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ABSTRACT
ThisreportisbasedontheconsecutiveinterpretingpracticeforonlinecoursesfromJuly
toSeptember2023foraclient.TheonlinecoursesweredeliveredbyGerman
professorswithpre-recordedvideosandlive-streamingsessionsonvocationaleducation,
pedagogy,andbusinessmanagement.Theclientsetsdownthreerulesaccordingtotheir
importance.Theyarecomprehensibility,conciseness,andfluency.Unliketraditional
interpretingtasks,instantaneitywasnotapriorityforthistask.Theinterpreterconsistently
adherestothesethreerules.Skopostheoryisadoptedinthisreport.Thesuccessesand
failuresintheinterpretationbasedontheclient’sfeedbackarewellanalyzed.Additionally,
theauthorintroducesthebackground,preparations,taskrequirements,and
post-interpretingreflectionsinthispaper.Throughthisinterpretationpractice,theauthor
honesherinterpretingskillsandrecognizesthesignificanceofcateringtotheclient’s
expectations,therebyenhancingthequalityofinterpretationoutputs.
Keywords:Skopostheory,onlinecourseinterpreting,threerules.
III
CHAPTERONE
INTRODUCTION
Thistaskistointerpretpre-recordedcoursesforvocationaleducationand
live-streamingcoursesofQAsessionforamathteacherwhowantstoimprovehis
academicdegree.WiththeoutbreakoftheCOVID-19pandemic,remoteconference
interpretationhasgainedwidespreaduse(王小曼,王斌华,2021).Therefore,the
interpreterdidn’thavetomeettheclientofflinewithemergingtechnologiesofonline
platformssuchasTencentmeetingrooms.
Thesepre-recordedvideosarepartofagraduationprogramjointlyconductedby
BeijingInstituteofTechnologyandDresdenuniversity,aGermanuniversity.Each
videohasitsownsubjectandmostofthemareabout40minutes,featu
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