Abstract
Due to the null subjects in Chinese, in the process of Chinese-English interpreting, apart from following the syntactic linearity, interpreters should appropriately adopt amplification since English is a subject-significant language. Based on data from learner-generated corpus, this paper examines how and why the amplification should be appropriately adopted when translating the complex null-subject Chinese sentences among interpretation major undergraduate students. Common ways of amplification when translating the complex null-subject Chinese sentences are summarised, and relevant pedagogical insights are drawn.
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