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Journal articles on the topic 'Consecutive interpreting'

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

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1

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

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

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

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

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

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4

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

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Abstract Given the lack of sensitization to the multi-dimensional concept of quality, and given the versatility of the concept of relevance, the present investigation attempts to examine the premise that Relevance Theory (RT) can function as a standard or a benchmark for maximizing and/or optimizing quality in CI. Whilst the theoretical part relies heavily on Ernst-August Gutt’s seminal work Translation and Relevance: Cognition and Context (2000), the practical part draws on some empirical data obtained from trainee-interpreters’ recorded sessions at the Hashemite University (Jordan) in order to provide a relevance-driven account for some semantic, syntactic, and cultural difficulties and problems in CI. The study arrives at the main conclusion that the degree of quality in CI largely depends on the degree of relevance achieved by the interpreter’s TL version, i.e., quality in CI would rise exponentially with the degree of relevance achieved by the interpreter’s TL version. The study also concludes that the pragmatic RT can be considered a reliable instrument, a reliable frame of reference, or a reliable screening system that can ensure both relevance-building and a correspondingly concomitant quality-building in CI, i.e., RT can possibly fine-tune the interpreters’ performance in the booth.
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Gengshen, Hu. "ADAPTATION IN CONSECUTIVE INTERPRETING." Perspectives 14, no. 1 (June 20, 2006): 3–12. http://dx.doi.org/10.1080/09076760608669013.

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6

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

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

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

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

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

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

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

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

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

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Abstract The study reported on in this article pertains to rater-mediated assessment of English-to-Chinese consecutive interpreting, particularly informational correspondence between an originally intended message and an actually rendered message, also known as “fidelity” in Interpreting Studies. Previous literature has documented two main methods to assess fidelity: comparing actual renditions with the source text or with an exemplar rendition carefully prepared by experts (i.e., an ideal target text). However, little is known about the potential effects of these methods on fidelity assessment. We therefore conducted the study to explore the way in which these methods would affect rater reliability, fidelity ratings and rater perception. Our analysis of quantitative data shows that the raters tended to be less reliable, less self-consistent, less lenient and less comfortable when using the source English text (i.e., Condition A) than when using the target Chinese text (i.e., Condition B: the exemplar rendition). These findings were backed up and explained by emerging themes derived from the qualitative questionnaire data. The fidelity estimates in the two conditions were also found to be strongly correlated. We discuss these findings and entertain the possibility of recruiting untrained monolinguals or bilinguals to assess fidelity of interpreting.
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11

Tan, Jiaqi, and Rongbo Fu. "Fang Tang: Explicitation in Consecutive Interpreting." Onomázein Revista de lingüística filología y traducción 43 (March 2019): 176–80. http://dx.doi.org/10.7764/onomazein.43.12.

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12

Gumul, Ewa. "Fang Tang. Explicitation in consecutive interpreting." Interpreting. International Journal of Research and Practice in Interpreting 21, no. 1 (March 13, 2019): 160–64. http://dx.doi.org/10.1075/intp.00025.gum.

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13

Wang, Yunhong. "Tang Fang. Explicitation in Consecutive Interpreting." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 4 (September 30, 2019): 604–9. http://dx.doi.org/10.1075/babel.00112.wan.

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14

Bale, Richard. "Undergraduate Consecutive Interpreting and Lexical Knowledge." Interpreter and Translator Trainer 7, no. 1 (March 2013): 27–50. http://dx.doi.org/10.1080/13556509.2013.10798842.

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15

Lee, Juyeon. "순차통역에서의 휴지 원인 연구." Interpretation and Translation 18, no. 1 (April 10, 2016): 157–83. http://dx.doi.org/10.20305/it201601157183.

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16

D. Mellinger, Christopher. "Cognitive behavior during consecutive interpreting: Describing the notetaking process." International Journal of Translation and Interpreting Research 14, no. 2 (July 29, 2022): 103–19. http://dx.doi.org/10.12807/ti.114202.2022.a07.

