Relevant bibliographies by topics / Consecutive interpreting

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Consecutive interpreting'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Consecutive interpreting.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Consecutive interpreting"

1

Seredina, Yulia. "TEACHING CONSECUTIVE INTERPRETING USING THE COMMUNICATIVE." Alatoo Academic Studies 2021, no. 4 (December 2021): 94–100. http://dx.doi.org/10.17015/aas.2021.214.11.

Full text
Abstract:
Since consecutive interpreting is usually needed in the settings with real- life communication and has a highly communicative nature, the Communicative approach with its wide range of techniques, activities and exercises can be widely applied for its teaching. This article aims at suggesting practical exercises for teaching consecutive interpreting using elements of the Communicative Approach. Aspects of correlation between the main key features of the Communicative approach and consecutive interpreting are considered and taken into account for such exercises as audio description, paraphrasing and interpretation, prioritizing information, practicing anticipation, imitation of intonation and tone. The suggested exercises can be used during online or real classroom lessons.
APA, Harvard, Vancouver, ISO, and other styles
2

Ilg, Gerard, and Sylvie Lambert. "Teaching consecutive interpreting." Interpreting. International Journal of Research and Practice in Interpreting 1, no. 1 (January 1, 1996): 69–99. http://dx.doi.org/10.1075/intp.1.1.05ilg.

Full text
Abstract:
The authors provide two perspectives on the teaching of consecutive interpreting: The pragmatic approach and the cognitive justification. Consecutive interpreting is described as requiring outstanding skills in language comprehension and production; the article provides relevant exercises to enhance these skills and features an overview of CI practice and teaching. It concludes with a list of references of published and non-published sources dealing with the wider aspects of the CI process.
APA, Harvard, Vancouver, ISO, and other styles
3

Choi, Gyung Hee. "Teaching Community Interpreting Students Consecutive Interpreting." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 11, no. 2 (October 1, 2013): 43–74. http://dx.doi.org/10.1075/forum.11.2.03cho.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Al-Kharabsheh, Aladdin. "Quality in consecutive interpreting." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 1 (June 29, 2017): 21–42. http://dx.doi.org/10.1075/babel.63.1.03alk.

Full text
Abstract:
Abstract Given the lack of sensitization to the multi-dimensional concept of quality, and given the versatility of the concept of relevance, the present investigation attempts to examine the premise that Relevance Theory (RT) can function as a standard or a benchmark for maximizing and/or optimizing quality in CI. Whilst the theoretical part relies heavily on Ernst-August Gutt’s seminal work Translation and Relevance: Cognition and Context (2000), the practical part draws on some empirical data obtained from trainee-interpreters’ recorded sessions at the Hashemite University (Jordan) in order to provide a relevance-driven account for some semantic, syntactic, and cultural difficulties and problems in CI. The study arrives at the main conclusion that the degree of quality in CI largely depends on the degree of relevance achieved by the interpreter’s TL version, i.e., quality in CI would rise exponentially with the degree of relevance achieved by the interpreter’s TL version. The study also concludes that the pragmatic RT can be considered a reliable instrument, a reliable frame of reference, or a reliable screening system that can ensure both relevance-building and a correspondingly concomitant quality-building in CI, i.e., RT can possibly fine-tune the interpreters’ performance in the booth.
APA, Harvard, Vancouver, ISO, and other styles
5

Gengshen, Hu. "ADAPTATION IN CONSECUTIVE INTERPRETING." Perspectives 14, no. 1 (June 20, 2006): 3–12. http://dx.doi.org/10.1080/09076760608669013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Maulida, Delara Siti, and Andang Saehu. "The Procedures of Consecutive Interpreting." Linguists : Journal Of Linguistics and Language Teaching 8, no. 1 (July 19, 2022): 126. http://dx.doi.org/10.29300/ling.v8i1.6339.

