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Jin, Ya-shyuan. "Is working memory working in consecutive interpreting?" Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4451.
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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.
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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.
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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.
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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
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He, Yuan William. "A corpus-assisted study on modal verbs in consecutive interpreting." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953519.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Kim, Hyang-Ok Kennedy Larry DeWitt. "A descriptive analysis of errors and error patterns in consecutive interpretation from Korean into English." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521335.
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Thesis (Ed. D.)--Illinois State University, 1994.Title from title page screen, viewed April 11, 2006. Dissertation Committee: Larry Kennedy (chair), Kenneth Jerich, Marilyn Moore, Irene Brosnahan. Includes bibliographical references (leaves 90-96) and abstract. Also available in print.
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Ginezi, Luciana Latarini. "Ensino de interpretação simultânea na graduação: uma análise de corpora de aprendizes." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-14032016-112111/.
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O ensino de Interpretação em universidades brasileiras tem crescido a cada ano. No entanto, pouco se sabe a respeito dos métodos utilizados por professores de interpretação, que normalmente reproduzem a maneira como aprenderam ou utilizam exemplos de sua prática na profissão. Este trabalho pretende dar um passo em direção à pesquisa em formação de intérpretes, apresentando a discussão sobre o ensino de interpretação ser precedido pela interpretação consecutiva. Utilizando as metodologias de Linguística de Corpus, que investiga o produto de interpretações de alunos, em interação com as Entrevistas Retrospectivas, que investiga o processo de interpretar desses mesmos alunos, todos de um curso de Graduação em Tradução e Interpretação da cidade de São Paulo, demonstraremos as diferenças e semelhanças entre alunos iniciantes e concluintes, em relação aos padrões linguísticos produzidos e parâmetros que nos ajudam a avaliar a qualidade de sua produção, encontrados no CEIS Corpus de Ensino de Interpretação Simultânea. Os resultados demonstram que a interpretação consecutiva não é pré-requisito para a interpretação simultânea. Na triangulação entre produto e processo, observamos que os processos cognitivos envolvidos em cada modalidade da interpretação são os fatores que influenciam sua produção enquanto aprendizes, e não a desverbalização ou análise do texto de partida. É necessário, portanto, pensarmos no desenvolvimento de um currículo que promova a formação do intérprete nos modos de simultânea e consecutiva paralelamente. Ao final, sugerimos aplicações da Linguística de Corpus para pesquisas com o CEIS e sua utilização para melhores práticas educacionais na formação de intérpretes.Interpreting education has widened its scope in Brazilian universities year after year. However, the methods for teaching used by interpreting teachers are not very known, leading them to reproduce the way they have been taught or examples of their professional practice. This work aims at opening up the research path to interpreting education, discussing if consecutive should be a pre-requisite to simultaneous. Corpus Linguistics is one of the methodologies for this study, to investigate the production of interpreting students, in an interaction with another methodology, the Retrospective Interviews, which investigates interpreting processes. The subjects of this study are interpreting students from an undergraduate Translation & Interpretation program from São Paulo, Brazil. In this study, we show the similarities and differences of linguistic patterns produced by beginners and veteran students. In addition, we provide the corpus analysis of previously established parameters to quality assessment of students production at CEIS Simultaneous Interpreting Learners Corpora (Corpora de Ensino de Interpretação Simultânea). Results show consecutive interpreting teaching is not a pre-requisite to simultaneous interpreting. In the triangulation across product and process, we find out that the cognitive processes evolved in interpreting modes are the factors that influence learners production, covering the effects of deverbalization or source text analysis. It is demanding, though, to develop the interpreting curriculum to promote simultaneous and consecutive teaching in parallel. Last, but not least, we suggest Corpus Linguistics use and application to CEIS expansion and optimal educational practices for interpreting teaching.
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Jin, Ying (Ying). "Cognitive processing capacity management in the teaching of consecutive interpreting : proposal for a conceptual mapping model." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/6537.
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This study aims at reducing student interpreters��� cognitive overload by optimizing their cognitive processing capacity management in consecutive interpreting. I analyze the causes of cognitive overload resulting from a conflict between cognitive requirements and
interpreters��� limited cognitive resources (i.e. memory and attention). Using Sperber and Wilson���s (1986) Relevance Theory as a theoretical framework, I establish a conceptual mapping model to optimize student interpreters��� memory operations and attention
allocation in consecutive interpreting. In order to test the impact of applying my conceptual mapping model on student interpreters��� performances, I carry out case study research in which the experimental group receives cognitive training via the learning of my
model and the control group does not. The empirical findings of my case study show that with proper cognitive training on processing capacity management, student interpreters can improve their interpreting performances. Finally, based on my conceptual mapping model and case study, I propose teaching implications for the acquisition of cognitive competence in processing capacity management.
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Ki, William W. "The ministry of team preaching a manual for consecutive interpretation in a bilingual Chinese-American church /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Kootz, Tilman. "Dolmetschen im Sport. Eine empirisch gestützte Bestandsaufnahme." Master's thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-188722.
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Der Sport ist das dominierende Phänomen der heutigen Freizeitkultur und ein wachsender Wirtschaftszweig. Ob in den Medien, beim Handel mit Sportwaren oder beim Sport selbst: Wo über Sport gesprochen wird, treffen verschiedene Sprachen aufeinander. Um Sprachbarrieren zu überwinden, sind Dolmetscher oft unverzichtbar. Das Fachgebiet Sport bringt dabei Besonderheiten mit sich, z. B. die große Rolle des Fernsehens sowie eine eigene, vielschichtige Sprache, in der Jargon nicht selten mit Fachlexik kombiniert wird. War die Sportsprache bereits Gegenstand vieler Publikationen, befasst sich diese Arbeit mit den kaum erforschten Dolmetschtätigkeiten im Sport. Im Theorieteil werden u. a. der Bedarf an Dolmetschleistungen dargelegt und die Sportsprache aus Dolmetschersicht analysiert. Grundlage des Praxisteils ist eine Umfrage unter 51 Sport-Dolmetschern, die zu sprachlichen Herausforderungen ebenso befragt wurden wie zu den häufigsten Dolmetschsituationen oder den Verdienstmöglichkeiten.
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Ersoz-Demirdag, Hande. "L'enseignement de l'interprétation consécutive : une étude de cas turc-français." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030045.