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Digital pen technologies have enabled new forms of interpreting and provided new ways to train interpreting students in consecutive interpreting; however, digital pens also provide an opportunity to collect interpreting process data that can serve as a proxy for cognitive behavior. This article examines the extant literature on notetaking and cognition to advocate for using digital pens to document the notetaking process and describes several ways in which this notetaking data can be analyzed to understand interpreter behavior. In addition, several potential research avenues are outlined to enhance the methodological tools available to undertake interpreting process research in dialogue and consecutive interpreting.
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17

Hale, Sandra Beatriz, Natalie Martschuk, Uldis Ozolins, and Ludmila Stern. "The effect of interpreting modes on witness credibility assessments." Interpreting. International Journal of Research and Practice in Interpreting 19, no. 1 (May 8, 2017): 69–96. http://dx.doi.org/10.1075/intp.19.1.04hal.

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Research into court interpreting has shown that interpreters can have an impact on the case in many different ways. However, the extent to which this occurs depends on several factors, including the interpreter’s competence, ethics and specialized training in court interpreting, as well as working conditions. One little explored aspect is whether use of consecutive vs. simultaneous interpreting can impact jurors’ perception of a witness or other interpreted party. This paper reports on the results of a large-scale experimental study, with a simulated trial run in different conditions, involving a total of 447 mock jurors. The aim was to identify any differences in the way jurors in Australian courts might assess the evidence of an accused called as a witness, in a monolingual hearing as well as when interpreted consecutively and simultaneously from Spanish to English. Overall, jurors’ recollection of case facts did not differ significantly for the three conditions, though it was lower for consecutive during the afternoon. Jurors also found consecutive more distracting; on the other hand, the consecutive mode was associated with significantly more favourable perception of the accused’s evidence than simultaneous interpreting or monolingual communication. Although jurors found the prosecution to be less convincing when the accused’s evidence was interpreted consecutively compared to the other proceedings, the interpretation mode made no difference to the verdict.
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18

Chen, Sijia. "The process of note-taking in consecutive interpreting." Interpreting. International Journal of Research and Practice in Interpreting 22, no. 1 (April 10, 2020): 117–39. http://dx.doi.org/10.1075/intp.00036.che.

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Abstract This article reports the findings of an empirical study on the process of note-taking in consecutive interpreting (CI). The focus is on the data collected via digital pen recording and voice recording while professional interpreters performed CI between Chinese (L1) and English (L2). In both directions of interpreting, the study found that the interpreters preferred language to symbol and English to Chinese. It was also found that the physical and temporal demands of symbol and abbreviation notes were lower than those of language and full word notes, respectively, whereas the ear-pen span (EPS) of symbol notes was longer than that of language notes. As to the relationship between note-taking and interpreting performance, the data showed that a higher percentage of English notes was correlated with a worse performance in both directions of interpreting. There were also some differences between the directions: in E-C interpreting, the performance was better when the EPS was shorter, when the participants used more symbol notes, and when they used fewer language notes, but in C-E interpreting, the quality of performance was positively correlated with the quantity of notes.
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19

Serowa, Tamara S. "Aspects of speech activity in consecutive interpreting." Yazyk i kul'tura, no. 4(32) (December 1, 2015): 138–50. http://dx.doi.org/10.17223/19996195/32/13.

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20

Максімов, Сергій Євгенович. "GRAMMATICAL DIFFICULTIES OF CONSECUTIVE AND SIMULTANEOUS INTERPRETING." Науковий вісник ДДПУ імені Івана Франка. Серія: Філологічні науки (мовознавство), no. 11 (August 8, 2019): 93–98. http://dx.doi.org/10.24919/2663-6042.11.2019.175423.

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21

Liu, Minhua, and Yu-Hsien Chiu. "Assessing source material difficulty for consecutive interpreting." China and Chinese 11, no. 2 (September 2, 2009): 244–66. http://dx.doi.org/10.1075/intp.11.2.07liu.

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Motivated by the need for better control of standards of a certification examination for interpreters in Taiwan, this exploratory study aimed at identifying indicators that may be used to predict source material difficulty for consecutive interpreting. A combination of quantifiable measures — readability level, information density and new concept density — was used to examine different aspects of three English source materials. Expert judgment was also used as a more holistic method of judging source material difficulty. The results of these analyses were compared with two groups of student interpreters’ performance on consecutive interpreting of the source materials into Mandarin Chinese. The participants’ assessment of speech difficulty after the interpreting task was also compared with the other measures and the expert judgment. The quantifiable measures all failed statistically in predicting source material difficulty, possibly due to the very small sample size of the materials or to the fact that the materials were very similar in the aspects assessed by these measures. A trend emerged to suggest that information density and sentence length may be potentially useful indicators for predicting source material difficulty. It was also shown that source material difficulty affected the performance of lower-skilled interpreters more than that of higher-skilled interpreters.
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22

Verdini, Agostina. "Consecutive interpreting performance. Women and men compared." Translation and Translanguaging in Multilingual Contexts 5, no. 3 (October 1, 2019): 292–306. http://dx.doi.org/10.1075/ttmc.00037.ver.

