Abstract: "Deverbalization" is a crucial stage in terms of Paris School's interpreting process, also a controversy in interpreting research. The study of bilingual memory representation brings logical links among bilingual proficiency, learning backgrounds and strategies and translation processing routes, which provides a new perspective to the nature of "deverbalization", the differences in accomplishment and the ways to realize it. Firstly, regarding the nature of "deverbalization", it is essentially a conceptmediated processing route, whose realization is restricted by interpreters' bilingual memory representation. Accordingly, transcodage or formbased interpreting is a wordassociated processing route. Secondly, bilingual memory representation models can explain the coexistence of "deverbalization" and transcodage, as well as the extent to which different types of interpreters accomplish deverbalization, which can also be regarded as alternatives to the Triangle Interpreting Model of Paris School. Finally, by analyzing the factors influencing the realization of deverbalization in the perspective of bilingual memory representation, the paper proposes that interpreting training should give priority to the optimization of trainees' memory representations through language enhancement and raising their awareness of flexibly selecting the proper processing route according to the given situation, which serve not only as effective means of accomplishing deverbalization, but also constitute an essential part of undergraduate and preliminary phase of post graduate interpreting teaching.

Key words: interpreting, deverbalization, bilingual memory representation, concept-mediated, processing route, interpreting teaching