Full text
Abstract:
One of the types of interpreting is known as consecutive interpreting. Regarding the modes on how the message is rendered, the interpreter begins to interpret the utterances from the speaker only after the speaker has finished speaking. It is also believed that the procedures of consecutive interpreting involve certain stages. Thus, this small-scale research is intended to explore and discover the procedure of consecutive interpreting. Qualitative design was employed to gather and analyze the data by utilizing open-ended interview in which the interviewee was a professional interpreter. The evidence of this research revealed that there is no determined procedure to perform interpreting since every experts, researchers, and interpreters has their own set of approaches and practices for conducting interpretation consecutively. In general, the steps of consecutive interpreting consist of three stages namely pre interpreting, while interpreting and post interpreting. The procedures of consecutive interpreting are concerned with the interpreter's preparation such as preparing the material, briefing, and professional ethics, the agreement or contract between the organizer and the interpreter, strategy if interpret happened to make mistake, and, most importantly, note-taking techniques.
APA, Harvard, Vancouver, ISO, and other styles
7

Ibrahim Ahmad Ibrahim, Hany, and Ayman El-Esery. "Assessing EFL Learners’ Consecutive Interpreting Skills." Studies in English Language Teaching 2, no. 2 (June 12, 2014): 174. http://dx.doi.org/10.22158/selt.v2n2p174.

Full text
Abstract:
Interpreting is taught to senior EFL learners in Saudi Faculties of Arts. Since it is a branch with a vast number of skills, the present study seeks to evaluate EFL learners’ interpreting skills. Forty graduate-level majors at Uqlat Asoqour Faculty of Arts, Qassim University were chosen randomly to sit for an interpreting test. A consecutive interpreting skills rubric was used to assess twelve interpreting skills over six points scale. Results of the statistical analysis showed variances among the subjects’ interpreting skills, with a need to tackle some of interpreting skills intensively in the translation and interpreting courses presented to EFL students in Faculties of Arts.
APA, Harvard, Vancouver, ISO, and other styles
8

Zhang, Yifei, and Xiaodan Liu. "Self-assessment of Consecutive Interpreting by MTI Interpreting Students." Education, Language and Sociology Research 2, no. 4 (October 11, 2021): p10. http://dx.doi.org/10.22158/elsr.v2n4p10.

Full text
Abstract:
Assessing the quality of interpreting practice and conducting targeted training is the key to improving interpreting ability of MTI student interpreters. By reviewing literature on interpreting assessment and self-assessment, the research has decided the parameters for self-assessment of consecutive interpreting practice, developed a self-assessment form and conducted self-assessment of MTI interpreting students for fifteen weeks. Research results show that students have developed awareness of autonomous quality monitoring and improved their overall interpreting ability.
APA, Harvard, Vancouver, ISO, and other styles
9

Zhou, Xing. "Note-taking Traits and Interpreting Efficiency in Consecutive Interpreting." Communications in Humanities Research 2, no. 1 (February 28, 2023): 604–10. http://dx.doi.org/10.54254/2753-7064/2/2022652.

Full text
Abstract:
This article is going to explore the correlation between the efficiency of note-taking and interpreting ability by comparing different traits of consecutive interpreting notes. The author conducted a small-scaled empirical research by asking two professional students from interpreting major and two untrained students from other majors as samples, with a view to testing their interpreting ability. By comparing the note-taking numbers, forms, and language sources, the correlation between note-taking efficiency and note trait of interpreting can be illustrated by statistics. The result shows that the trained group wrote more words than the untrained group; they also used more abbreviations, symbols, numbers, Chinese, and logical connection words than the other two untrained students. However, they write down less complete words. Due to the significant difference between the results of the two groups, the efficiency of note-taking, a skill that can be improved by practicing, is closely related to note-taking. However, it is not a cause-and-effect relationship.
APA, Harvard, Vancouver, ISO, and other styles
10

Han, Chao, Rui Xiao, and Wei Su. "Assessing the fidelity of consecutive interpreting." Interpreting. International Journal of Research and Practice in Interpreting 23, no. 2 (February 5, 2021): 245–68. http://dx.doi.org/10.1075/intp.00058.han.

Full text
Abstract:
Abstract The study reported on in this article pertains to rater-mediated assessment of English-to-Chinese consecutive interpreting, particularly informational correspondence between an originally intended message and an actually rendered message, also known as “fidelity” in Interpreting Studies. Previous literature has documented two main methods to assess fidelity: comparing actual renditions with the source text or with an exemplar rendition carefully prepared by experts (i.e., an ideal target text). However, little is known about the potential effects of these methods on fidelity assessment. We therefore conducted the study to explore the way in which these methods would affect rater reliability, fidelity ratings and rater perception. Our analysis of quantitative data shows that the raters tended to be less reliable, less self-consistent, less lenient and less comfortable when using the source English text (i.e., Condition A) than when using the target Chinese text (i.e., Condition B: the exemplar rendition). These findings were backed up and explained by emerging themes derived from the qualitative questionnaire data. The fidelity estimates in the two conditions were also found to be strongly correlated. We discuss these findings and entertain the possibility of recruiting untrained monolinguals or bilinguals to assess fidelity of interpreting.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Consecutive interpreting"

1

Jin, Ya-shyuan. "Is working memory working in consecutive interpreting?" Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4451.

