Consecutive Interpreting Research Articles

Bilateral Interpretation and Its Teaching Methods to Foreign Students

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

Memory mechanism for consecutive interpretation in second language Japanese learners

Memory mechanism for consecutive interpretation in second language Japanese learners

The didactic space of the learning situation of consecutive interpretation in teaching students - future translators

The didactic space of the learning situation of consecutive interpretation in teaching students - future translators

SOME METHODS OF TEACHING CONSECUTIVE INTERPRETING IN THE SITUATIONAL CONDITIONS

The article analyses the game method, as a method of teaching consecutive interpretation of senior students of a language university. At present, the role of the interpreter as an intercultural intermediary is growing, that implies the mastery of students’ skills in interpretation activities in various communication situations. The exercises-games presented in the article allow teachers to model different types of interpretation situations in the classroom and promote the willingness of future interpreters to carry out interpretation activities in real conditions of intercultural communication.The relevance of the purposeful formation of students' skills in consecutive interpreting is caused, on the one hand, by increased requirements for professional training of an interpreter in the context of reforming the teaching of foreign languages at universities and, on the other hand, insufficiently systematic teaching this important type of interpreting activity to students. In order to increase the effectiveness of teaching students of a language university consecutive interpreting (CI), it is necessary to use various exercises that take into account the psychological characteristics of under taking interpreting activities. As the practitioners of interpreting claim, the specifics of an interpreter’s work is that (s)he often has to deal with subject areas that (s)he is far from due to his/her humanitarian linguistic education. That is why specialists in the field of interpretation training recommend constant expanding their horizons, trying to learn as much as possible special terminology associated with various industries and scientific knowledge. The method described in the article contribute to the process of developing students’ skills and expanding their background knowledge.

Language Choice in Note-taking for C-E Consecutive Interpreting—An Empirical Study on Trainee Interpreters in China’s Mainland and Taiwan

Based on features of language in note-taking for C-E consecutive interpreting, this research studies and analyzes possible reasons behind the language choice of trainee interpreters in consecutive interpreting. The research combines quantitative and qualitative methods, and conducts a questionnaire survey, consecutive interpreting experiments and semi-structured interviews with 12 trainee interpreters in China’s Mainland and Taiwan. The research shows that notes in language forms account for the largest percentage of notes taken in consecutive interpreting, and that language choice in note-taking cannot be totally explained using the “source language vs. target language” or “A language vs. B language” dichotomy, but is also influenced by efficiency of handwriting and interpreters’ training profile.

Holistic assessment of consecutive interpretation

Abstract The article aims to show how interpreter trainers holistically grade student performances. For this purpose, experimental rating sessions were held for four undergraduate interpreter trainers. The raters were asked to think aloud their quality judgments while holistically assessing six recordings of consecutive interpretation. Their concurrent verbal reports, along with reflective reports, interview transcripts, and video recordings of computer screen activity, were collected and analysed in detail. Findings revealed various facets of interpreting performance assessment, including what procedures the raters followed, what aspects of the performance they focused on, what criteria they depended on for their judgment decisions, and why two ratings of the same performance were divergent. This article also presents a tentative model for holistic rating of consecutive interpretation.

PROMOTING KNOWLEDGE OF COGNITIVE DYSFUNCTION IN MINORITY COMMUNITY-DWELLING OLDER ADULTS

Minorities and older adults represent an intersection of populations that are particularly vulnerable to suboptimal care. The US population is aging and growing more diverse. Dementia afflicts minority populations more than Caucasians. Many people in the community with mild cognitive impairment (MCI) and Alzheimer’s disease do not recognize cognitive, functional or behavioral impairment as abnormal. Several barriers to treatment exist within both the older and minority populations. The Health Resources and Services Administration (HRSA), is the primary Federal agency for improving health and achieving health equity. Queens County in New York City is a multicultural, ethnically diverse urban area with 48% of its population being foreign born. Funded by a grant from HRSA, in collaboration with the South Asian Council for Social Services (SACSS), the Geriatric Resource Interprofessional Program (GRIP) at Memorial Sloan Kettering Cancer Center (MSKCC) developed and conducted educational lectures on “Memory Loss & Dementia” at 7 different community centers in Queens. Between November 2015 and January 2019 eight sessions were conducted. A total of 182 people attended. Their mean age was 68, 59% were women. 71% were born in South Asia. Consecutive interpretation of the lecture was performed; the written materials were translated beforehand. Pre and post-test questionnaires were administered to measure understanding of the topic, and qualitative comments collected. The developmental process, results of the study and challenges we faced in developing and applying the educational initiative will be presented.

