Correlation Research on College Oral English Teaching and Interpretation

DOI

10.2991/icsshe-16.2016.115How to use a DOI?

Keywords

College English teaching, Oral English, Interpretation, Correlation

Abstract

With the quickening pace of internationalization, the role and status of interpretation in diplomatic activities are becoming obviously important. The interpretation courses are also emerging in college English education endlessly with their benefits. Interpretation, however, taking training skills as the main purpose, hasn't been taken for granted as a major course seriously. Most of interpreting textbooks still take piling up all kinds of interpreting vocabulary and reading materials as the main content and ignore the fact that interpretation is an integrated discipline with the collection of listening, speaking, reading, writing and translating skills. Interpreting teaching in university, therefore, should firstly consider the relationship between interpretation and the five English skills. Oral English, as one of the essential skills of interpreting teaching, is obviously correlated with interpreting research. In terms of the importance of the relationship between interpretation and oral English, this paper has carried out the correlation research in combination of theory and practice in order to explore the deep relationship between oral English and interpreting, guiding the further development of college oral English teaching.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Xiaoyi Liu
PY  - 2016/07
DA  - 2016/07
TI  - Correlation Research on College Oral English Teaching and Interpretation
BT  - Proceedings of the 2016 2nd International Conference on Social Science and Higher Education
PB  - Atlantis Press
SP  - 455
EP  - 458
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-16.2016.115
DO  - 10.2991/icsshe-16.2016.115
ID  - Liu2016/07
ER  -