学位专题

封面
声明
Abstract
摘要
Contents
Abbreviations
Chapter 1 Introduction
1．1 Research Background
1．2 Purpose of the Study
1．3 Organization of the Thesis
Chapter 2 Literature Review
2．1 Consecutive Interpreting and Simultaneous Interpreting
2．1．1 Background
2．1．2 What is interpreting?
2．1．3．Modes of Interpreting
2．1．4．Differences between Consecutive and Simultaneous Interpreting
2．2．Literature Review
2．2．1．Translation and Interpretation
2．2．2．Interpretation Research in the West
2．2．3．Interpretation Research in China
2．2．4．Summary
Chapter 3 German Functionalist Theory and Its Enlightenment on Interpreting Training
3．1 Introduction
3．1．1．Background and Historical Development
3．1．2．Major Concepts in Functionalist Theory
3．2 Translation Standards
3．3．Enlightenment on Interpreting Training
Chapter 4 Professional Interpreting Training
4．1 Background
4．2 Features of Professional Interpreting Training
4．2．1 Duration of Training
4．2．2 Trainers
4．2．3 Qualities Required of Candidates
4．2．4 Training Models Frequently Used
4．3 Major Training Programmes at Home and Abroad
4．3．1 Training Programmes Abroad
4．3．2．Training Programmes at Home
4．4．Current Training Situation in Qingdao
4．4．1．A General Picture
4．4．2 Problems
4．5．Assessment Issues
Chapter 5 EU Interpreter Training Programme
5．1 History
5．2．An Overview of the Programme
5．2．1 Aims
5．2．2．Selection，Training and Trainers
5．3．Contents of the Programme
5．4．Highlights in the Programme
5．5．Assessment
Chapter 6 Proposed Assessment Models，Criteria and Application
6．1 Quality and Interpreting
6．1．1 Quality for whom?
6．1．2．Criteria on Interpreting Assessment
6．2．Proposed Assessment Models
6．2．1 Process-Oriented and Product-Oriented Assessment
6．2．2 Summative，Formative and Ipsative assessment
6．2．3．Interpreter-Oriented Assessment Criteria
6．2．4．Ipsative Assessment Model for Trainees
Chapter 7 Conclusion
7．1 Limitations of the Thesis
7．2 Suggestions to Prospective Interpreters
References
Appendix
Acknowledgements