Semantic Tag Categories in Corpus Linguistics: Experience and Examination

Two types of semantic annotation: facet and pointer are discussed in the article;where it is noted that if the facet method requires consecutive interpretation of a unit, the genealogy method requires the group, group, and field to be defined. The first method is from word to word, second method to meaning. This shows the application of the word -> meaning, meaning -> word principle in both the expert's process of searching and the interface that is reflected in the interface. Priority of such features as lexical-grammatical, lexical-thematic, methodological assessment characteristic, derivative characterization as a result of observation of existing online corps; The constants and operator-classifier tags are also defined as permanent labels are the main points of the research.

Consecutive interpreting performance. Women and men compared

AbstractWhy are there so few male students attending the SSLMIT (Advanced School of Modern Languages for Interpreters and Translators) in Forlì? Why are interpreters generally women? Is there a biological or social explanation linked to gender differences in speaking abilities? This study is intended to provide an experimental analysis of possible differences and similarities between male and female students of interpretation. On the basis of the theories put forward by Gender Studies and a series of neuro-linguistic investigations on simultaneous interpreters, it seems that women and men in fact differ in the way they speak, communicate and also in their practice of interpretation. For this study, the interpretation mode chosen is consecutive and the linguistic combination is from German into Italian; the sample is made up of 14 women and 14 men, whose first or second foreign language is German. The texts selected for the CI (Consecutive Interpreting) present different linguistic features, topic, reading pace and length. The first is a speech, which deals with economic-financial matters, shows a high density of numerical expressions and specific sectorial terms. The second text is an article about health, which presents a considerable number of idiomatic expressions and terms related to the medical field. The comparison between the deliveries made by the interpreters of both sexes and the analysis of the answers provided by the questionnaires handed out to the students show some remarkable gender differences. Overall, it seems that male interpreters perform better as far as numbers, dates, and economic vocabulary are concerned, while female interpreters are better at handling figurative language and words related to health. Consistent with this finding, women maintained a higher degree of fluency in the delivery of the second text, while men were more fluent in the first. Although these results do not claim to be of statistical significance, they show that differences related to sex may have an impact on the performance of interpreters.

순차통역 노트테이킹 계층화에 관한 사례연구 - 한일 순차통역 입문 수업을 중심으로 -

순차통역 노트테이킹 계층화에 관한 사례연구 - 한일 순차통역 입문 수업을 중심으로 -

Prosody Instruction for Interpreter Trainees: Does Methodology Make a Difference? An Experimental Study

Abstract This study investigates the effect of explicit vs. implicit prosody teaching on the quality of consecutive interpretation by Farsi–English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences, Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders (6 female and 6 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of consecutive interpreting before starting the program. The control group listened to authentic audio tracks and did exercises in consecutive interpreting. The first experimental group received explicit instruction of English prosody and did exercises based on the theoretical explanation which was provided by their Iranian instructor. The second experimental group received implicit instruction of English prosody through the use of recasts. The total instruction time was the same for all the groups, i.e. 10 hours. Students then took a posttest in consecutive interpretation. The results showed that explicit teaching of prosody had a significantly positive effect on the overall quality of interpreting from Farsi into English compared with that of implicit prosody instruction. These results have pedagogical implications for curriculum designers, interpreter training programs, material producers and all who are involved in language study and pedagogy.

Специфические характеристики переводческого аудирования и их дидактические функции в процессе обучения студентов устному последовательному переводу

Специфические характеристики переводческого аудирования и их дидактические функции в процессе обучения студентов устному последовательному переводу

Norma i uzus w dydaktyce przekładu specjalistycznego wobec oczekiwań rynku pracy

The author focuses on issues related to university teaching of interpretation and translation: consecutive interpretation and sight translation in respect of a specialist language, in particular the economic one. The starting point for further considerations is the presentation of the characteristics of the above-mentioned specialist language and the question regarding the role and importance of specialist knowledge and quality criteria in the process of interpretation and translation teaching. From the viewpoint of author’s own teaching and practical experience, an attempt is made to diversify priorities, goals and methodological approaches in relation to the above-mentioned forms of interpretation and translation. Market requirements and expectations of potential employers, resulting from job advertisements, become of a particular importance in this context, as they need to be taken into consideration in order to optimize teaching of interpretation and translation.