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La présente recherche se propose de décrire, d’analyser et de comprendre les problèmes des étudiants en phase d’apprentissage de l’interprétation consécutive avec le turc et le français comme paire de langues de travail et d’étudier leur évolution. Il porte sur la possibilité ou non d’enseigner les principes et les techniques de base de l’interprétation consécutive à des étudiants qui ne sont qu’en licence et qui n’ont pas nécessairement une maîtrise de la langue étrangère suffisante pour être admis à un programme de formation d’interprètes de haut niveau. Le corpus, constitué de transcriptions des prestations des étudiants, de notes prises en consécutive et de témoignages rétrospectifs, a été exploité dans le cadre conceptuel des Modèles d’Efforts de Daniel Gile, de manière à essayer de remonter à l’origine des faiblesses des étudiants. Les résultats présentés font apparaitre une nette progression chez les étudiants entre deux étapes dans la formation, qui s’observe sur des éléments décrits dans la littérature comme faisant partie du savoir-faire de l’interprète professionnel. Ils suggèrent que les étudiants ont effectivement appris les principes et les techniques de base de l’interprétation bien qu’ils ne soient pas dans une école spécialisée en interprétation, ni dans un programme de Master, ce qui constitue une réponse positive à la question de recherche. En outre, la présente recherche discute de la spécificité linguistique de la paire de langues concernée, et de l’intérêt méthodologique de démarche triangulaire adoptée. Des pistes de recherche sont enfin proposéesThis research aims to describe, analyze and understand problems that students encounter while learning consecutive interpreting in Turkish and French as a working language pair, and students' progress in coping with the problems. It focuses on the question whether it is possible to teach the basic principles and techniques of consecutive interpretingto undergraduate students who do not necessarily master their foreign working language well enough to be admitted to a high level interpreter training program.The corpus consists of transcriptions of the students' consecutive interpreting performances, notes taken in consecutive interpreting class and retrospective interviews with students. The analysis seeks to trace back the origin of the students’ observed weaknesses within the framework of Gile's Effort Models.Findings show clear progress in the students' consecutive interpreting performance over the two semesters under consideration. It is also observed that students' progress is mainly found in elements which are described as part of the know-how of a professional interpreter in the literature on interpreting. The findings also show that students have learned basic principles and techniques of consecutive interpreting, although they are not enrolled in a Master's program or in a program specialized in interpreting. They therefore suggest apositive answer to the research question.The linguistic specificity of the language pair involved and the methodological benefits of the triangular approach implemented in the study are discussed, and potential avenues for future research are suggested
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Ersoz-Demirdag, Hande. "L'enseignement de l'interprétation consécutive : une étude de cas turc-français." Electronic Thesis or Diss., Paris 3, 2013. http://www.theses.fr/2013PA030045.
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La présente recherche se propose de décrire, d’analyser et de comprendre les problèmes des étudiants en phase d’apprentissage de l’interprétation consécutive avec le turc et le français comme paire de langues de travail et d’étudier leur évolution. Il porte sur la possibilité ou non d’enseigner les principes et les techniques de base de l’interprétation consécutive à des étudiants qui ne sont qu’en licence et qui n’ont pas nécessairement une maîtrise de la langue étrangère suffisante pour être admis à un programme de formation d’interprètes de haut niveau. Le corpus, constitué de transcriptions des prestations des étudiants, de notes prises en consécutive et de témoignages rétrospectifs, a été exploité dans le cadre conceptuel des Modèles d’Efforts de Daniel Gile, de manière à essayer de remonter à l’origine des faiblesses des étudiants. Les résultats présentés font apparaitre une nette progression chez les étudiants entre deux étapes dans la formation, qui s’observe sur des éléments décrits dans la littérature comme faisant partie du savoir-faire de l’interprète professionnel. Ils suggèrent que les étudiants ont effectivement appris les principes et les techniques de base de l’interprétation bien qu’ils ne soient pas dans une école spécialisée en interprétation, ni dans un programme de Master, ce qui constitue une réponse positive à la question de recherche. En outre, la présente recherche discute de la spécificité linguistique de la paire de langues concernée, et de l’intérêt méthodologique de démarche triangulaire adoptée. Des pistes de recherche sont enfin proposéesThis research aims to describe, analyze and understand problems that students encounter while learning consecutive interpreting in Turkish and French as a working language pair, and students' progress in coping with the problems. It focuses on the question whether it is possible to teach the basic principles and techniques of consecutive interpretingto undergraduate students who do not necessarily master their foreign working language well enough to be admitted to a high level interpreter training program.The corpus consists of transcriptions of the students' consecutive interpreting performances, notes taken in consecutive interpreting class and retrospective interviews with students. The analysis seeks to trace back the origin of the students’ observed weaknesses within the framework of Gile's Effort Models.Findings show clear progress in the students' consecutive interpreting performance over the two semesters under consideration. It is also observed that students' progress is mainly found in elements which are described as part of the know-how of a professional interpreter in the literature on interpreting. The findings also show that students have learned basic principles and techniques of consecutive interpreting, although they are not enrolled in a Master's program or in a program specialized in interpreting. They therefore suggest apositive answer to the research question.The linguistic specificity of the language pair involved and the methodological benefits of the triangular approach implemented in the study are discussed, and potential avenues for future research are suggested
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Capocci, Beatrice. "Un esperimento sulla prise de notes: proposte di annotazione consecutiva per interpreti in formazione." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/17794/.
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La presente tesi sperimentale ha l’obiettivo di proporre delle strutture di annotazione consecutiva che costituiscano un possibile strumento utile all’interprete in formazione per lo sviluppo del proprio sistema di prise de notes. L’interpretazione consecutiva, infatti, è caratterizzata dalla presa di note, attività che riveste un ruolo di supporto alla memoria. L’interprete, dunque, si deve dotare di un sistema efficace che gli permetta di rappresentare sul foglio l’articolazione concettuale del discorso che sta interpretando. Al fine di perseguire lo scopo prefissato, è stato svolto un esperimento al termine del quale sono state raccolte le note e i testi di arrivo di sei interpretazioni consecutive dallo spagnolo in italiano di undici studenti.
Affinché le strutture di annotazione potessero essere proposte come modello, è stato necessario verificare che fossero funzionali, ovvero in grado di favorire testi di arrivo di qualità. Per identificare i testi di arrivo potenzialmente utili all’obiettivo di ricerca, è stata valutata la qualità delle interpretazioni dei partecipanti. Questa analisi è stata condotta dapprima secondo parametri di fruibilità e adeguatezza e, in seguito, in base a parametri di equivalenza e accuratezza. Dopo aver individuato i passaggi dei testi di arrivo in cui i legami logico-semantici tra gli elementi concettuali del testo di partenza sono stati rispettati, si è proceduto all’analisi delle relative note. Tra queste, si è verificata la presenza di strutture di annotazione adottate sistematicamente dai partecipanti all’esperimento per determinate strutture linguistico-concettuali. Una volta confermata la presenza di tali strutture, queste sono state presentate come proposte di annotazione che l’interprete in formazione avrà a disposizione e potrà consultare nella fase di messa a punto del proprio sistema di prise de notes. Allo stesso scopo, si è provveduto alla compilazione di un breve catalogo di simboli estrapolati dalle note analizzate.
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Ostos, Arriaga Aura. "Discours évangéliques interprétés : analyse de l'organisation interactionnelle." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30020.