Full text
Abstract:
It is generally agreed that language interpreting is cognitively demanding; how- ever, to date there is little evidence to indicate how working memory is involved in the task, perhaps due to methodological limitations. Based on a full considera- tion of key components of interpreting, two series of experiments were conducted to explore how working memory might play a role in discourse and sentence inter- preting. If working memory is implicated both in grammatical encoding into the target language, and in temporary storage of the discourse content, then higher demand in one function might compromise the other. Thus discourses that di er in word orders between languages could increase the processing load and leave less resource for memory maintenance, a ecting recall performance. In Experiment 1, Chinese-English bilingual participants' memory performance was compared when they translated passages from Chinese to English and from English to Chinese, where the expected word order was either congruent or incongruent between source and target. Recall was not sensitive to word order or direction of translation. Per- haps surprisingly, memory for incongruent discourses was numerically better than that for congruent sentences. Experiment 2 showed that interpreting trainees per- formed just like the participants in Experiment 1 did, suggesting that memory performance was not modulated by translation direction in pro cient translators. Experiment 3 explored the relationship between surface form transformation and recall. As discourse paraphrasing did not result in better recall than verbatim recall, it was concluded that the better memory performance for incongruent discourse in- terpreting suggested by Experiment 1 was not the result of active manipulation of word form or word order in interpreting. Finally, a free recall task among native English speakers showed that the incongruent discourses tested in earlier experi- ments were intrinsically more memorable than congruent discourses (Experiment 4). Despite this confound, this series of experiments highlighted the importance of comprehension in interpreting, but it did not rule out the role of working memory in the task. The role of working memory in interpreting was further explored using on-line measures in Experiments 5-8. Experiment 5 replicated a self-paced reading study by Ruiz, Paredes, Macizo, and Bajo (2008), comparing participants’ times to read sentences for translation to those to read them normally. The data showed that participants accessed lexical and syntactic properties of a target language in the reading-for-translation condition when resources were available to them. In order to explore the role of working memory in sentence interpreting, a dual-task paradigm was used in Experiment 6. When participants' working memory was occupied by a secondary task (digit preload), reading times were only different numerically between congruent and incongruent sentences. Crucially, reading times decreased as digit preload increased. Since there were no differences in the interpretations produced or in digit recall, it appears that participants were flexible in their resource allocation, suggesting that processing can be tuned up to optimise performance for concurrent tasks. Experiment 7 refined the procedure in the order of responses for the dual tasks but replicated the results of Experiment 6. A closer examination of participants’ interpretation responses showed that devices that could reduce processing load in target language production may have been strategically employed. Finally, another set of sentences were used in Experiment 8 in an attempt to replicate Experiment 5. A failure to replicate the earlier findings suggested that working memory demand might differ for different syntactic structures in sentence interpreting. All in all, this thesis shows that research in language interpreting benefits by taking a full account of the key components of interpreting. The use of on-line measures allowed us to take a ne-grained approach to the investigation of interpretation processes. It is proposed in this thesis that interpreting research may gain more insight from the data by incorporating some of the theories and methods typically used in research into language production.
APA, Harvard, Vancouver, ISO, and other styles
2

Russell, Debra L. "Interpreting in legal contexts, consecutive and simultaneous interpretation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54808.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Guo, Yijun. "Meaning Transfer in Consecutive Interpreting: A Functional Description of Chinese Government Press Conference Interpreting." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365559.

