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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