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Discours évangéliques interprétés : analyse de l'organisation interactionnelle Dans un cadre chrétien évangélique multilingue, l'intervention d'un médiateur (i.e. interprète) devient nécessaire afin de garantir la compréhension de la prédication et d'autres moments du culte (e.g. prières, annonces, etc.). À l'heure actuelle, les études sur les discours religieux interprétés dans une perspective conversationnelle restent encore marginales. Cette recherche porte sur l'analyse de séquences d'interprétations consécutives lors des discours prononcés dans deux églises évangéliques, l'une en France et l'autre au Venezuela. Elle est fondée sur une méthodologie d'observation soutenue par des enregistrements audiovisuels et leurs transcriptions. À partir de ces données recueillies in situ, cette étude met en lumière, grâce à l'Analyse de Conversation, l'organisation interne des échanges, et notamment le déroulement du « système d'échange de la parole » dans ses détails. Pour ce faire, nous prenons en considération, d'une part, les aspects interactionnels du travail des interprètes permettant l'intelligibilité des échanges (i.e. compétences), et d'autre part, les éléments caractéristiques du contexte évangélique (i.e. objets cognitifs partagés). De même, cette étude vise à mettre en évidence les problèmes transversaux rencontrés dans le déroulement de l'activité et leurs effets interactionnels (e.g. contraintes temporelles, omissions, ajouts, chevauchements). En ce sens, grâce à l'analyse des séquences, nous montrons que ces difficultés ne sont pas traitées de la même façon par tous les participants, et que l'interprète joue un rôle essentiel, exerçant une influence sur la relation intersubjective et dans la coordination des échangesInterpreted Evangelical Discourses: Analysis of the Interactional Organization In a multilingual evangelical Christian setting, the intervention of a mediator (i.e. an interpreter) becomes necessary in order to guarantee the understanding of the moment of preaching, among other activities (e.g. prayers, announcements, etc.). Nowadays, studies on religious interpreted speeches from a conversational perspective are marginal. This research focuses on the analysis of consecutive interpreting sequences in speeches made in two evangelical churches, one in France, the other in Venezuela. It is based on an observation methodology supported by audiovisual recordings and their transcriptions. From these data gathered in situ, this study highlights, thanks to the Conversation Analysis, the internal organization of the exchanges, and mainly the course of the « turn taking system » in its details. In order to do this, we take into consideration, on one hand, the interactional aspects of the work of the interpreters allowing the intelligibility of the exchanges (i.e. competencies), and on the other hand, the characteristic elements of the evangelical context (i.e. shared cognitive objects). In the same way, this study points out the transversal problems encountered in the course of the activity and their interactional effects (e.g. temporal constraints, omissions, additions, overlaps). In this sense, thanks to the analysis of the sequences, we show that these difficulties are not treated in the same way by all the participants, and that the interpreter plays an important role; he exerts an influence on the intersubjective relation and in the coordination of exchanges
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Santoro, Bianca. "Tecnologia e didattica dell'interpretazione. Esperimento di interpretazione consecutiva e simultanea a distanza con inTrain." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20573/.
Full textAbstract:
This study focuses on the role of technology in interpreter education and explores the possibilities and limitations of interpreting practice using online synchronous technology. The study involved 8 students practicing consecutive and simultaneous interpreting in pairs on site and online through the web-based interpreting application called inTrain. The first goal of this work is observing whether and how some interactional components change in two different settings with different student pairs and namely: a) consecutive interpreting practice carried out on site by two pairs of students who are used to practising together; b) consecutive and simultaneous interpreting practice carried out remotely by the same two pairs of students, and c) consecutive and simultaneous interpreting carried out remotely by four pairs of students who had never practised together before. The second goal is evaluating inTrain accessibility, and adaptability to the interpreting mode as well as collecting students’ perception of their experience with this new technological tool.
The first chapter presents an overview of ICTs and CAIT tools applied both to interpreting practice and interpreter education. The second chapter deals with both blended and distance interpreter education to set the scene for the experience carried out for the purpose of this study which is described in chapter 3. Chapter 4 deals with two different aspects related to the experience with inTrain. On the one hand it reports the results of the analysis of the interactions taking place during the consecutive on site and remote practice to identify the main differences, focusing mainly on gaze, use of direct and indirect reported speech and use of deictic expressions. On the other, it presents the responses to the questionnaires given to students to assess both inTrain per se and their experience with it. Finally, some conclusions are drawn and some areas for future research are suggested.
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Corazza, Margherita. "Presentazione Orale e Gestualità in Interpretazione: analisi teorica e pratica del gesto nella formazione degli interpreti." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/9835/.
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Il presente lavoro si prefigge l’obiettivo di dimostrare che, per essere considerata completa, la formazione di un interprete deve comprendere, oltre all’insegnamento delle competenze traduttive e linguistiche, anche un percorso volto a migliorare le abilità comunicative degli studenti attraverso l’apprendimento delle tecniche di presentazione orale. Si è deciso di prestare particolare attenzione all’interpretazione consecutiva vista la sua dimensione di azione in pubblico. La presenza fisica di un interprete di consecutiva fa sì che la comunicazione avvenga su due piani paralleli: quello verbale e quello non-verbale. Per questo, un interprete professionista, e quindi uno studente, deve imparare a trasferire il contenuto del messaggio in modo fedele e corretto, sul piano linguistico, ma deve anche imparare ad esprimersi con chiarezza, con una voce ben impostata e ben modulata, con una adeguata velocità di eloquio, prestando attenzione alla dizione, alla fonetica, al contatto visivo con il pubblico, alle espressioni del viso, alla postura e alla gestualità. Per dimostrare l’importanza delle tecniche di presentazione orale nella formazione degli interpreti, si è deciso di iniziare stabilendo i presupposti teorici della professione e descrivendo il lavoro e il ruolo dell’interprete all’interno dell’evento comunicativo della conferenza (capitolo I). Nel capitolo II si è quindi definito il gesto, descrivendo le teorie sulla sua origine cognitiva e funzionale, trattando la letteratura sulle classificazioni delle tipologie gestuali e illustrando uno studio sulle variazioni geografiche dei gesti e uno sulla possibile creazione di un dizionario dei gesti italiani. Infine, il capitolo terzo è stato dedicato alla descrizione delle tecniche e degli aspetti legati alla presentazione orale e il capitolo quarto all’applicazione pratica dei consigli illustrati, attraverso l’uso di materiale di supporto di conferenze interpretate e videoregistrate.
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Mariani, Giulia. "Interpretare per la radio – il caso di Hollywood Party su Radio3." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/19560/.
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In questo elaborato sono state analizzate dieci interviste ad alcuni ospiti stranieri francofoni condotte nell’ambito della trasmissione Hollywood Party dell’emittente radiofonica Radio3. Il primo capitolo si apre con una breve descrizione delle caratteristiche inerenti all’attività dell’interprete, e dopo aver descritto le modalità interpretative, affronta alcuni concetti e principi di base dell’interpretazione per i mass media. Vengono descritti i particolari setting dell’interpretazione per i media e le specifiche competenze necessarie per garantire al pubblico un servizio fruibile e soddisfacente. Il secondo capitolo tratta il giornalismo radiofonico, prima ripercorrendo brevemente la storia della radio come strumento di comunicazione di massa, in seguito elencando le caratteristiche del linguaggio radiofonico e del genere dell’intervista, e in modo particolare di quella culturale. Infine, viene spiegato perché l’interpretazione consecutiva si adatti ad una situazione comunicativa radiofonica che richiede la mediazione di un interprete. Dopo aver introdotto la trasmissione radiofonica Hollywood Party, il terzo capitolo descrive le modalità di raccolta, selezione e trascrizione dei dati, nonché la metodologia adottata per analizzarli. Il quarto capitolo si concentra sull’analisi qualitativa delle trascrizioni delle interviste selezionate, effettuata sulla base dell’analisi della conversazione e dell’analisi del discorso. Vengono osservati i turni originali, le rese traduttive, la presenza verbale dei conduttori e la visibilità dell’interprete. Infine, viene discussa la peculiare figura del conduttore-interprete. Un’ultima sezione è dedicata alle conclusioni che riassumono le caratteristiche principali dell’interpretazione in un contesto radiofonico, le differenze tra le rese interpretative dell’interprete professionista e del conduttore-interprete e mettono in rilievo l’esigenza di professionalità e di formazione in un setting così peculiare.
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Arumí, Ribas Marta. "Incidència d'una acció pedagògica dirigida a l'autoregulació. Dos estudis de cas a l'aula d'iniciació a l'aprenentatge de la interpretació consecutiva." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7583.