Full text
Abstract:
Meaning and meaning transfer is central to consecutive interpreting, both pragmatically and theoretically. Therefore, a comprehensive and sophisticated understanding of meaning components, and the process, major influencing factors and patterns of meaning transfer is fundamental not only to consecutive interpreting practice, quality assessment, teaching and training, but also to theoretical studies of consecutive interpreting. To date, however, there has been little comprehensive and systematic study of meaning transfer in consecutive interpreting. Meaning transfer is a multi-dimensional and multi-componential process. For this reason, a multidisciplinary approach is taken, integrating concepts and theories from descriptive translation studies, the interpretive theory of translation, and M.A.K Halliday’s systemic functional linguistics (SFL) with added support from a thorough empirical investigation. In specific, this takes the form of an analysis and description of Chinese government press conference interpreting, following a top-down order. First, drawing on documentary data, we analyse and describe the Social Institutional Context and Situational Context. Second, through analysing and comparing three authentic Chinese government press conference interpreting cases, we investigate the patterns of transferring Experiential, Interpersonal and Textual Meaning and their influencing variables, and explore the possible motivation for the given pattern. With reference to the Social Institutional and Situational Context, we examine and evaluate the meaning transfer patterns and identify the norms for transferring the three types of meaning. Third, various relevant influencing variables are categorized into different contexts which are used for the construction of a meaning transfer model for Experiential, Interpersonal and Textual Meaning, respectively. Finally, these three meaning transfer models are integrated into a comprehensive meaning transfer model for consecutive interpreting.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
4

He, Yuan William. "A corpus-assisted study on modal verbs in consecutive interpreting." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953519.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Liu, Xiao Dong. "How do interpreting patterns implicate neurocognitive processing routes? evidence from English vs Chinese consecutive interpreting." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3959193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Eraslan, Seyda. "International knowledge transfer in turkey the consecutive interpreter's role in context." Doctoral thesis, Universitat Rovira i Virgili, 2011. http://hdl.handle.net/10803/37342.

Full text
Abstract:
This thesis aims to explore the complex role of consecutive interpreters in relation to context. Context shapes how interpreters are positioned within an interaction, conceived of as a multi-level framework comprising the textual level, the interactional level, and the institutional level. The empirical focus is interpreting in seminars run by a Turkish public institution and supported by an international organization in the framework of the country’s development towards EU accession. The case study relies on the triangulation of several types of data, different research methods and settings in order to provide a deeper understanding of the interpreter’s role in context. In accordance with the fieldwork strategy, the focus is on naturally occurring data, including user and interpreter surveys, interviews, and video-recordings of interpreted interactions. The findings of the study reveal that there may be a gap between the general role definitions of interpreters and the strategies they are expected to adopt. User expectations vary depending on situational factors and the role perceptions of interpreters do not necessarily match reality. The analysis of the interpreter’s role in two different events exhibiting a varying degree of formality and interactivity but sharing the same institutional context, interpreting mode, and interpreter, demonstrates the influence of context on the interpreter’s role.
APA, Harvard, Vancouver, ISO, and other styles
7

Yamada, Hiroko. "Interpreting Studies and Undergraduate-level English Education:A Quest to Foster the Dynamic Development of Interpretation as an Academic Discipline." Kyoto University, 2019. http://hdl.handle.net/2433/243318.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ünal, Melis. "Coherence in consecutive interpreting : a comparative study of short and long consecutive interpretations of English texts into Turkish." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608343.

Full text
Abstract:
This study addresses the consecutive mode of interpreting. With a novel three-way approach to assessing coherence, it investigates whether different ways of delivering the target text - short and long consecutive interpreting - contribute to or impede coherence. Cohesion, paralinguistic features and background knowledge are investigated as possible contributing factors to coherence. Accordingly. the study consists of three parts. The first part involves an analysis of cohesive ties in Turkish and English speeches, and in short and long consecutive interpretations of the English speeches into Turkish. The original English and Turkish speeches are used as a benchmark for comparison between non-interpreted and interpreted speech. Part two of the study involves the textual analysis of para linguistic features ill the short and long consecutive interpretations. Part three is a reception study which assesses the participants' perception of coherence in the short and long renditions. The participants of the reception study form two different groups: participants who had specialised background knowledge of the topics discussed in the texts and those who had not. The cohesion analysis shows that long consecutive interpretations are more cohesive when compared with short consecutive interpretations. The analysis of para linguistic features reveals that hesitation markers, pauses, false starts, slips of the tongue, sc1frepairs, drawn out syllables and word repetitions are more frequent in short consecutive interpretations. The reception study shows that the longer renditions are perceived as being more coherent than the shorter renditions, and this perception is higher for participants with relevant background knowledge. The results of the study thus suggest that specialised background knowledge and cohesion contribute to coherence creation whilst the frequent use of para linguistic features impedes coherence. This study contributes to filling the knowledge gaps in relation to coherence in consecutive interpreting and Turkish interpretations of English spoken texts. In particular, it contributes to our understanding of the difference between short and long consecutive interpretations with respect to coherence.
APA, Harvard, Vancouver, ISO, and other styles
9

