| Synopsis | 第1-6页 |
| 摘要 | 第6-12页 |
| Introduction | 第12-14页 |
| Chapter 1 A review of quality assessment | 第14-20页 |
| ·Diversity of interpreting quality models | 第14-17页 |
| ·Skopos-oriented or function-oriented approach | 第15-16页 |
| ·Reader’s response-oriented approach | 第16-17页 |
| ·Instrumental quality | 第17-20页 |
| Chapter 2 The need to satisfy our customers | 第20-33页 |
| ·Customers and market | 第20-22页 |
| ·A comparison of “self-serving”and “proactive”interpreters —a game theory illustration | 第22-25页 |
| ·Define the role of interpreter | 第25-27页 |
| ·Customers and interpreting quality | 第27-33页 |
| Chapter 3 Types of customers | 第33-60页 |
| ·Text typology | 第33-34页 |
| ·Typology of interpreter-mediated events | 第34-36页 |
| ·Types of receivers | 第36-60页 |
| ·Major previous studies | 第36-39页 |
| ·The empirical studies on lower educated receivers | 第39-44页 |
| ·Parameters | 第44-60页 |
| Chapter 4 Application of Customer Analysis | 第60-88页 |
| ·Basic method of using customer analysis to solve “conflict problem”between interpreting actors | 第60-74页 |
| ·Norms: professional norms and expectancy norms | 第60-63页 |
| ·Discourse and norms | 第63-68页 |
| ·How to use customer analysis and apply norms in “conflict case” | 第68-71页 |
| ·Fidelity problem | 第71-74页 |
| ·Application of customer analysis in field interpreting —example illustration | 第74-88页 |
| ·Pre-interpreting stage | 第74-84页 |
| ·In-interpreting stage —dynamic adaptation to receivers’reaction | 第84-87页 |
| ·A broader perspective | 第87-88页 |
| Chapter 5 Application of “customer analysis”in interpreter training | 第88-93页 |
| ·Build students’“pragmatic”concept | 第88-90页 |
| ·Cultivate students’proactive working attitude and flexibility | 第90-91页 |
| ·Some thoughts on curriculum design | 第91-93页 |
| Conclusion | 第93-94页 |
| Appendix | 第94-96页 |
| Bibliography | 第96-99页 |
| Acknowledgements | 第99页 |
