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After that,the interpreter visited to the art museum before accompanying the client tofamiliarize the exhibition,paying more attention on the names of artists and paintings andmade some notes beforehand,trying to remember them,which released the interpreter’sburden on memorizing and taking notes during interpreting.The interpreter also made atable of these works.There is one part of the table and the table is in the Appendix B.

2.2 Interpreting Process

That day Sayham decided to meet the interpreter at the school gate and went to theShandong Art Museum by taxi together,while talking a lot with the interpreter on the wayincluding his habits,his feeling of studying at SDUFE and the pictures he drew.Althoughwith some accent,Sayham could speak English very well and had no difficulty incommunicating with the interpreter.Arriving at the Museum,we met the docent and beganour visiting.The Museum was quiet which provided favorable conditions for our visiting,and we visited the three halls-“Landscape·Study”,“Landscape·Society”and“Landscape·World”successively.

During the visiting,the interpreter’s performance varied with docent’s speech indifferent exhibition halls.In the“Landscape·Study”hall,the docent employed asignificant number of specialized terms,classical poems,and four-character phrases.Theinterpreter needed to do much more work on listening and analysis and utilized linguisticknowledge and extra-linguistic knowledge to convey the docent’s meaning as accurately aspossible.

In the“Landscape·Society”hall,the docent spoke faster and would explain twopaintings together sometimes,resulting in an increased amount of information.Theinterpreter had to coordinate the efforts among listening and analysis,note-taking andshort-term memory to ensure the completeness and accuracy of the information.

Chapter Three Theoretical Framework ............................... 8

3.1 Effort Model of Consecutive Interpreting ...................... 8

3.2 The Application of the Effort Model of Consecutive Interpreting .. 10

Chapter Four Case Analysis ............................... 11

4.1 Listening and Analysis ................................ 11

4.1.1 Use of Linguistic Knowledge .......................... 11

4.1.2 Use of Extra-linguistic Knowledge ..................... 13 

Chapter Five Conclusion .......................... 30

Chapter Four Case Analysis

4.1 Listening and Analysis

The linguistic knowledge refers to a person’s understanding,mastery,and ability touse language.This includes knowledge of phonetics,grammar,vocabulary,pragmatics,andother aspects of language,as well as an understanding of language structures,rules,andusage.Extra-linguistic knowledge refers to information outside of language,such ascultural context or background knowledge,that is necessary to understand languageeffectively.Familiarity with linguistic knowledge can help reduce reaction time in listeningand analysis during interpreting activities.Additionally,supplementing withextra-linguistic knowledge can enhance interpretation efficiency.

4.1.1 Use of Linguistic Knowledge

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