spContent=理论实践动态结合，自上而下、自下而上立体掌握口译知识、提升口译能力。
理论实践动态结合，自上而下、自下而上立体掌握口译知识、提升口译能力。
—— 课程团队
课程概述
本课程作为翻译专业本科学生的一门专业导入式课程，衔接英语语言提高课程和专业训练课程，引导学生涉足语言服务行业中的口译专业服务。
本课程通过一系列学术讲座和研讨会形式，介绍口译的本质、口译职业的发展、口译能力构成、口译产品特征、译员角色等主题，从而让学生了解口译学习的基本概念，认识口译行业的发展历程、未来趋势及影响因素，理解从事口译实践的基本要求和实现途径，让学生具备专业口译训练的基本素质和意识。
同时本课程通过大量练习，让学生在实践中运用理论、内化技巧，在课程结束时能完成信息密度中等、非技术性主题的的无笔记英汉双向交替传译任务。
成绩 要求
线下平时成绩 15%：出勤及课堂表现 15%
线上平时成绩 45%：讨论区（学习日志）10%，小组演讲视频 15%； 小测及练习 20%
期末考试 40%
课程大纲
Introduction to interpreting
课时目标：Students are expected to know the philosophy and requirements of the course.Students are expected to know the ontological features, history and professional evolution of interpreting.
1.1 What is interpreting
1.2 EU interpreters' message
1.3 Pleasure of interpreting
1.4 Syllabus, reference and learning journals.
Interpreting Process
课时目标：Students are expected to know the cognitive process of interpreting and allocate attention wisely in interpreting.
2,1 Homework
2.2 Active reading and mini-summary: multitasking with written texts
2.3 Reading materials
Week 2 Quiz
Product of interpreting
课时目标：Students are expected to know the product norms and quality standards of interpreting and hence make informed choices in interpreting.
3.1 Quality in interpreting
3.2 Reading materials
3.3 Preparation for week 4:exercise and discussion
3.4 Compression of information: exercise
Week 3 quiz
Interpreting Competence
课时目标：Students are expected to know the competence portfolio of interpreting, spot their respective weak and strong points and work out pathways of improvement.
4.1 Interpreter VS. Musician
4.2 Reading materials
Week 4 quiz
Listening in Interpreting （2 weeks）
课时目标：Students can make full use of the contextual and textual clues to recognize and remember the (main) ideas of a speech, set links between them, and recap the ideas in a logical way.
5.1 Task: listening for intention
5.2 Task: Listening for structure I
5.3 Task: Listening for structure II
Week5-6 learning journals
Memory in Interpreting (2 weeks)
课时目标：Students can use the skills of chunking (associative memory) and visualization to remember more details and can use effective retrieval cues to recall information in the output stage.
6.1 Task: memory expansion
6.2 Task: memory retrieval
Week7-8 quiz
Memory training exercise (peer assessment)
Note-taking in Interpreting （2 weeks）
课时目标：Students know basic principles of keywords selection, layout and use of symbols in note-taking. Students can devise their own strategies of note-taking in terms of what to note and how to cordinate/balance listening, memory and notes.
7.1 Manners of note-taking
7.2 Layout of notes
7.3 Creative use of symbols
7.4 Reading material
Learning journal
Delivery in Interpreting (4 weeks)
课时目标：Ss can use simple language to correctly (grammar) and coherently reproduce the analyzed and remembered ideas in the target language.
8.1 Review:general requirements
8.2 What is coherence
8.3 How to be coherentⅠ: neat progression of ideas
8.4 How to be coherentⅡ: effective use of lexical cohesion
8.5 How to be coherentⅢ: deliberate addition of logical links
Peer evaluations
Exercise: Mobile
Week11-14 quiz 1
Week11-14 quiz 2
Interpreting strategy & roles of interpreters
课时目标：Students are expected to know what interpreting strategies are available, and hence use appropriate strategies to solve potential problems and enhance overall performance in interpreting. Students are expected to know the diverse roles of interpreters in different settings.
9.1 Interpreting strategy
9.2 Roles of interpreters
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