Linguistic readiness, which refers to language efficiency required for simultaneous interpretation, is different from that in daily communication. This experiment aims at observing the linguistic readiness of simultaneous interpreting trainees, targeting eight post-graduate students majoring in interpretation. After a mock simultaneous interpreting task, the performance of the train-ees will be assessed by themselves and three native speakers as well. Through the comparison of the assessment made by the train-ees and the native speakers, the author aims at exploring the gap between the number of information points that the trainees think they have delivered and the number that native speakers obtain from the trainees 'production, and classifying those informa-tion points that could not be understood by native speakers into different types. A conclusion is reached that their linguistic readi-ness needs to be improved. Therefore, it is necessary to pay more attention to linguistic readiness in interpreting training.
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