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Article
Affiliation(s)

University of Shanghai for Science and Technology, Shanghai, China

ABSTRACT

From the following three dimensions: listening input, interpreting output, and training materials, this paper explores the problems existing in college interpreting education in the viewpoint of English majors in USST in China, and tends to suggest some solutions.

KEYWORDS

interpretation, problem, education

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References

Guo, H. Y., & Wen, T. (2018). Research on the Teaching Design of MTI English Interpretation Course of Foreign Affairs in Universities[J]. Journal of Higher Education, (18), 118-122.

Li, Y. (2018). An inquiry into the Teaching Reform of English Interpreter Training Based on Skills[J]. Continue Education Research, (10), 139-142.

Liu, J. F. (2001). The Role of Background Knowledge in Interpretation from the Perspective of Schema Theory[J]. Journal of PLA Foreign Language Institute, (6), 70-74.

Peng, B. Y., & Xu, L. N. (2018). Semantic Pathological Analysis of Translation Aphasia[J]. English Square, (10), 37-38.

Wang, B. H. (2019). Construction of Interpreting Theory Based on Epistemology of Interpretation[J]. Chinese Translators Journal, (1), 19-29, 189.

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