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L´objectiu d´aquesta tesi és analitzar com s´integra una acció pedagògica a l'aula d'interpretació consecutiva. Aquesta acció pedagògica es basa en un enfocament socioconstructivista i pretén fomentar els processos autoreguladors en l´aprenentatge. Es concreta en la incorporació d'una bateria de pautes metacognitives dissenyades específicament per a desenvolupar les habilitats que requereix l'aprenentatge de la interpretació consecutiva. El nostre centre d´interès és l'estudi del pas de l´heteroregulació a l´autoregulació mitjançant la incorporació de les pautes metacognitives, enteses com a instruments de mediació. Conceptualment, la recerca pren com a principals referents teòrics l'autonomia de l'aprenent i la relació d´aquest àmbit amb la teoria sociocultural i amb els processos d'autoregulació. Pel que fa a la metodologia, seguim els pressupòsits de la recerca etnogràfica i els de l'aproximació ecològica de la recerca.
Un dels reptes importants d'aquest tipus de recerca és el de trobar un model d'anàlisi que serveixi de base per a l'estudi de les dades resultants de la reflexió metacognitiva. Per fer-ho, ens hem aproximat a l´anàlisi del discurs. Un cop segmentades les dades, per a l'anàlisi interpretativa hem tingut en compte, entre altres, els aspectes següents:
a) la relació que s'estableix entre els enunciats a través dels marcadors i els connectors del discurs
b) la localització temporal
c) la modalització i la polifonia de veus en el discurs.
Entre els resultats obtinguts, destaca que els instruments ´diari de l´aprenent- i ´pauta metacognitiva- esdevenen formes vàlides per a verbalitzar la reflexió metacognitiva. I també que l´autoregulació de l'aprenentatge es desenvolupa en un procés de reflexió, cíclic i dinàmic. En aquest procés es fan evidents diversos graus o nivells. Identificar-los ajuda a integrar i a treballar el component metacognitiu a l´aula. I ha de permetre elaborar un programa d´aprendre a aprendre enfocat a l'ensenyament de la interpretació consecutiva. Un programa que respecti els microprocessos relacionats amb els nivells de consciència identificats i que, a la vegada, esdevingui útil per a propòsits didàctics.
El objetivo de esta tesis es analizar cómo se integra en el aula de interpretación consecutiva una acción pedagógica basada en un enfoque socioconstructivista y que pretende fomentar los procesos autoreguladores en el aprendizaje. Esa acción se concreta en la incorporación de una batería de pautas metacognitivas diseñadas específicamente para desarrollar las habilidades que requiere el aprendizaje de la interpretación consecutiva. Nuestro interés se centra en el paso de la heteroregulación a la autorregulación mediante la citada incorporación de pautas metacognitivas entendidas como instrumentos de mediación.
Conceptualmente, la investigación adopta como principales referentes teóricos la autonomía del aprendiz en su relación con la teoría sociocultural y con los procesos de autorregulación. En cuanto a la metodología, seguimos los presupuestos de la investigación etnográfica y los de la aproximación ecológica a la investigación.
Uno de los retos fundamentales de ese tipo de investigación consiste en hallar un modelo de análisis que sirva de base para el estudio que permita estudiar los datos resultantes de la reflexión metacognitiva. A tal fin partimos del análisis del discurso, procediendo de modo que, una vez segmentados los datos, se lleva a cabo una interpretación de los mismos definida según los siguientes criterios:
a) la relación que se establece entre los enunciados recurriendo a los marcadores y conectores discursivos
b) la localización temporal
c) la modalización y la polifonía de voces en el discurso.
Entre los resultados más destacados del presente trabajo cabe citar, por una parte, que los instrumentos 'diario del aprendiz' y 'pauta metacognitiva' resultan fórmulas válidas para verbalizar la reflexión metacognitiva. Por otra parte, hay que referirse al hecho de que la autorregulación del aprendizaje se desarrolla en un proceso de reflexión cíclico y dinámico en el que se dan distintos grados o niveles, la identificación de los cuales permite integrar y trabajar el componente metacognitivo en el aula. Ello, por su parte, debe posibilitar la elaboración de un programa de ´aprender a aprender- aplicado a la didáctica de la interpretación consecutiva y que se ajuste a los microprocesos relacionados con los niveles de conciencia metacognitiva identificados.
The purpose of this research is to analyse how a teaching action is integrated into the consecutive interpreting classroom. This teaching action is based on a socio-constructivist approach and attempts to encourage self-regulation processes in learning. The action takes the form of a battery of metacognitive guides designed specifically for developing the skills required for learning consecutive interpreting.
Our focus of interest is the study of the move from hetero-regulation to self-regulation through the incorporation of instruments of mediation - the metacognitive guides - designed to develop the skills required for learning consecutive interpreting.
Conceptually, the research takes as its main theoretical references learner autonomy and the relationship of this field with socio-cultural theory and the processes of self-regulation. As for methodology, we follow the criteria of ethnographic and ecologial approach to research.
One of the important challenges of this kind of research is finding a model of analysis that serves as a basis for studying the data resulting from metacognitive reflection. To do this, we have used a discourse analysis approach. Once the data has been segmented, for the interpretive analysis we have taken into account the following aspects, among others:
a) the relationship between the sentences through the markers and connectors;
b) the location in time;
c) the modalization and the polyphony of voices in the speech.
Among the main results obtained, the mediation instruments, ´learner´s diary- and ´metacognitive guide-, prove to be valid forms for verbalizing metacognitive reflection. Also, that self-regulation of learning is developed in a cyclical and dynamic reflection process. In this process, different degrees or levels become clear. Identifying them helps to integrate and work with the metacognitive element in the classroom. And it should make it possible to draw up a learning-to-learn program focused on teaching consecutive interpreting: a program that respects the micro-processes related to the levels of consciousness identified and which, at the same time, should prove useful for teaching purposes.
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Teng, I.-chun, and 鄧伊純. "Practice methods for the German-Chinese consecutive interpreting." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/93473343743839931435.
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碩士國立高雄第一科技大學
應用德語研究所
100
Abstract The purpose of this study is to investigate the training methodology of Chinese-German interpreters. The opportunity of international commerce and activities has increased tremendously in recent years. Besides English, the only way to build and effective communication with people in different languages is to rely on the expertise of language interpreters. Due to the increased participation in a global environment, the need for interpreters has been growing at a steady rate. Furthermore, being an interpreter is deemed a worthy career choice by many students for its high income and flexible working hours. However, it is very difficult for a person to become a professional interpreter. Even for an interpreting assignment as short as 30 minutes, the interpreter must be well organized and familiar with the task at hand. There are only a handful of academic institutions which provide Chinese-German Interpreter education in Taiwan and there aren’t any established teaching materials, predefined lectures or training methods for this rofession. Consequently, the main purpose of this study is to discuss: 1. Skills needed for becoming an interpreter 2. Professional training methods for interpreters This study is comprised in three parts, which analyze the abilities an interpreter needs in order to be able to do his job. In chapter three of this thesis, these parts are respectively Interpreter Assessment, State Examinations for Interpreters in Taiwan and China, and Experts Position on Requirements for Interpreters. This paper will show that the main skills required for interpreting consist in the fields of “language”, “knowledge”, “skills” and “mental qualities”. The main body of this study consists in training methods, models and content for interpreting course design.
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Lee, Hsiao-wen, and 李筱雯. "Effects of Turn-Taking on the Audience in Short Consecutive Interpreting." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/85299050496688057228.
