Inspirations on English Interpreting Teaching in Guizhou Universities Results from ASEAN English Phonetic Varieties

郑梦怡

中图分类号：H319 文献标识码：A 文章编号：1672-1578（2015）07-0001-01

ASEAN English is a typical English variety， in which phonetic varieties are the most distinct features that may bring barriers in interpreting. Guizhou universities， lie close to ASEAN countries， ought to value the teaching of interpret ASEAN English. This article elaborates ASEAN English phonetic varieties and inspirations on English interpreting teaching which shall be helpful to the exchanges between China and ASEAN countries.

1 English Interpreting Teaching Features in Guizhou Universities

1.1 Textbooks Features

The textbooks contents cover various aspects of Britain and the USA these inner circle countries in the three concentric circle of English theory. Textbooks recording sources are all spoken in British or American English that are regarded as standard English.

1.2 Class Features

To know about the English interpreting classes，the author had phone interviews on 40 English seniors from Guizhou universities， in which we may safely conclude that their teachers seldom introduced general situation of ASEAN countries， never assign exercises of ASEAN English and never play the videos of speeches addressed by ASEAN countries leaders.

As English majors，students cannot only learn to interpret standard English. Students shall know English varieties. Yet it is obvious that students have little access to know and interpret ASEAN English. It is urgent to train students to know and interpret it.

2 ASEAN English Phonetic Varieties Features

ASEAN English phonetic varieties features are as follows.

（1） Variations in Vowels. It always mix long vowels and short vowels. And diphthongs are often be weakened.

（2） Irregular Inflexion. Voiceless consonants like /t/， /p/ and /k/will be pronounced as voiced ones /d/， /b/ and /g/. Alveolar /r/ will be pronounced as /l/. Dentals /θ/ and /e/ will be pronounced as /t/ or /d/， and /θ/ and /e/ always varnish.

（3） Omission in Final Syllable. For example， the word top will be pronounced as /t？蘅/.

（4） Changes in Stress. The distinction between stress

and non-stress is not obvious and the place of stress often moves backward. Word development will be pronounced as /di've'l？藜p'ment/， word necessary will be pronounced as /ne's？藜s？藜ri/.

3 Inspirations on English Interpreting Teaching in Guizhou Universities

3.1 On Teachers

Teachers could lead students to practice the

pronunciations of long short vowels to tell the differences. Teachers may guide students to practice the voiceless consonants. Teachers could lead students to practice the alveolar /r/ and /l/ and differentiate them. Teachers may guide students to consciously move backward the stress place. Teachers might invite students from ASEAN countries in their university to join class.

3.2 On Universities

Universities could increase the number of exchange students with ASEAN countries and might invite senior interpreters who have attended China-ASEAN international conference to talk about the skill of interpreting English varieties. Universities might lead students to be volunteers in China-ASEAN economic and trade exhibit.

3.3 On Students

Students may have shadowing practice of ASEAN English on the basis of mastering the pronunciation of standard English. They might have conversation with foreign students from ASEAN countries in their universities， and use internet to watch ASEAN movies or programs.

4 Conclusion

The phonetic varieties of ASEAN English have

interference on English-Chinese interpreting. Guizhou universities do not pay enough attention to the interpreting practice of ASEAN English. Teachers could lead students to have more practice of phonetic varieties. Universities in Guizhou could add exchange students with universities in ASEAN countries， and organize students to be volunteers in China-ASEAN exhibit. Students could have communication with exchange students， and initiatively have interpreting practice of ASEAN English.

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