Chang, Li-Wen. "Investigating note-taking in consecutive interpreting : using the concept of visual grammar." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-notetaking-in-consecutive-interpreting--using-the-concept-of-visual-grammar(51a04db9-f880-45cf-9976-b6cd1cfffb14).html.

Full text
Abstract:
Interpreting studies has so far tended to concentrate on simultaneous interpreting over the consecutive mode. Note-taking – an integral part of consecutive interpreting – has therefore received very little scholarly attention. As an indispensable tool in consecutive interpreting, note-taking plays an important role in supporting the interpreter’s memory. This study argues, however, that the interpreter's notes should not be viewed merely as a memory storage tool, but as a third visual language with its own logic and meaning-making practices that need interpreting. The way in which interpreters read their notes is explored here from the perspective of Social Semiotics for two reasons. Firstly, Social Semiotics conceptualises signs as meaning-making resources which are realized in specific communicative contexts to convey specific communicative intentions – unlike previous approaches to note-taking, that have tended to categorise signs as static constituents of relatively finite sign codes. Secondly, Social Semiotics not only accounts for how written language is used in notes, but also how the pictorial component of communication is encoded and interpreted through interpreter’s notes. The interpreter, as a viewer, has to make use of semiotic resources deployed in the notes in order to reconstruct the information given by the speaker and to produce the target speech for the audience. Therefore, the interpreters’ note-reading stage, based on the interaction between signs, can be conceptualised by reference to the concept of visual grammar. This study draws on visual grammar (Kress and van Leeuwen 2006) to analyse interpreter’s notes with a view to gaining a better understanding of how linguistic and visual semiotic resources are deployed in the process of note-taking. Insight into interpreters’ meaning-making practices and note-taking patterns is gained through an experimental study of the notes produced by nine qualified, practising conference interpreters, during a consecutive interpreting task from English into Chinese. The patterns identified in my data set are then compared with the established prescriptive approaches to note-taking training – which are typically based on relatively stable correspondences between note-taking signs/symbols and their meaning. The analysis focuses on certain elements of the source speech (concepts that can be noted down through the use of vectors, geometrical shapes, specific classificational structures, margin, and salience) as reflected in the notes. The way in which interpreters read their notes involves the interaction between two core modes, such as image and language, and a range of sub-modes, such as vectors, geometrical shapes, composition, framing, salience and calligraphy. The results of the analysis indicate that the way in which interpreters arrange the contents of their notes reflects the depth of the information processing effort required by the note-taking process. The findings suggest that the narrative structure in notes seems to assist interpreters in retrieving information at a micro, lexical level, whereas the visual structure would appear to assist interpreters in retrieving information at a macro, contextual level, e.g. in representing the hierarchies of information value, constructing the structure of rendition, and showing the importance of specific signs.
APA, Harvard, Vancouver, ISO, and other styles
10

Čirvinskienė, Judita. "Reflective analysis of linguistic and non-linguistic strategies of consecutive interpreting: a sociolinguistic investigation." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_160239-29393.

