caused by the formatting of notes and abbreviations. Strategies such as improving overall comprehension and refining the note-taking system can help; 3) Information loss or redundancy. Its causes include short-term memory problems, cultural differences and so on. Strategies for dealing with this problem include doing English to Chinese conversions and so on; 4) Mishandling of logic. It is caused by note-taking and listening errors and over-stimulation. Strategies like analysing the logic of the source text can help. By analysing these problems, interpreters can identify their specific problems and consciously reduce the number of mistakes. Improving the interpreting skills based on strategies can help them convey the speaker's meaning more accurately when doing consecutive interpretations.

Keywords:

causes, common problems, consecutive interpretation, strategies

Chen,X. (2023). Analyzing Common Problems in Chinese-English Consecutive Interpreting and Countermeasures. Communications in Humanities Research,3,283-289.
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References

[1]. Ribas, Marta Arumi. (2012). Problems and strategies in Consecutive Interpreting: A Pilot study at Two Different Stages of Interpreter Training. Meta LVII, 75(3), 812-835.

[2]. Ayupova, R. (2016). Teaching Oral Consecutive Interpretation. International Journal of Applied Linguistics and English Literature, 5(7), 163-167.

[3]. Gile, D. (2009). Basic concepts and model for interpreter and translators for training. Revised edition. Amsterdam\Philadelphia: John Benjamins.

[4]. Al-Harahsheh, A., Shehab, E., & Al-Rousan, R. (2020). Consecutive Interpretation Training: Challenges and Solutions. Journal of Foreign Language Teaching and Translation Studies, 5(1), 85-102.

[5]. Wang, M. (2021). Analysis of the causes of listening and analysis problem in English-Chinese consecutive interpreting and measures to improve it. [Master’s thesis, Shanghai International Studies University]. China National Knowledge infrastructure.

[6]. Lung, R. (1999). note-taking skills and comprehension in consecutive interpretation. Bable, 45(4), 311-317.

[7]. Su, B. (2019). Analysis and Countermeasures for Difficulties in Decoding Student Interpreters' Notes in English-Chinese Consecutive Interpreting.[Master’s thesis, Heilongjiang University]. China National Knowledge Infrastructure.

[8]. Rozan, J. (1956). La prise de notes en interprétation consécutive. Genève: Georg.

[9]. Setton, R., & Dawrant, A. (2016). Conference Interpreting: A Trainer’s Guide. Amsterdam\Philadelphia: John Benjamins Publishing Company.

[10]. Li, G. (2016). Causes and Countermeasures of Information Loss in Chinese-English Consecutive Interpreting. [Master’s thesis, Heilongjiang University]. China National Knowledge Infrastructure.

[11]. Wang, J., & Wang, Y. (2002). Redundancy in English-Chinese translation from an information-theoretic perspective. Chinese Scientific and Technical Translation, 20(4), 1-4.

[12]. Huang, J. (2021). Construction of Short-Term Memory Training Model in Consecutive Interpretation. Theory and Practice in Language Studies, 11(10), 1300-1307.

[13]. Xu, C. (1991). Culture exchange and translation. Foreign Languages, 6(1), 31-36.

[14]. Li, X. (2021). Causes and Countermeasures of Improper Processing of Target Language Logic in English-Chinese Consecutive Interpreting. [Master’s thesis, Shanghai International Studies University]. China National Knowledge Infrastructure.

[15]. Haung, X. (2010). The logical relationship between English and Chinese consecutive interpreting. Journal of Tianjin Foreign Language Institute, 2010(3), 49-54.

[16]. Huh, J. (2017). Phonological consideration of World Englishes in interpreter training: pedagogical suggestions based on an experimental study of consecutive interpretation. The interpreter and Translator Trainer, 11(1), 56-78.

Cite this article

Chen,X. (2023). Analyzing Common Problems in Chinese-English Consecutive Interpreting and Countermeasures. Communications in Humanities Research,3,283-289.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 1

ISBN：978-1-915371-29-4(Print) / 978-1-915371-30-0(Online)
Editor：Faraz Ali Bughio, David T. Mitchell
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Communications in Humanities Research
Volume number: Vol.3
ISSN：2753-7064(Print) / 2753-7072(Online)

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References

[1]. Ribas, Marta Arumi. (2012). Problems and strategies in Consecutive Interpreting: A Pilot study at Two Different Stages of Interpreter Training. Meta LVII, 75(3), 812-835.

[2]. Ayupova, R. (2016). Teaching Oral Consecutive Interpretation. International Journal of Applied Linguistics and English Literature, 5(7), 163-167.

[3]. Gile, D. (2009). Basic concepts and model for interpreter and translators for training. Revised edition. Amsterdam\Philadelphia: John Benjamins.

[4]. Al-Harahsheh, A., Shehab, E., & Al-Rousan, R. (2020). Consecutive Interpretation Training: Challenges and Solutions. Journal of Foreign Language Teaching and Translation Studies, 5(1), 85-102.

[5]. Wang, M. (2021). Analysis of the causes of listening and analysis problem in English-Chinese consecutive interpreting and measures to improve it. [Master’s thesis, Shanghai International Studies University]. China National Knowledge infrastructure.

[6]. Lung, R. (1999). note-taking skills and comprehension in consecutive interpretation. Bable, 45(4), 311-317.

[7]. Su, B. (2019). Analysis and Countermeasures for Difficulties in Decoding Student Interpreters' Notes in English-Chinese Consecutive Interpreting.[Master’s thesis, Heilongjiang University]. China National Knowledge Infrastructure.

[8]. Rozan, J. (1956). La prise de notes en interprétation consécutive. Genève: Georg.

[9]. Setton, R., & Dawrant, A. (2016). Conference Interpreting: A Trainer’s Guide. Amsterdam\Philadelphia: John Benjamins Publishing Company.

[10]. Li, G. (2016). Causes and Countermeasures of Information Loss in Chinese-English Consecutive Interpreting. [Master’s thesis, Heilongjiang University]. China National Knowledge Infrastructure.

[11]. Wang, J., & Wang, Y. (2002). Redundancy in English-Chinese translation from an information-theoretic perspective. Chinese Scientific and Technical Translation, 20(4), 1-4.

[12]. Huang, J. (2021). Construction of Short-Term Memory Training Model in Consecutive Interpretation. Theory and Practice in Language Studies, 11(10), 1300-1307.

[13]. Xu, C. (1991). Culture exchange and translation. Foreign Languages, 6(1), 31-36.

[14]. Li, X. (2021). Causes and Countermeasures of Improper Processing of Target Language Logic in English-Chinese Consecutive Interpreting. [Master’s thesis, Shanghai International Studies University]. China National Knowledge Infrastructure.

[15]. Haung, X. (2010). The logical relationship between English and Chinese consecutive interpreting. Journal of Tianjin Foreign Language Institute, 2010(3), 49-54.

[16]. Huh, J. (2017). Phonological consideration of World Englishes in interpreter training: pedagogical suggestions based on an experimental study of consecutive interpretation. The interpreter and Translator Trainer, 11(1), 56-78.

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