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碩士輔仁大學
翻譯學研究所
96
This study examines the length-of-turns factor in short consecutive interpreting and attempts to determine if this factor influences users when they evaluate the quality of interpretation, meanwhile investigating whether users of the interpreting service have any preference for the length of turn in a specific context. Motivated by lack of research on short consecutive interpreting and personal experience, the study builds its research framework on three elements: short consecutive interpreting, the length factor and the user’s perspective. An experiment is designed to manipulate the length factor to elicit feedback from subjects. Questionnaires are used to find answers to two questions: whether the length factor affects quality evaluation from the user’s perspective and whether the user demonstrates a significant preference for a certain length. The results of this study suggest that users’ preferences for length of turns in such a short consecutive interpreting context converge toward the medium length to a significant extent. According to the explanations given by the subjects, the convergence occurs mainly because the subjects believe a proper length will bring more complete messages and less fragmentary messages in interpretation and will prevent listeners from forgetting previous interpretation. On quality evaluation, the results indicate that lengths do not lead to any significant difference in terms of overall performance, fidelity, fluency, logic and completeness. Therefore, while the preference for the medium length of turns in the study is a clear inclination, this preference seems not to be a factor taken into account when the audience evaluates the quality as a whole in interpreting, or at least, it is not deemed to be a determining factor.
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Fan, Yao-Kuan, and 范堯寬. "A Study on the Benefits of Acting Training to the Learning of Consecutive Interpreting." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/41444208380102357256.
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碩士國立臺灣師範大學
翻譯研究所
104
Over the past two decades, interdisciplinary research has become mainstream in interpreting studies, and the interplay between interpreting and arts has drawn increasing attention. So far, research combining drama and interpreting has been little, and domestically, there has even been none. With the author’s own educational background as the motivation, this research raises three questions. First, can acting training bring benefits to the learning of consecutive interpreting? Second, if the answer to the first question is affirmative, what kinds of benefits does it bring? Third, if the answer to the first question is affirmative, in what form can acting training be incorporated into the learning of consecutive interpreting at the graduate school level in the future? Based on the research of Cho and Roger (2010) as the blueprint, this research organized “The Acting Workshop for Interpreting Students,” inviting 14 interpreting students at graduate school to participate. A questionnaire survey and interviews were then conducted in an attempt to answer the research questions. In addition, interpreting trainers and the workshop’s instructor were also interviewed as a way to diversify viewpoints. The results show that acting training can indeed bring benefits to the learning of consecutive interpreting. Based on the evaluation criteria of the Joint Professional Exam on Chinese-English Conference Interpreting, the benefits are significant to loyalty, cohesion, flow and stage presence; quick response and audience perspective awareness were also listed as the benefits brought. Regarding the future prospect, the majority of the participants agree to incorporate acting training into the learning of consecutive interpreting at the graduate school level. The preferred frequency ranges from once per week to once per month, while the favored duration and timing are the two semesters in the first year of master’s degree. Such incorporation is expected to deepen the benefits brought by acting training.
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Tsou, Der-Ping, and 鄒德平. "An Analysis of Pronouns and Conjunctions in CETICE Chinese to English Long Consecutive Interpreting." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/v63w37.
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碩士國立臺灣大學
翻譯碩士學位學程
106
There are a number of factors that influence the quality of an interpretation, and among them, cohesion is often agreed upon as one of the most important parameters. While, according to Halliday and Hasan (1976), there are five main cohesive devices in English, this study focuses on the use of reference and conjunction and sets out to explore how different test-takers of the Chinese and English Translation and Interpretation Competency Examinations, or CETICE, a national certifying exam for translators and interpreters in Taiwan, deal with pronouns and conjunctions. This study uses data from the Chinese-to-English long CI part of the CETICE held in 2014. A total of 124 samples from 56 test-takers are collected and analyzed. Results show that test-takers exhibit more similarities than differences, specifically their faithful renditions of first-person singular pronouns and how they deal with second-person and third-person singular pronouns. Furthermore, results show that where and how a conjunction is used is the most important factor in determining how test-takers render that particular conjunction.
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Wang, Ruiyuan. "The effect of study abroad experience and working memory on Chinese-English consecutive interpreting performance." Thesis, 2020. http://hdl.handle.net/1959.7/uws:59182.
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This thesis investigates how study abroad experience (SAE) and working memory (WM) influence interpreting performance. Using a second language (L2) is cognitively demanding because it involves activation of a new language and the inhibition of the first language (L1). This is a general issue with all bilinguals, who have to suppress or control whichever language is currently not in use. As a special group of bilinguals, interpreters are expected to efficiently switch between the two languages by analysing input sound signals, extracting meaning, transforming, storing and retrieving the message in the input language, and then retrieving the lexicon in the target language that will be appropriate for expressing that message, (re)formulating it and finally conveying it in the target language. Moreover, some or all of these operations take place in parallel, and this multi-tasking heavily taxes interpreters’ WM. The quality of interpreting performance is known to correlate with several variables, such as language proficiency, duration of training, and interpreting experience. One factor that has received little research attention is the effect of overseas experience: Does studying in a target-language environment benefit interpreting performance? Language learners, including interpreting students, are often advised to study abroad, but the benefits of this experience, especially for interpreters, is not well understood. Taking an interdisciplinary approach, the present thesis examines the relationship between SAE, WM and interpreting performance. The main research questions examine whether students with SAE outperform those without such an experience in consecutive interpreting (CI), and how WM may be involved. The results show that students with SAE surpassed their non-SAE counterparts in word translation efficiency, L2 fluency and L2 grammatical accuracy. A similar trend was observed in study abroad participants’ overall CI performance from L2 to L1. It is worth noting that the tendency was independent of participants’ WM. Concerning WM, the results indicate that it was strongly correlated with interpreters’ bidirectional CI performance. That is, a larger WM could help achieve a better CI output in both language directions. Taken together, these findings suggest that two factors turn out to significantly influence CI performance, namely, prolonged and effective overseas study, and larger available WM resources. This research illustrates the importance of SAE and WM in interpreting, and sheds light on the relationships between language context, cognitive resources and interpreting performance. A better understanding of these relationships may have implications for future interpreting training and practice.
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Chang, Jia-yun, and 張嘉芸. "Comparing Strategy-use and Performance of Self-taught and Institutionally-trained Interpreters in Consecutive Interpreting." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/agy6vf.
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碩士國立臺灣大學
翻譯碩士學位學程
106
Before interpreter training institutions were established, almost all interpreters were self-taught. These individuals were mainly bilinguals who became interpreters by chance and developed interpreting techniques and strategies through experience. It eventually became the norm for conference interpreters to receive formal training and these trained interpreters became dominant in the market. Yet, currently, there are still self-taught interpreters active in the market who have not received formal training in interpreting. This study examines whether there are differences between self-taught interpreters and institutionally-trained interpreters in terms of their performance and the strategies they use during consecutive interpreting. An experimental consecutive interpreting task was conducted in this study with four self-taught interpreters who have not received over six months of formal interpreting training at the graduate level and three interpreters who have received practical training in interpreting and hold master’s degrees in translation and interpretation. The direction of the consecutive interpreting task was from English into Chinese. The total length of the English material was eight minutes and it was divided into eleven segments of various length. Problem triggers were designed into the speech material in order to prompt the participants to use strategies or coping tactics. The speech was delivered by a native English speaker. Interviews were held after the interpreting task to examine the participant’s awareness of strategy-use and decision-making processes. The data collected from the interpreting tasks, interviews, and notes taken during the tasks were then analyzed and compared. Forty-eight audience members were also recruited to rate the interpretations and choose between the self-taught interpreter’s version or the institutionally-trained interpreter’s version. This allowed this study to analyze the collected material from three different perspectives: the researcher’s perspective, the participant’s perspective, and the perspective of the audience. The results showed that self-taught interpreters and formally-trained interpreters basically use the same strategies when dealing with difficulties while interpreting. In regards of performance, this study analyzed the interpreters’ performances in terms of accuracy and fluency. The analysis showed that formally-trained interpreters performed better overall. Among the 48 audience members who listened to the recordings, most of them chose the formally-trained interpreter’s version over the self-taught interpreter. It is hoped that this study can shed some light on the differences and similarities between self-taught interpreters and institutionally-trained interpreters as well as facilitate exchange and understanding between the two groups.