Full text
Abstract:
The research aimed to investigate the process and the product of interpreter's self-reflection defining linguistic and non-linguistic strategies of consecutive interpreting. The work consists of three parts. The first part expounds on models and theories of interpreting process. The second part of the work deals with the phenomenon of consecutive interpreting, the processes involved in it and self-reflection as a tool for improvement of one's skills. In the third part of this work the procedure and the results of reflective analysis are provided. The empirical part of the research revealed that students thinking was oriented not only towards strategies but also towards knowledge and abilities, mistakes and their reasons, and self-assessment. student interpreters most often use compensation strategies, in particular skipping and non-linguistic strategies only accompany linguistic ones.
Šiuo darbu buvo siekiama ištirti vertėjo žodžiu savirefleksijos procesą ir rezultatą, identifikuojantį lingvistines ir ne lingvistines nuosekliojo vertimo žodžiu strategijas. Mokslinio darbo teorinėje dalyje pateikiama mokslinė medžiaga apie nuosekliojo vertimo žodžiu proceso modelius bei teorijas, apie nuosekliojo vertimo ypatybes, mąstymo procesus, savirefleksijos procesą. Pristatomos strategijų klasifikacijos bei jų samprata nuosekliojo vertimo žodžiu procese. Praktinėje dalyje aprašoma fenomenografinio tyrimo eiga ir analizuojami rezultatai. Analizės metu išaiškėjo, kad vertimo studentų mąstymas nukreiptas ne tik į strategijas bet ir į žinias,gebėjimus, klaidas, jų priežastis bei savianalizę. Dažniausiai naudotos kompensacinės strategijos. Ne lingvistinės strategijos tik akomponuoja lingvistinėms strategijoms.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Consecutive interpreting"

1

Gillies, Andrew. Consecutive Interpreting. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315648972.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kozin, Alexander V. Consecutive Interpreting. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61726-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gillies, Andrew. Note-taking for Consecutive Interpreting. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Translation practices explained: Routledge, 2017. http://dx.doi.org/10.4324/9781315648996.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rozan, Jean-Francois. Note-taking in consecutive interpreting. Krakow: Tertium, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rozan, Jean. Note-taking in consecutive interpreting. Krakow: Krakowskie Towarzystwo Popularyzowania Wiedzy o Komunikacji Jezykowej "Tertium", 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Liu, Xiaodong. Cognitive Processing Routes in Consecutive Interpreting. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4335-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Note-taking for consecutive interpreting: A short course. Manchester, [England]: St. Jerome Pub., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Stachowiak-Szymczak, Katarzyna. Eye Movements and Gestures in Simultaneous and Consecutive Interpreting. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19443-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Russo, Mariachiara. L'interpretazione consecutiva dallo spagnolo in italiano: Conoscere altri sistemi per sviluppare il proprio. Bologna: Gedit, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Naikakufu, Japan. "Gengo no kabe o norikoeru onsei komyunikēshon gijutsu no jitsugen": Honkaku jisshō ni muketa jikken hyōka shuhō oyobi riyō sābisu moderu ni kansuru chōsa kenkyū hōkokusho : Heisei 21-nendo kagaku gijutsu sōgō kenkyū itaku shakai kangen kasoku purojekuto. [Tokyo]: Naikakufu, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Consecutive interpreting"

1

Mahmoodzadeh, K. "Consecutive interpreting." In Teaching Translation and Interpreting, 231. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.56.35mah.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dam, Helle V. "Consecutive interpreting." In Handbook of Translation Studies, 75–79. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hts.1.con2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jin (Michael), Yashyuan. "Consecutive interpreting." In The Routledge Handbook of Chinese Translation, 321–35. London; New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315675725-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kozin, Alexander V. "Consecutive Interpreting and Its Many Facets." In Consecutive Interpreting, 1–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kozin, Alexander V. "Consecutive Interpreting: From Language to Communication." In Consecutive Interpreting, 37–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kozin, Alexander V. "Empirical Phenomenology for the Study of Consecutive Interpreting." In Consecutive Interpreting, 67–106. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kozin, Alexander V. "From Consecutive Interpreting to ‘Translation-in-Talk’." In Consecutive Interpreting, 107–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kozin, Alexander V. "From ‘Translation-in-Talk’ to ‘Translation-in-Interaction’." In Consecutive Interpreting, 141–225. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kozin, Alexander V. "The Generative Aspect of ‘Translation-in-Interaction’." In Consecutive Interpreting, 227–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kozin, Alexander V. "Postscript." In Consecutive Interpreting, 259–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61726-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Consecutive interpreting"

1

Welnitzova, Katarina, and Beata Durackova. "PARALANGUAGE SYSTEM AND ITS IMPORTANCE IN CONSECUTIVE INTERPRETING." In 7th SWS International Scientific Conference on ART and HUMANITIES - ISCAH 2020 Proceedings. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sws.iscah.2020.7.1/s26.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lu, Leina, and Ye Chen. "A Survey of Short-term Memory in Consecutive Interpreting Course." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.148.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Li. "Research on Psychological Mechanism of Language Transfer in Consecutive Interpreting." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sitnic, Ina. "Praxeological approaches to consecutive interpreting in the academic environment. Multilingual perspectives." In Masa rotunda "Multilingvism și Interculturalitate in Contextul Globalizarii”, editia III. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/9789975147835.09.