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Abstract Why are there so few male students attending the SSLMIT (Advanced School of Modern Languages for Interpreters and Translators) in Forlì? Why are interpreters generally women? Is there a biological or social explanation linked to gender differences in speaking abilities? This study is intended to provide an experimental analysis of possible differences and similarities between male and female students of interpretation. On the basis of the theories put forward by Gender Studies and a series of neuro-linguistic investigations on simultaneous interpreters, it seems that women and men in fact differ in the way they speak, communicate and also in their practice of interpretation. For this study, the interpretation mode chosen is consecutive and the linguistic combination is from German into Italian; the sample is made up of 14 women and 14 men, whose first or second foreign language is German. The texts selected for the CI (Consecutive Interpreting) present different linguistic features, topic, reading pace and length. The first is a speech, which deals with economic-financial matters, shows a high density of numerical expressions and specific sectorial terms. The second text is an article about health, which presents a considerable number of idiomatic expressions and terms related to the medical field. The comparison between the deliveries made by the interpreters of both sexes and the analysis of the answers provided by the questionnaires handed out to the students show some remarkable gender differences. Overall, it seems that male interpreters perform better as far as numbers, dates, and economic vocabulary are concerned, while female interpreters are better at handling figurative language and words related to health. Consistent with this finding, women maintained a higher degree of fluency in the delivery of the second text, while men were more fluent in the first. Although these results do not claim to be of statistical significance, they show that differences related to sex may have an impact on the performance of interpreters.
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23

Chen, Ruoya. "Schema Theory in Consecutive Interpreting Note-taking." Communications in Humanities Research 2, no. 1 (February 28, 2023): 611–17. http://dx.doi.org/10.54254/2753-7064/2/2022653.

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Essential to interpreting, note-taking skill training should be paid great attention to since it relates to the successful output of the target language. Especially for beginners, note-taking groundwork is indispensable, developing a good note-taking system of their own is a great start on the path to professional. This paper aims at assisting interpreters to formulate an efficient note-taking system or improving existing habits by applying schema theory which presents an efficient course to help intensify the note-taking ability.
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LI, Huan. "Research on Conference Interpreting under the Guidance of the Interpretive Theory: The Case Study of a Press Conference." Asia-Pacific Journal of Humanities and Social Sciences 01, no. 04 (January 31, 2022): 135–39. http://dx.doi.org/10.53789/j.1653-0465.2021.0104.017.

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According to the Interpretive Theory of Translation, the interpreting process can be divided into three stages: comprehension, deverbalization and re-expression. Under the guidance of the Interpretive Theory, the interpreter can make full use of deverbalization and re-express the meaning of the original language accurately and idiomatically so as to achieve the goal of communication. Furthermore, deverbalization is the core of interpreting activities, which can help the interpreter break away from the constraints of the original language structure and convey the meaning naturally. This paper takes the simulated Chinese-English consecutive interpreting for the press conference of Hunan Coordinating COVID-19 Epidemic Prevention and Control with Economic and Social Development as an example to analyze feasible interpreting skills in the press conference.
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Lekomtseva, Irina Alekseevna, Ekaterina Kirillovna Vyunova, and Adelya Khamitovna Abdulmanova. "Recurrent grammatical errors in student Russian-to-English consecutive interpreting." Litera, no. 6 (June 2024): 79–90. http://dx.doi.org/10.25136/2409-8698.2024.6.43475.