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Hsu, Chia-Hsuan, and 徐佳萱. "The Impact of the Speaker’s Non-native Accented English on the Interpreter’s Consecutive Interpreting Strategies." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/94cd32.
Full textAbstract:
碩士國立彰化師範大學
翻譯研究所
106
There is a high possibility for interpreters to deal with various English accents in different interpreting settings since they act as a communication medium. Therefore, knowing when and how to use strategies to deal with accents is one of the key elements for the interpreter to render the messages smoothly. The goal of this study is to explore how the strategies in consecutive interpreting can help the interpreter to deal with the accent. The methodology was based on Kachru’s “three concentric circles” theory, using two speeches with non-native English accents from “the expanding circles” as materials. Ten interpreter trainees whose A language is English and B language is Chinese were invited to interpret two different English speeches delivered by a Korean speaker and a Saudi Arabian speaker. The empirical study consisted of two sections: consecutive interpreting of two accented speeches and filling in a questionnaire. The participants’ renditions were analyzed to find out useful strategies to cope with accents. The outcome showed that summarization, addition, and inferencing were the top three most effective strategies to deal with accents in the participants’ viewpoints while summarization, simplification, paraphrasing, substitution, approximation as well as delaying response are the tactics that could deal with accents effectively. Besides, whether the interpreter trainees prepared before the interpreting or not did not differ in the use of the strategies.
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Hu, Chia-Hsuan Donna, and 胡家璇. "An Eye Tracking Study of English-Chinese Consecutive Interpreting Note-taking Practices: Trainees vs. Professional Interpreters." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/08714300361600676162.
Full textAbstract:
碩士國立臺灣師範大學
翻譯研究所
102
Notes serve as a supplement to the interpreter’s memory in consecutive interpreting. The content, layout, form, and language used in notes can be critical in determining the quality of interpreting production and help convey the original message more completely. Ma’s study (2013) demonstrated the validity of the two note-taking principles introduced in most consecutive-interpreting related literature: a vertical layout is preferable to a horizontal one, and notes are preferably taken in the target language than in the source language, by using an eye tracker to record student interpreters’ eye movements while they read the notes written horizontally/vertically and in the target/source language, which were designed as controlled variables in the experiment. This study aims to extend his findings by examining whether layout and language choice of notes would result in different eye movement patterns of note-reading on professional interpreters. The results show that vertical layout and the use of target language are in fact valid recommendations supported by empirical evidence and the benefits of vertical layout outweigh target language. Nevertheless, professional interpreters appear to be less sensitive to different layouts and languages, which can be attributed to their low reliance on notes during listening and interpreting. On the whole, professional interpreters are able to read the notes more rapidly and efficiently than trainee interpreters by adopting a more skillful approach. Based on these findings, interpreting instructors are advised to provide trainee interpreters with ample opportunities to practice these note-taking principles, vertical layout in particular, to the level of automaticity before graduation. Meanwhile, interpreting instructors should emphasize that comprehending and analyzing the source speech always takes precedence to acquiring any specific note-taking techniques.
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Li, Yin-syuan, and 李尹軒. "Effects of Consecutive Interpreting Teaching in EFL Classes on English Oral Skills of Senior High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/50907304848798103341.
Full textAbstract:
碩士國立臺灣科技大學
應用外語系
101
The purpose of this study is to investigate the effects of consecutive interpreting teaching in EFL classes on English oral skills of senior high school students. The attitude of senior high school students toward consecutive interpreting teaching is also explored to provide indication and reference for future teaching and research. During the twenty-eight hour instruction on consecutive interpreting in fourteen weeks, twenty students in a senior high school in Taipei Taiwan received the instruction of consecutive interpreting teaching and undertook the implementation of consecutive interpreting. Data gained in the study were analyzed both quantitatively through SPSS and qualitatively with Strauss and Corbin’s (1998) Grounded Theory approach to verify whether consecutive interpreting teaching serves as an effective teaching method for EFL classes in senior high schools. The participants in this study completed both a questionnaire and a listening test before and after the treatment, and the results were compared through SPSS to see the change in the performance on the participants’ listening and speaking ability and to explore their attitude toward consecutive interpreting. During the fourteen-week treatment of consecutive interpreting teaching, the researcher finished the field notes in each class and conducted semi-structured interviews with the participants to gain qualitative data. The results of this study indicate that consecutive interpreting teaching successfully improved participants’ listening ability and increased the time for participants to practice English listening during the class. Also, the speaking ability in public of the participants were also positively altered not only in their ability to talk confidently but also in their attitude toward the mistakes they made. Motivation for English learning was also elevated through the exposure to consecutive interpreting teaching, which also served as an alternative practicing medium for students to sharpen their English oral skills outside the classroom. The researcher also set forth related suggestions according to the details of the present study, with the purpose to provide future high school teachers and educationalists with the guidelines and suggestions in the teaching and research.
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Chang, Hao-Wen, and 張皓雯. "A Comparative Study of Chinese-to-English Consecutive Interpreting of Cross-strait Student Interpreters: Difficulties and Coping Strategies." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/14401388120240447989.
Full textAbstract:
碩士國立彰化師範大學
翻譯研究所
100
It not only takes linguistic proficiency, encyclopedic knowledge and the mastery of interpretation techniques to be a professional interpreter, but also a strong sense of duty. Given the fact that Taiwan and mainland China share the same ethnic and linguistic root, it is worth exploring the similarities and dissimilarities between student interpreters across the Strait in terms of their learning experience of Chinese-to-English consecutive interpretation. This study aims to determine the difficulties faced by cross-strait student interpreters and the strategies they apply to address corresponding problems, as well as the commonalities and differences of the previous two issues. A total of forty-seven interpreting majors, seven from Taiwan and forty from the mainland, with Chinese as their A language and English as a B language and with six months of formal training of consecutive interpreting joined the proposed experiment. The instruments are: 1) one excerpt from each of the speeches of President Ying-Jiu Ma (馬英九) and President Jin-Tao Hu (胡錦濤); 2) a questionnaire to be completed by the subjects after the interpretation. After a brief introduction to the experiment and testing of the equipment, the subjects watched/listened to an excerpt from the source text, interpreted it, and completed the questionnaire, either with the help of the transcript provided by the researcher or by listening to their own rendition. A statistical analysis was conducted by frequency and an independent samples t-test of SPSS to ascertain whether there was a significant difference in the performance of the two groups of subjects, which was analyzed in three aspects: language, knowledge and interpreting skill. The results of the quantitative analysis indicated that Taiwanese student interpreters faced significantly greater difficulty in Chinese-to-English consecutive interpreting, with language the most and skill the least. They mainly applied omission, inferencing and omission again to address problems related to language, knowledge and skill, respectively. The level of difficulty for those from the mainland was, from high to low, skill, language, and knowledge. They were most likely to apply omission to counter difficulty in all these three areas. The findings of the research may be helpful and useful to student interpreters and training providers due to its contribution to their knowledge of consecutive interpretation and their understanding of the overall learning experience of student interpreters across the Strait. However, future research will be necessary to ensure a higher quality of interpretation on both sides and ultimately better serve the audience.
