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Frontiers in Educational Research, 2020, 3(13); doi: 10.25236/FER.2020.031305.

On the Application of Syntactic Linearity Principle in English-Chinese Simultaneous Interpreting


Yang Ke, Hong Ye

Corresponding Author:
Yang Ke

Southwest Minzu University, Southwest Jiaotong University Hope College, Sichuan Province, 610041, China


What techniques should be used in the process of simultaneous interpreting to ensure smooth output? Is it true that syntactic linearity, as the golden principle of simultaneous interpreting, can optimize interpreters’ working memory, and then ensure the efficient and reasonable allocation of cognitive resources, so as to enhance the quality of interpretation during language processing and output? How to carry out simultaneous interpreting activity, teaching and training by putting syntactic linearity into practice? By analyzing the characteristics of English-Chinese simultaneous interpreting and the cognitive principles embodied in the application of syntactic linearity, the author tries to straighten out the above-mentioned questions, explores the cognitive principles embodied in syntactic linearity as well as the principle’s application in interpretation training, so as to promote both the practice and the teaching of simultaneous interpreting.


Syntactic linearity, Cognitive load, English-chinese interpreting, Application study

Cite This Paper

Yang Ke, Hong Ye. On the Application of Syntactic Linearity Principle in English-Chinese Simultaneous Interpreting. Frontiers in Educational Research (2020) Vol. 3 Issue 13: 30-35. https://doi.org/10.25236/FER.2020.031305.


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