Theoretical Grounding and Practical Application: Embedding Gile’s Insights in Interpreter Training for an Enhanced MTI Curriculum

The rapid expansion of Master of Translation and Interpretation (MTI) programs in China has revealed a critical gap: uneven theoretical literacy among both instructors and students. This paper argues for the need to enhance theoretical literacy in skill-oriented training settings. Drawing primarily on Daniel Gile1’s critical work in The Contributions of Cognitive Psychology and Psycholinguistics to Conference Interpreting: A Critical Analysis (hereinafter referred to as Analysis), this study posits that theory-informed pedagogy helps to facilitate students’ practical training, to structure their academic theses and to accommodate their diverse undergraduate backgrounds. By taking Analysis as a core text for intensive reading and classroom discussion, the paper demonstrates how integrating cognitive and psycholinguistic perspectives can demystify the interpretation process, transcending a purely craft-based approach. Such integration equips students to analyse their own performances, to frame practice-based theses within a robust theoretical framework and to navigate future career paths with greater analytical awareness. The paper concludes that empowering MTI trainers with solid theoretical knowledge is the cornerstone of nurturing not just skilled practitioners, but reflective professionals and critical thinkers.