| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-10页 |
| Introduction | 第10-12页 |
| Chapter One Project Overview | 第12-22页 |
| 1.1 Background of "The 2014 American Leading Private Schools Educational Forum" | 第12-15页 |
| 1.1.1 Introduction to the Project | 第12-13页 |
| 1.1.2 Parties Involved in the Project | 第13-14页 |
| 1.1.3 Working Requirements of the Organizer | 第14-15页 |
| 1.2 Pre-Interpreting Preparation | 第15-19页 |
| 1.2.1 Glossary of the Interpreting Project | 第15-18页 |
| 1.2.2 Collection of Relevant Information | 第18-19页 |
| 1.3 Completion of the Interpreting Project | 第19-22页 |
| 1.3.1 Duration of the Interpreting Project | 第19页 |
| 1.3.2 Speakers and Their Speaking Styles | 第19-20页 |
| 1.3.3 Quality Management of the Interpreting Project | 第20-22页 |
| Chapter Two Consecutive Interpreting with Effort Models | 第22-26页 |
| 2.1 Introduction to Consecutive Interpreting | 第22-23页 |
| 2.2 Introduction to Effort Models | 第23-24页 |
| 2.3 Importance of Effort Models in CI in the Interpreting Project | 第24-26页 |
| Chapter Three Data-based Analysis on Application of Effort Models in the Project | 第26-38页 |
| 3.1 Data Collection from the Interpreting Project | 第26-27页 |
| 3.2 Problems Encountered During Consecutive Interpreting | 第27-30页 |
| 3.2.1 Memory Deficiency | 第27-28页 |
| 3.2.2 Note-taking | 第28-29页 |
| 3.2.3 Non-verbal Coordination | 第29-30页 |
| 3.3 Coping Tactics for Problems Encountered in the Project | 第30-38页 |
| 3.3.1 Deverbalization | 第31-32页 |
| 3.3.2 Attention Coordination | 第32-35页 |
| 3.3.3 Syntactic Linearity | 第35-38页 |
| Chapter Four Post-Interpreting Summary | 第38-42页 |
| 4.1 Feedback from the Employer and Clients | 第38-39页 |
| 4.2 Self-assessment | 第39-40页 |
| 4.3 Suggestions for Further Studies | 第40-42页 |
| Conclusion | 第42-44页 |
| Bibliography | 第44-45页 |