Understanding Interpreting Strategies: Case Study in Consecutive Interpreting in Jokowi and Malcolm Turnbull Press Conference

The most important duty of a translator and an interpreter is to deliver the message from the SL to TL. Differs from a translator, an interpreter works in a limited time span and will rely on the knowledge and vocabulary he/she knows beforehand in order to deliver the meaning of the speech. Therefore, an interpreter should implement various forms of interpreting techniques, as stated by Li (2015) that strategies are tools for interpreters to overcome challenges in interpreting. The research material of this paper is the President of Republic of Indonesia, Mr. Joko Widodo and Prime Minister of Australia, Mr. Malcolm Turnbull Press Conference on February 2017. The press conference was done by consecutive interpreting. This study is conducted in qualitative approach by Hale and Napier (2013) to show the concept and characteristic of the strategies used in the interpretation and to analyze process and product of interpreting. As result it is found that both of interpreters applied strategy to enhance their understanding of the message and to overcome of the difficulty of the speech and the short time span. The most frequent strategies applied by both of interpreters are transcoding, omission and addition.

Acquisition of interpreting strategies by student interpreters

ABSTRACTTo explore the acquisition of interpreting strategies by student interpreters, the present study first built a framework of 22 strategies based on a thorough literature review, and then identified and compared 21 strategies adopted by 66 student interpreters in a task of B-to-A consecutive interpreting (CI) between two training stages (2nd month and end of an academic year). Quantitative and qualitative analyses of interpreting performance, substantiated by retrospection and interview data, resulted in two major findings. First, as interpreting training proceeded, these students employed more frequently the strategies that interpreting instructors recommended (Type-A strategies, e.g. explicitation), and less frequently the strategies that the instructors advised them to use with caution (Type-B strategies, e.g. approximation) and the strategies that the instructors did not recommend (Type-C strategies, e.g. guessing). Second, the frequency of Type-A strategies positively correlated with interpreting performance, and that of Type-C strategies negatively correlated, especially at Stage 2. In addition, our retrospection and interview data indicated that, for these unbalanced L2 learners, strategy use mostly aimed for better information accuracy and completeness, especially at Stage 2. These results suggest that strategy training is effective, and strategy acquisition is plausible.

A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course

There is a general consensus that novice interpreters should begin their training with consecutive interpreting (CI) and only move on to simultaneous interpreting (SI) after they have mastered CI. However, working memory (WM) capacity plays a central role in developing professional SI skills, and may even be more important than extended practice. As there is great variability in the innate cognitive abilities of individual people, some novice interpreters may have the potential to perform SI reasonably well. The present study has tested this hypothesis by offering SI training to novice interpreters in a university course, without administering prior CI training during the semester. Midterm and final examinations were conducted to analyze the learners’ SI performances. The findings suggest that student interpreters can perform SI quite well, subject to certain conditions such as preparation time, input rates, and source-text intelligibility. This study explores the pedagogical implications of introducing student interpreters directly to SI training, as well as the curricular arrangements involved.

A Contrastive Analysis of Explicit Cohesion in English Advertising Texts and Their Chinese Consecutive Interpretation Versions

Although much research has been conducted on language features of advertising, little has been reported on the contrast between language use in advertisements, particularly advertisements in English and those in Chinese. Drawing on Halliday and Hasan’s theory about cohesion in text, this paper reports on the explicit cohesion devices used in advertising texts in English and Chinese. The data were derived from Singapore, a multilingual country where English and Chinese are two important languages. A total of thirty advertisements in English and their Chinese versions were analyzed for the distribution of explicit cohesive devices, i.e., lexical cohesion and grammatical cohesion. The study reveals that advertisements in English used more reference and conjunction devices than those in Chinese, whereas Chinese language advertisements employed more ellipsis devices than English language advertisements. It also finds that there were no differences in the use of substitution and lexical devices in English or Chinese language advertisements. The conclusion of the study is finally drawn and the further study is suggested.

효과적인 순차 통역 교육 방안 연구 : 연설문 활용을 중심으로

효과적인 순차 통역 교육 방안 연구 : 연설문 활용을 중심으로

The Functions of Discourse Markers in Chinese-English Consecutive Interpreting

The Functions of Discourse Markers in Chinese-English Consecutive Interpreting

The Influence of Extralinguistic Factors on Speech under the Circumstances of the Bilateral Consecutive Interpretation

The article studies the role, the relationship and mutual influence of extralinguistic factors on speech under the circumstances of the bilateral consecutive interpretation from the Ukrainian language into English and vice versa. The main extralinguistic factors are highlighted, examples of extralinguistic factors in speech are given and the system of their significance in interpreting is analyzed.