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Yang, Shu-Han, and 楊舒涵. "The Effects of Consecutive Interpreting Note-taking Training on the Senior High School English Listening Test in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/g6hfj3.
Full textAbstract:
碩士國立臺灣大學
翻譯碩士學位學程
107
After the College Entrance Examination Center introduced the Test of English Listening Comprehension (TELC) in 2012, more attention has been given to listening strategy instruction in senior high schools. Although previous studies have explored the benefits of various listening strategies, few studies have looked into the effect of conference interpreting strategies on listening comprehension tests. The consecutive interpreting notes commonly used in interpreting teaching are an important tool that assist interpreters in listening to and remembering the source speech, but whether consecutive interpreting note-taking can be applied to high school English listening comprehension tests remains unknown. This study thus attempted to fill the research gap by exploring the effects of consecutive interpreting note-taking on the Test of English Listening Comprehension. The materials for this study included a pre-study questionnaire, a pre-test and a post-test, 8 listening mock tests, a post-study questionnaire, and CINT handouts. The CINT instruction designed by the researcher was based on the principles on consecutive interpreting note-taking, and the lesson procedures were drawn up using the Cognitive Academic Language Learning Approach (CALLA) proposed by Chamot et al. (1999). A total of 60 students from two intact classes in a senior high school in Taiwan were recruited for the study, and they were divided into an experimental group and a control group accordingly. Both groups received eight weeks of listening training, during which the experimental group received CINT instruction and was urged to apply the CINT skills to the TELC practice tests, whereas the control group received the same listening exposure without any instructions in note-taking. Both groups were asked to fill out the post-study questionnaires which investigated their perception of the CINT instruction. Data collected from the pre-test and post-test were analyzed statistically to determine the effectiveness of the CINT instruction, and the qualitative data from the pre-study and post-study questionnaires were also analyzed to find out how senior high school students perceived the CINT instruction. The results of the present study imply that the CINT instruction developed by the researcher failed to improve students’ performance on the Short Talk section of the TELC. Both groups scored worst on the post-test, but the difference between their impaired performances were nonetheless not significant. This could be attributed to insufficient practice during the short training course, which did not allow the participants in the experimental group to achieve meaningful levels of competency in CINT, or even resulted in poor effort distribution that disrupted listening. Another plausible reason is that the nature of the TELC short talk rendered CINT superfluous, as the talks were not long enough to cause cognitive overload in the first place. However, the participants in the experimental group generally held a positive attitude toward CINT. The study has arrived at two pedagogical implications. Firstly, CINT may be helpful in terms of improving concentration, memory, and efficiency, but rigorous practice is needed to overcome the difficulties encountered at the initial stages of acquisition. Secondly, linguistic abilities are still a prerequisite in effective listening comprehension. Without basic understanding of the aural input, any form of note-taking would be pointless.
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Chen, Hou-jen, and 陳厚任. "A Quality Assessment and Analysis on Performance between English-Chinese Short Consecutive Interpreting with and without Note-taking Skills Assistance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/40305082838284728734.
Full textAbstract:
碩士國立彰化師範大學
翻譯研究所
103
In consecutive interpreting settings, the interpreter should listen to the speech and take note at the same time, and later on render the speech in target language to the audience. Most of the time, interpreters are given choices of whether to take notes or not. This situation will then become a dilemma, especially in short consecutive setting. According to the literature review, both pros and cons of using notes in short consecutive interpreting can be inferred. The aim of the current study is to investigate how note-taking affects the interpreting performance. In the study, 24 participants were selected from mainly three graduate institutes of interpreting and translation in Taiwan. They are at least trained for consecutive interpreting for a semester, and are capable of conducting short consecutive interpreting. All of them were asked to perform a short consecutive interpreting on a passage divided into six segments. Also, the participants were asked to translate the first three segments with note-taking and the rest without. Before the experiment began, a questionnaire was given to them to collect their background and their point of view on note-taking in short consecutive interpreting. For assessing their performances, the current study adopted the evaluation chart from the Joint GITIS/GITI Professional Examination. It contains three main criteria, namely accuracy, delivery and language. The result shows that there is no significant difference in interpretation performances of subjects with different backgrounds except the factor of the years of training. However, the influence of notes in consecutive interpreting is significant. Note-taking affects all three criteria and overall performance. In other words, subject performed better in the paragraphs with notes than those without notes.
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Hamanovich, Maryna. "R. K. Min'jar-Beloručev: autorův systém tlumočnické notace v kontextu." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343130.
Full textAbstract:
The present thesis is a descriptive theoretical study which aims at mapping Min'jar- Beloruchev's work in the context of contemporary and modern theories and presenting a comprehensive view of author's note-taking system for consecutive interpreting. The analysis of the system forms the crux of this thesis, which focuses on sources that represent the basis of the system, individual features of the system as well as factors that influenced his decisions while working on the system. Other parts of the thesis focuse on a consecutive interpreting training system, that was developed by the author, and to some extent deal with his views on translatology as a science and the interpreting process itself.
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Mlčochová, Jitka. "Osvojování tlumočnické notace na příkladu studentů s jazykovou dvojicí angličtina-čeština." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-393682.
Full textAbstract:
(in English) The thesis looks at interpreter's notes that are taken during consecutive interpreting. The thesis focuses on note-taking of numbers and links, two elements that are generally recommended to write down. The theoretical part briefly summarizes information about the topic and looks at the note-taking handbook by Andrew Gillies (2017). Based on the thesis of Kateřina Matrasová (2012), the empirical part presents two experiments to find out if numbers and links are captured. The experiments were carried out on two groups of students from the Institute of Translation Studies at the Faculty of Arts, Charles University: 9 students from the 3rd year of the BA study programme English for Intercultural Communication and 6 students from the 2nd year of the follow-up MA study programme Interpreting: Czech and English. The analysis of the students' notes in the 1st experiment shows that in total the students noted down correctly 20 out of 25 numbers reaching an 80 per cent success rate. The MA students had better results (an 88 per cent success rate compared to 75 per cent success rate of the BA students). It can be seen that all the students had a system of noting numbers and that this system proved helpful to them. The 2nd experiment indicates that the students are less likely to capture links in...
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Rubovičová, Carmen. "Tempo řeči a realizace pauz při konsekutivním tlumočení do češtiny ve srovnání s původními českými projevy." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337650.
Full textAbstract:
This diploma thesis examines speech rate in three different speech styles - in reading, prepared semi-spontaneous monologue and consecutive interpreting from English into Czech. In the first part of the thesis we summarize previous research, define several types of speech rate, pauses and all three speech styles. In the second part, dedicated to empirical research, we first describe the material and speakers, and then we continue with information about recording and processing of the recordings, mainly the two ways of segmentation into inter-pause units. The results are summarized in three sub-chapters; one looks at speaking rate, the next deals with articulation rate and the last one is dedicated to pauses. The last subchapter in the Results chapter compares our findings with both Czech and foreign research into the topic. Altogether we analysed recordings of four female speakers (two students and two prefessional interpreters) in three speech styles. In each of the styles we calculated speaking rate of the whole text, speaking rate of four linear parts (introduction, main part 1, main part 2 and conclusion) and articulation rate of one chosen unit from each linear part. Our results suggest that the highest speaking rate and articulation rate are in reading; semi-spontaneous speech is somewhat...
