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Chapter 1 Introduction 1

1.1 Disciplinary background of the book 1

1.2 Challenges facing interpreting quality assessment and a possible solution 3

1.3 Research goals ofthe book 5

1.4 Research methods of the book 9

1.5 Organization of the book 11

Chapter 2 Defining consecutive interpreting in the context of interpreting teaching 13

2.1 Defining consecutive interpreting 13

2.2 The transfer of meaning in CI 16

2.3 Teaching consecutive interpreting 22

Chapter 3 Language meaning in interpreting:through the eyes of Systemic Functional Linguistics 25

3.1 SFL:an introduction 25

3.2 Language meaning:three metafunctions 32

3.3 SFL and translation quality assessment 44

Chapter 4 Interpreting quality assessment literature 47

4.1 Empirical studies on IQA 48

4.2 Common Criteria in interpreting assessment 50

4.3 Interpreting quality assessment models for the training purpose 52

4.4 Summary 54

Chapter 5 Status quo of IQA in the training setting 55

5.1 IQA from the eyes of students:the survey 55

5.2 IQA from the eyes of trainers:the interview 64

5.3 Summary 70

Chapter 6 Setting up the model 71

6.1 The issue of validity and reliability 72

6.2 Overview of the model 74

6.3 Implementation of the model 80

6.4 Pilot application of the model 83

6.5 Summary 89

Chapter 7 SFL based quality assessment of students'interpretation 90

7.1 Data collection and corpus building 90

7.2 Assessing C-E interpreting 97

7.3 Assessing E-C interpreting 123

7.4 Summary 142

Chapter 8 SFL based assessment and interpreting teaching 143

8.1 Use the assessment results in interpreting teaching 143

8.2 Notes on model application 154

8.3 Summary 159

Chapter 9 Conclusion 161

Appendix Ⅰ Transcription of source speech of C-E Interpreting 168

Appendix Ⅱ Transcription of source speech of E-C Interpreting 170

Appendix Ⅲ Lexicogrammatical analysis of the C-E ST 172

Appendix Ⅳ Lexicogrammatical analysis of the E-C ST 181

References 186

Postscript 197