Full text
Abstract:
The article presents an overview on the practices of consecutive interpreting in the higher-education institutions. It emphasises teaching and learning approaches from a multilingual perspective with an aim to compare the realities in different academic environments and namely Department of Translation, Interpretation and Applied Linguistics from Moldova State University (Republic of Moldova), Department of Foreign Languages and Literatures from “Alexandru Ioan Cuza” University of Iasi (Romania), Institute of Translation Studies (IT) from Charles University in Prague (Czech Republic) and Department of Translation Studies (DT) from “Constantin the Philosopher” University of Nitra (Slovakia), where I carried out research stays for my PhD studies from 2017 to 2019. This is a case-study based on personal reflections and conclusions regarding the educational process. The training practices of future interpreters at the mentioned institutions are described with regard to the curricular contents and teaching strategies used in the organisation of the teaching-learning activity: materials, methods, means, timeline distribution of the stages of the lesson, monitoring of students’ activity, degree of student involvement during the lessons and other resources aimed at achieving the set objectives.
APA, Harvard, Vancouver, ISO, and other styles
5

Shao, Xian. "A Study on the Construction of English-Chinese Consecutive Interpreting Corpus." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chen, Weiqi, and Ping Gao. "Big Data-driven Pre-task Preparation for Consecutive Interpreting Mock Conferences Conducted by Student Interpreters." In Proceedings of the 2nd International Conference on Internet Technology and Educational Informatization, ITEI 2022, December 23-25, 2022, Harbin, China. EAI, 2023. http://dx.doi.org/10.4108/eai.23-12-2022.2329193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wei, Xin. "Pragmalinguistic Failure Under the Negative Transfer Impact of Mother Tongue in Consecutive Interpreting and Coping Strategies." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.162.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zoanetti, Nathan. "Interpreting learning progress using assessment scores: what is there to gain?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_17.

Full text
Abstract:
Using assessment scores to quantify gains and growth trajectories for individuals and groups can provide a valuable lens on learning progress for all students. This paper summarises some commonly observed patterns of progress and illustrates these using data from ACER’s Progressive Achievement Test (PAT) assessments. While growth trajectory measurement requires scores for the same individuals over at least three but preferably more occasions, scores from only two occasions are naturally more readily available. The difference between two successive scores is usually referred to as gain. Some common approaches and pitfalls when interpreting individual student gain data are illustrated. It is concluded that pairs of consecutive scores are best considered as part of a longer-term trajectory of learning progress, and that caveated gain information might at best play a peripheral role until additional scores are available for individuals. This review is part of a larger program of research to inform future reporting developments at ACER.
APA, Harvard, Vancouver, ISO, and other styles
9

Gao, Ping, and Weiqi Chen. "Application of the ICT-Based Blended Teaching Model for Ideological and Political Education: A Case Study of Two Consecutive Interpreting Classes." In Proceedings of the 4th International Conference on Education, Knowledge and Information Management, ICEKIM 2023, May 26–28, 2023, Nanjing, China. EAI, 2023. http://dx.doi.org/10.4108/eai.26-5-2023.2337236.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dabbagh, Lanja, and Wrya Ali. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.08.

Full text
Abstract:
Interpreting as a profession has become the center of interest and focus for many linguists, translation scholars, translators, and professionals. Interpreting has played a vital role in bridging the gap and maintaining relationships among people of different languages. The output of interpreting, unlike written translation is entirely oral leaving behind no written proof. Interpreting is an activity or a process which consists of the facility of oral and sign language communicated either consecutively or simultaneously between two or more speakers who are not speaking the same language. Interpretation is the act of transposing a message from one language to another immediately in real time. The study sheds light mostly upon non- linguistic factors in the process of interpreting which can be of no less important than the linguistic ones. The aim of the study is to provide an overview of interpreting in general with a detailed description of the non- linguistic strategies or skills from the perspective of interpreting process. Bearing these in tactics in mind, the interpreter tackles the interpreting problems and difficulties in a more skillful way.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Consecutive interpreting' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography