文摘
英文文摘
声明
Introduction
Chapter 1 Theoretical information
1.1 Some definitions
1.1.1 Sight translation
1.1.2 Sight interpreting
1.1.3 Simultaneous interpreting
1.1.4 Clarification of some points about ST and SIT in this thesis
1.2 Related studies
1.2.1 Gile's Effort Models
1.2.2 Agrifoglio's research
1.2.3 Lambert's research
Chapter 2 Reasons to attach importance to ST and SIT training
2.1 Differences and similarities between ST/SIT and interpreting from a pure oral source
2.1.1 Written vs. spoken language
2.1.2 Reading vs. listening
2.2 Advantages of ST and SIT training
2.2.1 Shared attention analysis
2.2.2 Automatism factor
2.3 Special difficulties in ST and SIT
2.3.1 Visual interference of the source language
2.3.2 Linguistic characteristics of the texts used in ST and SIT
2.3.3 Interference of the speaker in SIT
Chapter 3 ST and SIT skills
3.1 Reading comprehension
3.1.1 Reading process in ST
3.1.2 Sentence comprehension
3.2 Segmentation
3.2.1 What to segment
3.2.2 How to segment
3.2.3 Where to segment
3.3 Memory
3.3.1 Memory of meaning
3.3.2 Short-term memory in ST and SIT
3.4 Coordination
3.5 Delivery
3.6 Summary
Chapter 4 Suggestions for ST and SIT teaching
4.1 Real work situations
4.2 Student-centered classroom
4.2.1 What is student-centered approach
4.2.2 How to create student-centered teaching
4.2.3 How to apply this approach to ST and SIT teaching
4.3 Phases of ST and SIT training
4.3.1 Phase 1 Reading comprehension
4.3.2 Phase 2 Segmentation
4.3.3 Phase 3 Quasi ST and SIT practices
4.4 Summary
Conclusion
Bibliography
Acknowledgements
