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Phrasal verbs (PVs), comprising a lexical verb and an adverbial particle, are a notoriously difficult category of multiword units even for advanced learners of English because of their syntactic peculiarity and semantic complexity. Non-native professional interpreters have also been found to use PVs much less often than their native counterparts in simultaneous interpreting into English. This study aims to generate a pedagogical list containing the most frequent PVs and their major meanings for conference interpreting purposes. A corpus-based approach was adopted to identify PVs in a 724,054-word corpus comprising transcribed speeches interpreted into or held in English during the European Parliament plenary sessions. Out of a total of 461 PVs, 169 PVs crossed the lowest frequency threshold. They make up 87.07% of all PV occurrences in the corpus, suggesting the dominance of the top 1/3 of the PVs. Semantic analysis showed that the 169 PVs have a relatively small number of key meanings (two on average), and that the primary meanings play a dominant role. Available as an online supplemental material, the European Parliament Conference English Phrasal Verb Pedagogical List (The EP-CE PHaVE List) contains these most frequent 169 PVs, their major meanings, and example sentences extracted from the corpus.

Back-interpreting practice refers to interpreting the translated version of a speech back to its source language. The learning opportunities provided by backinterpreting practice can be explained by Swain's (1985) comprehensible output hypothesis, Laufer and Hulstijn's (2001) involvement load hypothesis, and Schmidt's (1990) noticing hypothesis. In the present study, back-interpreting tasks, blended regularly into the undergraduate EFL classroom for 12 weeks, involved 43 high-intermediate to advanced learners working in pairs and interpreting the Chinese translation of English spoken discourse back into English. They then learned useful expressions from the original English discourse before discussing relevant topics in small groups. Two task types--role plays and chain games--were created to avoid monotony. Qualitative data from focus-group interviews were analyzed to understand 12 lower-level speakers' and 11 higher-level speakers' perceptions of the two task types and of the practice in general. Results showed that the format of role plays primed learners to put themselves in the listeners' shoes by focusing on the gist and avoiding literal interpretation. However, the problem of incomprehensibility still existed for some lower-level speakers, and some higher-level speakers might have slacked off by being vague, failing to exhaust their linguistic resources. On the other hand, chain games engaged learners more because higher concentration, faster responses, and language flexibility were required. The format also facilitated more collaboration and peer-learning. Back-interpreting practice exposed learners' blind spots and enhanced their awareness of native-like expressions. The practice may address the challenges of large class size and heterogeneous oral proficiency levels witnessed in EFL contexts.

Despite a cognitive disadvantage when interpreting into one's B language, strategy use and awareness of norms allow interpreters to be resourceful and efficient in achieving communicative goals. There is a need to incorporate strategy training in interpreter education, especially when teaching into-B interpreting. However, strategy taxonomies proposed by different scholars are incompatible, causing confusion in teaching. Furthermore, strategies are not meaningfully represented in a model that justifies their use. This paper aims to re-conceptualise production-related interpreting strategies for pedagogical purposes, accommodating trainers' suggestions about into-B interpreting. Taking cognitive and temporal constraints as well as interpreting norms into account, we create a trainee-friendly strategy model and a taxonomy that help students understand how strategies fit into a larger picture. Interpreting strategies are re-categorised into three main types: problem-solving, problem-preventing, and message-enhancing. Strategies are streamlined, adjusted, renamed, and grouped under four catchy principles: BE FLEXIBLE, ONE CHUNK AT A TIME, BE CLEAR, and BE CONCISE. For pedagogical application of this strategy taxonomy, we adopt an instructional framework that activates cognitive, metacognitive, and social-affective aspects of learning.

Chlorinated paraffins (CPs), which were conventionally classified into short- (SCCPs), medium- (MCCPs) and long- (LCCPs) chain CPs, have received growing attention due to their wide usage and extensive detection in environmental samples and biota. The number of studies regarding the biomonitoring of CPs in human beings increased rapidly and their health risk gained great concern. This review summarized their occurrence and homologue patterns in human matrices including blood/serum, placenta, cord serum and breast milk. As the production and usage of SCCPs was progressively banned after being listed in Annex A of the Stockholm Convention, the production of MCCPs and LCCPs was stimulated. Accordingly, the ratio of MCCPs/SCCPs in human samples has increased rapidly in the last 5 years. The current understanding of exposure routes and risk assessments of CPs was also reviewed. Oral dietary intake is the most predominant source of daily CP intake, but dust ingestion, inhalation and dermal exposure is also nonnegligible, especially for MCCPs and LCCPs. Furthermore, the reported upper bound of the estimated daily intakes (EDIs) in various risk assessment studies was close to or exceeded the tolerable daily intakes (TDIs). Considering the bioaccumulation and long-lasting exposure of CPs, their health impacts on humans and the ecosystem required continuous monitoring and evaluation. [ABSTRACT FROM AUTHOR]