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 of the 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
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