Since the early 1970s, interpreting strategies have aroused much interest among interpreting
research scholars. Strategies should be recommended as components of interpreter
training because they are useful for interpreters to solve or avoid problems resulting from
cognitive and language-specific constraints. This paper reports on a small-scale study, investigating
if undergraduates’ strategy use is positively related to their teachers’ inclusion
of strategy training in the consecutive interpreting classroom. Forty-one undergraduate
trainees and three of their teachers participated in the study. Retrospection was used to
collect data on participants’ mentioning of strategy use immediately after performing
consecutive interpreting from English into Chinese. Questionnaires were administered to
elicit data on teachers’ inclusion of strategies in class. Data analysis shows that sixteen
strategies were used by the students and that those strategies were taught by their teachers.
A correlation analysis shows that there is a moderate correlation between student’s strategy
use and their teachers’ inclusion of strategy training.
