earticle

영어

Simultaneous interpreting (SI) into the B language (usually English) is commonplace in the Asian markets, therefore SI into English is a compulsory course in many interpreting schools. However, due to insufficient English proficiency and underdeveloped multitasking skills, students’ performances are often not ideal. The paratactic nature of the Chinese language taxes students’ cognitive load and exacerbates performance. Class sessions get bogged down when the instructor spends too much time on fixing the output. Shifting the focus from the (English) output to the (Chinese) input may be a more effective strategy (and rewarding experience) for both students and teachers, at least in the Taiwanese classroom. This paper introduces a teaching method adopted in the SI into English classroom which is taught by the author. This step-by-step, process-oriented approach aims to familiarize students with the expressions they will need in the assigned topics, so as to minimize the interference and setbacks caused by inadequate B language proficiency. This will allow more time for the instructor to focus on SI strategies pertinent to the Taiwan context. The most important ones are being assertive when necessary and keeping the interpretations short and simple.