Business On-site Interpreting

Author: Xu Xiaozhen, Chief Editor; Zhao Minyi, Editor; Liu Jianzhu, Editor
Publisher:
Publish Date: 2006-12-01
Features: Business Interpreting in the Field is a textbook designed to train students in basic English-Chinese interpreting. It has the following characteristics:
● Rich Content: Each unit includes interpreting techniques, common English-Chinese expressions, cultural background knowledge, business communication skills, and various practical exercises, reflecting both knowledge and practicality.
● Innovative Structure: It arranges teaching in three stages of interpreting instruction: pre-interpreting preparation, on-site interpreting, and post-interpreting evaluation, combining different business themes with practical interpreting techniques.
● Emphasis on Evaluation: It designs collaborative teacher-student evaluation, peer review, and self-evaluation activities to reinforce training effectiveness and genuinely improve students' practical skills. The textbook takes a unique approach, interpreting and exploring the teaching model of business English interpreting in Japanese. Compared to other textbooks, it has the following features:
1. Fully written in English, comprehensive content. It includes both interpreting techniques and exercises, as well as supplementary business interpreting practice and language and cultural knowledge, integrating practicality, business relevance, and knowledge. It has a strong sense of the times and reflects the principles of business interpreting teaching in Japanese.
2. Adopts a new writing model. Based on Daniel Gile’s Multitasking Model (Effort Model) and Xiamen University’s Interpreting Model (Xiada Model), we divide Japanese interpreting teaching into three stages: pre-interpreting preparation (Preparing), on-site interpreting (Performing), and post-interpreting evaluation (Packaging), naming this model the "3P Model." On this basis, we have set up six major modules in the techniques section: Preparing Training, Decoding Training, Memorizing Training, Encoding Training, Coordinating Training, and Packaging Training. These six modules form a complete system for Japanese interpreting training.
3. Draws on and introduces the multidimensional occupational competency concept from British vocational education and the multiple intelligences theory from the United States, creating a diversified evaluation system for China’s vocational and technical education. This system features diversified evaluation content, varied evaluation methods, diversified evaluation subjects, and diversified evaluation entities. While borrowing and introducing advanced international evaluation methods and standards, it does not discard traditional knowledge-based evaluation. Instead, it combines process evaluation with result evaluation, on-site interpreting with scenario simulation, and adopts multiple evaluation methods such as self-evaluation, peer review, and teacher evaluation. It emphasizes the process, creating an active, fair, objective, and interactive evaluation teaching atmosphere, transforming students from passive learners into active participants and encouraging them to value daily efforts.
4. The textbook is rich in content, combining business themes with interpreting techniques. Unit themes cover Protocol Routine, Ceremonial Address, Dinner Party, Business Travel, Business Interview, Business Advertisements, Business Presentations, Enterprise Introduction, Enterprise Culture, Marketing & Promotion, Business Negotiation, Business Meeting, Investment & Profits, Business Policy, International Exhibition, Public Relations, Business Strategy, Transportation & Logistics, and other aspects of foreign affairs and business practice. These themes are derived from real business communication scenarios, meeting the actual needs of social and career development, allowing students to apply what they learn immediately, shortening their adaptation period to society, and thus demonstrating strong practicality. The interpreting techniques section includes Long-term Preparation, Short-term Preparation, Active Listening, Discourse Analysis, Note Taking, Retelling, Public Speaking, Paraphrasing, Figures Interpreting, Idioms Interpreting, Fuzzy Interpretation, Sight Interpreting, Shadowing, and Quality Assessment.
5. The unit writing model breaks conventions, dividing each unit into seven parts: Unit Objectives, Preparing for Interpreting, On-site Interpreting, Post-Interpreting Evaluation, Supplementary Exercises, Self-Assessment, and Key Points of the Unit. This unit writing model reflects, from another perspective, the teaching model of "ability-oriented, evaluation-centered, and student-centered." We hope this innovation can have a strong radiating effect on the textbook writing of other subjects in business English for vocational and technical education, thereby driving reforms in the entire teaching of vocational English.
Given the strong practicality and operational nature of business English, this book strives for practical topics, concise and easy-to-understand language during the writing process. The interpreting techniques section presents a complete and systematic interpreting teaching system, making it easy to operate and use.