Chapter 1 Introduction

1.1 Disciplinary background of the book

1.2 Challenges facing interpreting quality assessment and a possible solution

1.3 Research goals ofthe book

1.4 Research methods of the book

1.5 Organization of the book

Chapter 2 Defining consecutive interpreting in the context of interpreting teaching

2.1 Defining consecutive interpreting

2.2 The transfer of meaning in CI

2.3 Teaching consecutive interpreting

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

3.1 SFL:an introduction

3.2 Language meaning:three metafunctions

3.3 SFL and translation quality assessment

Chapter 4 Interpreting quality assessment literature

4.1 Empirical studies on IQA

4.2 Common Criteria in interpreting assessment

4.3 Interpreting quality assessment models for the training purpose

4.4 Summary

Chapter 5 Status quo of IQA in the training setting

5.1 IQA from the eyes of students:the survey

5.2 IQA from the eyes of trainers:the interview

5.3 Summary

Chapter 6 Setting up the model

6.1 The issue of validity and reliability

6.2 Overview of the model

6.3 Implementation of the model

6.4 Pilot application of the model

6.5 Summary

Chapter 7 SFL based quality assessment of students'interpretation

7.1 Data collection and corpus building

7.2 Assessing C-E interpreting

7.3 Assessing E-C interpreting

7.4 Summary

Chapter 8 SFL based assessment and interpreting teaching

8.1 Use the assessment results in interpreting teaching

8.2 Notes on model application

8.3 Summary

Chapter 9 Conclusion

Appendix Ⅰ Transcription of source speech of C-E Interpreting

Appendix Ⅱ Transcription of source speech of E-C Interpreting

Appendix Ⅲ Lexicogrammatical analysis of the C-E ST

Appendix Ⅳ Lexicogrammatical analysis of the E-C ST

References

Postscript