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Kootz, Tilman. "Dolmetschen im Sport. Eine empirisch gestützte Bestandsaufnahme." Master's thesis, 2014. https://ul.qucosa.de/id/qucosa%3A13923.
Full textAbstract:
Der Sport ist das dominierende Phänomen der heutigen Freizeitkultur und ein wachsender Wirtschaftszweig. Ob in den Medien, beim Handel mit Sportwaren oder beim Sport selbst: Wo über Sport gesprochen wird, treffen verschiedene Sprachen aufeinander. Um Sprachbarrieren zu überwinden, sind Dolmetscher oft unverzichtbar. Das Fachgebiet Sport bringt dabei Besonderheiten mit sich, z. B. die große Rolle des Fernsehens sowie eine eigene, vielschichtige Sprache, in der Jargon nicht selten mit Fachlexik kombiniert wird. War die Sportsprache bereits Gegenstand vieler Publikationen, befasst sich diese Arbeit mit den kaum erforschten Dolmetschtätigkeiten im Sport. Im Theorieteil werden u. a. der Bedarf an Dolmetschleistungen dargelegt und die Sportsprache aus Dolmetschersicht analysiert. Grundlage des Praxisteils ist eine Umfrage unter 51 Sport-Dolmetschern, die zu sprachlichen Herausforderungen ebenso befragt wurden wie zu den häufigsten Dolmetschsituationen oder den Verdienstmöglichkeiten.
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Hrušovská, Petra. "Sémiotika tlumočnického zápisu." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-332148.
Full textAbstract:
The present thesis focuses on semiotic aspects of note-taking in consecutive interpreting, in particular with respect to the process of semiosis and factors influencing the interpreters' conception of their notes. Chapter 1 mentions the basic features of note-taking in order to trace its semiotic characteristics in the following parts of the thesis. In Chapter 2, the notes as a specific semiotic system are briefly discussed within the framework of the second Peircean trichotomy of signs (cases of iconicity, indexicality and symbolicity are demonstrated) and in terms of their function, productivity and spatial settings. After these general considerations, Chapter 3 introduces the main theoretical approaches to the technique of note-taking (principally those of the Geneva and Heidelberg schools) including the issues of the languages involved in interpreting or the nature of signs. As the accent is on the process of semiosis (apprehension of signs by interpreters, generating signs according to the meaning of the speech and searching for the motivation for the interpreters' concrete choices of signs and their form), the chapter lists some basic signs and methods well- tested by practitioners. The signs are also analysed in terms of their origin and possibilities of expansion (composition, derivation...
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Hradilová, Helena. "Výuka tlumočnické notace ve Spolkové republice Německo." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405900.
Full textAbstract:
The present thesis focuses on the teaching of interpreter`s notes within selected universities in the Federal Republic of Germany. The aim of this theoretical-empirical study is to find out how lecturers teach note-taking, which sources they use, and how much importance they assign to teaching note-taking. Findings from German universities are compared with responses from research participants from a university in the Czech Republic. The theoretical part of this study introduces the topic of note-taking in a wider context of interpreting, discusses the prevailing systems of note-taking in more detail and deals with teaching note-taking and some of its aspects. Tools and technologies used for note-taking are also mentioned. In the second, empirical part of the thesis, the goals, chosen methodology and possible limits of the research are presented. Participants and universities selected for the research are also introduced. The data is collected by means of questionnaires and semi- structured interviews. Findings from both of these methods are then compared based on thematic areas. Although the target group of the research is relatively small, and the results are therefore not fully decisive, a number of noteworthy trends have been identified which may serve as basis for future research. Also, the...
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Svongoro, Paul Revai. "Court interpreting in Zimbabwe: a descriptive study of consecutively-interpreted rape trials in regional magistrates’ courts." Thesis, 2017. https://hdl.handle.net/10539/24429.
Full textAbstract:
A thesis submitted to the Faculty of Humanities of the University of the Witwatersrand,
Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy in
Translation/Interpreting, 2017This is a linguistic investigation of English and Shona consecutively-interpreted rape trials heard in selected Regional Magistrates’ courts in Zimbabwe. The Zimbabwean magistrates’ courts can be regarded as a special context because, in most trials, the court officials in an English-medium trial also speak the language(s) of the accused/witness, although they conduct the trial in the language of the court, i.e. English. In such a unique context, the interpreter is not the only bilingual participant. This is unlike many other bilingual settings where court officials do not speak the language of the accused/witness. Specifically, the study investigates the contention between, on the one hand, the impression of the role of the interpreter as a translating device, reflected in court interpreters’ guidelines in Zimbabwe and, on the other hand, the reality of the interpreting situation. Focusing on the effect of additions and omissions on source language utterances, the study employs an interdisciplinary approach which draws from interpreting studies approaches, discourse analytic approaches and corpus-based interpreting studies to investigate interpreted courtroom discourse. The main source of data is question/answer transcripts of consecutively-interpreted rape trials heard at two regional magistrates’ courts in Zimbabwe, making the study principally linguistic although it employs aspects of ethnography. Data from transcripts were supplemented by 92 hours of observation of open court proceedings and structured and semi-structured interviews with court interpreters, magistrates and public prosecutors. The findings presented in this study reveal that, because court interpreters are mindful that their primary goal is to ensure that participants fully understand each other’s communicative intentions, they adopt a strategy for conveying renditions which would ensure that a speaker’s communicative motive, and not only his/her actual words, is available to an end receipient. The resultant interpreted discourse thus reveals some additions and omissions which may impact on the propositional content and style of the source language message. It is possible to argue that the interpreters included these elements based on their intuitive reasoning. The study therefore argues that the presence of additions and omissions in the interpreters’ renditions could be explained in terms of court interpreters’ awareness of the importance of pragmatics and context. In this way, the interpreters’ renditions, as confirmed by my findings, support the expectation that court interpreters are always mindful of the need to convey the speakers’ meaning in full. The study therefore makes a special contribution, from an African point of view, to the debate on interpreters’ role perception by advocating a move towards a more holistic account of dialogue interpreting encounters in which all features are taken into account so that the interpreter’s role is better appreciated. The recommendations the study makes on how various stakeholders can work with interpreters will ultimately enhance the quality of interpreting service provision to ensure that the rights of the people for whom they interpret are safeguarded. Although the findings of this study are based on data from Zimbabwean courtrooms, many of the issues raised in this study would be of interest to other interpreter-mediated courtrooms.
XL2018
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Rezková, Drahomíra. "Vliv profesní zkušenosti tlumočníka na jazyk tlumočnické notace." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-370099.
Full textAbstract:
The master's thesis is a theoretical and empirical study about the interpreter's notes in consecutive interpreting. The study mainly deals with the note-taking language and the effect of the interpreter's experience on the choice of note-taking language. In literature, many authors have already thoroughly studied note-taking. In the second half of the 20th century, three traditional interpreting schools emerged. Several authors created their own note-taking systems. Since then, there hasn't been a consensus among experts on the choice of the note-taking language. Some recommend using the source language, some prefer the target language and many experts are in favor of using both. Main approaches to note-taking and reasons why to use either the source language or the target language are listed in the theoretical part. The theoretical part also covers empirical research on the choice of note-taking language. Compared to the high amount of theoretical publications on note-taking, only few empirical studies were carried out, studying the choice of note-taking language. Despite its small scale, the thesis thus seeks to follow in the footsteps of previous empirical researchers and verify, by the means of an experiment, claimings of theoreticians. The experiment studying the effect of the interpreter's...