Chapter 1 Introduction 1
1.1 The statement of the problem 3
1.2 The goal of the study 4
1.3 The scope of the study 5
1.4 Methodology and procedures 8
1.5 The outline of the study 10
Chapter 2 Literature Review 12
2.1 Previous studies 14
2.1.1 The Effort Model 14
2.1.2 Risks analysis 18
2.1.3 Advantages analysis 20
2.2 Criteria of ST 24
2.2.1 Quality assurance 24
2.2.2 The orality shift of the translated language 26
2.3 Characteristics of text for ST 27
2.3.1 Spoken vs.visual 28
2.3.2 Reading vs.listening 30
2.3.3 Linguistic features 31
2.3.4 Word order discrepancy 36
2.4 ST skills 38
2.5 Summary 40
Chapter 3 A Cognitive Study of ST Process 42
3.1 Reading comprehension in ST 42
3.1.1 Written language processing 44
3.1.2 Sentence comprehension 46
3.1.3 Parsing strategies 49
3.1.4 Reading efficiency 51
3.1.5 Memory of meaning 54
3.1.6 Evidence from eye-tracking study 57
3.2 Segmentation 61
3.2.1 Surface structure vs.deep structure 61
3.2.2 Units of meaning 65
3.2.3 Segmentation 68
3.3 Coordination 71
3.3.1 Divided attention 72
3.3.2 Anticipation 77
3.4 Linguistic and extra-linguistic anticipation 83
3.5 Reorganization＆production 86
3.6 The enriched model of ST 88
3.6.1 Survey 1 89
3.6.2 Experiment 1 91
3.6.3 The enriched ST model 94
3.7 Summary 96
Chapter 4 Syntactic Linearity in E-C ST 99
4.1 Syntactic linearity 101
4.2 Feasibility of syntactic linearity in E-C ST 105
4.2.1 The Theme carrying Given Information 107
4.2.2 The Theme carrying New Information 109
4.2.3 The Theme carrying Zero Information 113
4.3 Summary 115
Chapter 5 The Experiment on Effectiveness of ST on CI 117
5.1 The research questions 117
5.2 Theoretical basis of the experiment 118
5.3 Research design 120
5.4 Subjects 121
5.5 Materials 123
5.6 Experiment procedures 125
5.7 Experiment results and analyses 126
5.7.1 Descriptive and inferential statistical analyses 128
5.7.2 Examples analysis 129
5.8 Summary 132
Chapter 6 Theoretical＆Practical Implications 134
6.1 The present situation of interpreting training 134
6.2 Implications of ST in interpreting training 138
6.2.1 Reading efficiency and ST performance 138
6.2.2 Cloze test,anticipation and ST performance 141
6.2.3 Passive voice in ST 151
6.2.4 Explicitation and its implications on teaching 157
6.2.5 Significance of student peer feedback in ST training 174
6.3 ST training and brain plasticity 194
6.4 Summary 205
Chapter 7 Conclusion 208
7.1 Significance of the major findings 209
7.2 Theoretical implications of the study 212
7.3 Suggestions for further research 213
Bibliography 216
Appendices 245
Postscript 267