教育场景中的口译员角色_.pdf

ABSTRACT

Thisreportisbasedontheauthor’sinterpretingtaskatdoctoralproposaldefenses.From

thth

May30toJune15,2023,theauthorprovidedconsecutiveinterpretationservicesfortwo

Chineseart-relateddoctoralcandidatesandThaimembersofthedefensecommitteeforatotal

ofnearlythreehours.Thereportdescribestheentireprocessoftheinterpretingactivities,

includinganintroductiontothetaskandadescriptionoftheprocessandanalyzesthethree

rolesthattheinterpreterassumesinthiseducationalsetting:informationorganizer,

communicationfacilitator,andteachingassistant.

Whenplayingtheroleof“informationorganizer,”theinterpreterrecognizesthatitis

necessarytosummarizeandrestatethesourcelanguageinconjunctionwiththecontext,in

ordertoclearlyconveythespeaker’sintendedmeaning.Whenactingasthe“communication

facilitator,”theinterpreterdemonstratescoordinationskillsduringtheinterpretingprocess,

ensuringasatisfactoryexperienceforallparticipants.Atthesametime,theauthorfindsthat

interpreters,asparticipantsinthecommunicationactivity,donothavethesamestatusas

otherparticipants.Therefore,asa“communicationfacilitator,”interpretersmustremain

vigilant,avoidexcessiveinvolvement,topreventconfusionandhindertheprogressofthe

communicationactivity.Whenplayingtheroleof“teachingassistant,”theinterpreter

promptlysupplementsrelevantinformationforthecandidateorprovidesotherteaching

assistanceasrequiredbytheprofessor,inordertoensureteachingefficiency.

Analysisrevealsthatinterpretersplaythreemainrolesineducationalsettings:

informationorganizer,communicationfacilitator,andteachingassistant.Interpretersneedto

flexiblyadjusttheirrolesbasedonspecificcontextstoensuresmoothcommunication

activities.Finally,theauthorpointsouttha