Chapter ⅠTask Introduction
1.1 Task Background
Equestrian sport is the only one that needs the cooperation of human and animal. The rich connotations such as historical accumulation, humanistic feelings, chivalry, animal welfare, and harmony between human beings and nature behind such projects also make its unique charm gradually recognized by more and more people. With the sustainable development of the economy of China, the constant improvement of the resident consumption level, the diversified development trend of the consumption demand, and the attention paid by the country to the sports consumption to promote the economic development, the equestrian industry of our country has moved into a new stage which developed rapidly, as well as the equestrian clubs, racecourse, equestrian parks and other equestrian institutions throughout the country. (Zhou Jianhua，Xiayun，2016). More and more people love riding, raising horses, participating in equestrian training, attending horse racing training, and watching equestrian (horse racing) events on account of that equestrian (horse racing) has become a very important part of many people’s lives. In recent years, these frequent exchanges and in-depth cooperation of equestrian (horse racing) industry organizations especially many international equestrian (horse racing) events were held and participated between China and foreign countries. All of these require us to master some professional vocabulary and terminology of equestrian (horse racing) to understand the English expression of relevant professional knowledge of equestrian (horse racing), and to promote the development of equestrian (horse racing) industry in China for better strengthening international exchanges and promoting international cooperation and learning better from the mature experience and advanced technology of horse racing industry abroad .
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1.2 Task Objectives
Currently, the equestrian industry is gradually developed in China. Most of them draw lessons from the relevant experience of foreign countries, combine with the national conditions of China, and introduce different systems of equestrian industry to promote the development of equestrian industry in China. This Australian pony clubs entrusts famous coach Felicity Stanway with visiting China for the first time in Shijiazhuang for the equestrian exchange training to the coaches of the Australian Pony Club in China. The author acted as an interpreter in this exchange training. The task is intended to help the foreign teacher to share experience of equestrian expertise to the coaches who came from China, so that the riders and coaches can be inspired and answer relevant questions. In addition to the important expressions of related events, equestrian industry is also closely related to the life of the horse, so the translation should be as simple as possible, and the expression of relevant professional terms should also have been prepared. The trained riders who have relatively poor English are all experienced riders with more professional knowledge.
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Chapter Ⅱ Theoretical Foundation
2.1 Origin of Interpretive Theory
The Paris School of interpretation was born in France in the late 1960s. Its core representatives are Seleskovitch and Lederer of the Paris High School of Translation. Guided by the theory of cognitive science, this paper explores the perception, understanding, memory, extraction and expression of meaning in the process of interpretation, and establishes the Interpretation Theory which is the first set of systems in international interpreting to explain the psychological process of interpreting, and guides the teaching and practice of conference interpretation.
Interpretation Theory holds that interpretation is not a direct transformation from the source language to the target language, but rather a expression based on understanding. The key point of this theory is that interpretation is a process of interpretation based on verbal understanding and cognitive supplement of extrinsic knowledge.) The object that the interpreter understood ,translated and expressed is the significance and ideas speaker and author want to expressed rather than the language form of the source language. The crucial mission for interpreter is convey the essence of source language by deverbalization（Gong Longsheng，2008）
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2.2 Content of Interpretive Theory
Cognitive knowledge also known as "cognitive knowledge base" refers to the knowledge of the real world outside the language. Fundamentally speaking, text is the product of the combination of language knowledge and external knowledge. Communicative meaning can only come into being after the combination of language knowledge and external knowledge. Seleskovich once said, "We can never do a heart transplant, but we must be familiar with the terminology to make it clear."
(1) linguistic knowledge. It is self-evident that an interpreter should have complete
knowledge of the language from the outset. An interpreter should not learn to interpret while learning a foreign language, but should learn interpreting only after he has mastered the relevant language so that attention can be focused on the content when listening to the speaker utterance.
Cognitive context. The knowledge gained through the concrete and direct interpretation of the translated material, such as the word "processed cheese" in English, may be the "chomage cuit" cooked cheese in French in a specific cognitive context. In Chinese, the phrase "you have worked hard" may be "Vous ê tes fatigu é e!" in French in a specific cognitive context. But it could be "Vous avez fait un bon voyage?" in the same language. "Vous avez bien travaill é!" Or "Did you have a good trip?" in English "How was the flight?" etc.
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Chapter Ⅲ Interpreting Process Description ··············· 112.2 Content of Interpretive Theory
Cognitive knowledge also known as "cognitive knowledge base" refers to the knowledge of the real world outside the language. Fundamentally speaking, text is the product of the combination of language knowledge and external knowledge. Communicative meaning can only come into being after the combination of language knowledge and external knowledge. Seleskovich once said, "We can never do a heart transplant, but we must be familiar with the terminology to make it clear."
(1) linguistic knowledge. It is self-evident that an interpreter should have complete
knowledge of the language from the outset. An interpreter should not learn to interpret while learning a foreign language, but should learn interpreting only after he has mastered the relevant language so that attention can be focused on the content when listening to the speaker utterance.
Cognitive context. The knowledge gained through the concrete and direct interpretation of the translated material, such as the word "processed cheese" in English, may be the "chomage cuit" cooked cheese in French in a specific cognitive context. In Chinese, the phrase "you have worked hard" may be "Vous ê tes fatigu é e!" in French in a specific cognitive context. But it could be "Vous avez fait un bon voyage?" in the same language. "Vous avez bien travaill é!" Or "Did you have a good trip?" in English "How was the flight?" etc.
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3.1 Initial Analysis and Preparation ····················· 11
3.2 Interpreting Process ···························· 14
3.3 Reflections after Interpreting ······················· 14
Chapter Ⅳ Case Analysis ······························ 17
4.1 Case Study under the Application of Interpretation Theory ·························· 17
4.1.1 Comprehension of Meaning ························· 17
4.1.2 Cognitive Supplement ··························· 18
Chapter Ⅴ Summary ····························· 25
5.1 Difficulties························ 25
5.2 Audience Assessment and Self-reflection ·················· 26
5.3 Suggestions for Future Practices ······················ 27
Chapter Ⅳ Case Analysis
4.1 Case Study under the Application of Interpretation Theory
4.1.1 Comprehension of Meaning
Interpretation Theory holds that the goal of translation is not linguistic symbols, but meaning, which is to distinguish linguistic meaning and non-verbal meaning in the process of translation. What the translator wants to convey is not the meaning of the language symbol, but the meaning or meaning that the source language really expresses. The interpreter needs to make specific and accurate analysis based on other factors such as context and communication environment.
例句 1：Once you have got the horse and stable ready, bring in your grooming kit box and put it safely at the side of the stable where the horse cannot tread on it, and also bring in a skip.
译文：马匹和马房准备就绪后，拿出刷马工具箱，把它放在马房一侧安全位置，准备一个抠蹄盆。
"skip" usually means "跳过，略过"in Chinese and another less commonly used meaning, "料盆" In this case, the structure of the sentence is simple, but it is absolutely wrong when it were translated as"跳过" or "省略" .If you only consider the language meaning of "skip", and of course it is not appropriate to translate it into a "料盆" .while depending on the context and the expression color of speaker language , it should be interpreted as "抠蹄盆.".
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Chapter Ⅴ Summary
5.1 Difficulties
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Chapter Ⅴ Summary
5.1 Difficulties
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