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Interpreting student errors have little been accorded full-scale treatment. The objective of the article is, then, to provide a classification of and explain some of the most recurrent grammatical errors made by students in Russian-to-English consecutive interpreting. Our findings suggest that all grammatical errors in student consecutive interpreting fall into four groups: errors in the use of articles; errors in the use of tenses; errors in the use of voice; and errors in the use of number. Among the key sources of grammatical errors in consecutive interpreting are inadequate linguistic competence and performance, i.e. tendency to transfer grammatical patterns specific to a native language into a foreign language, unpredictable syntax, quick speech motor actions; and psychological and cognitive factors, i.e. principles of analogy, severe time constraints. Error analysis in student consecutive interpreting can make a positive contribution into the practice of training interpreters as it reveals the problem triggers. Additionally, inquiries in error analysis can make valuable contributions in a linguistic typology of interpreting errors in typologically and structurally different languages, i.e. language-specific and language-pair specific errors.
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Phuong, Hoang Yen, Thi Cam Tu Lam, and Thanh Thao Le. "Students’ perceptions of using note-taking in consecutive interpreting assignments." Can Tho University Journal of Science 15, no. 1 (March 30, 2023): 8–21. http://dx.doi.org/10.22144/ctu.jen.2023.002.

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Note-taking is critical in helping interpreters memorize detailed information both quickly and accurately. Therefore, the present study was conducted as a questionnaire survey at a university in the Mekong Delta of Vietnam to investigate how students, specifically student interpreters, perceive note-taking in consecutive interpreting assignments. In detail, this study explores the students’ perceptions of the benefits and the challenges of using note-taking in consecutive interpreting assignments. The participants in this study comprised 160 students majoring in English Interpretation and Translation. Furthermore, they have taken consecutive interpreting courses and experienced taking notes in consecutive interpreting tasks. The findings of this study indicated that most students had good perceptions about note-taking used in consecutive interpretation and perceived its benefits and challenges. Moreover, some pedagogical implications for both students and teachers are made. Specifically, the study suggests that students should frequently practice it to acquire good note-taking skills. Teachers should make effective lecture designs to help students improve their note-taking skills and consecutive interpreting performance.
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Golshahi, Zahra, and Gholam Reza Tajvidi. "The relationship between total mi score and consecutive interpreting performance in iranian male and female trainee interpreters." LAPLAGE EM REVISTA 7, Extra-D (July 10, 2021): 47–57. http://dx.doi.org/10.24115/s2446-622020217extra-d1066p.47-57.

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This empirical descriptive study aimed at finding a relationship between Iranian trainee interpreters' total MI (Multiple Intelligences) scores and their consecutive interpreting performance. It also tried to determine if there is any relationship between the trainee interpreters' gender and their performance in consecutive interpreting. The researcher has always encountered female trainees' superiority in consecutive interpreting classes and wanted to find out if there is any relationship between the trainees' gender and their consecutive interpreting performance. At first, a standard English proficiency test (IELTS, 2007) was administered to homogenize the trainees. One hundred thirteen participants who were all undergraduate students of English Translation took part in the study. At last, 109 of the participants were chosen for the study. Pearson's Product-moment correlation coefficient showed a significant correlation between total MI score in female interpreter trainees and consecutive interpreting performance.
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28

Hussein, Gailan Mahmoud, and Abed Al-Muttalib Khalif Ali. "Students' Attitudes towards Virtual Learning in Consecutive Interpreting." JOURNAL OF LANGUAGE STUDIES 5, no. 3 (July 17, 2022): 354–68. http://dx.doi.org/10.25130/jls.5.3.21.

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This paper sheds light on the students' attitudes about Visual Learning (VL) during online Consecutive Interpreting (CI) courses and to what extent this type of education is important to influence the skills required in performing consecutive interpreting. This type of oral communication demands good skills in order to receive the source message comprehensibly form the speaker and render it accurately and efficiently in the Second Language(SL). CI is initiated when the interpreter receives the Source Message( SM) from the speaker and renders it within a specific period of time into Target Message (TM) to the listener. This paper shows how the VL influences the students' skills required when they interpret consecutively . Forty students from Department of Translation/ College of Arts/ University of Tikrit have been selected as respondents to see if the VL has affected their performance in CI during a distance learning course due to COV-19 pandemic instructions. Ten-items questionnaire has been distributed to the students after studying an online course in CI to see their attitudes towards this course and to what extent their learning influenced by technological apps.
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Zou, Deyan, and Jiahao Guo. "Parallel translation process in consecutive interpreting: Differences between beginning and advanced interpreting students." Acta Psychologica 248 (August 2024): 104358. http://dx.doi.org/10.1016/j.actpsy.2024.104358.

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30

Zhan, Cheng. "Language Choice in Note-taking for C-E Consecutive Interpreting—An Empirical Study on Trainee Interpreters in China’s Mainland and Taiwan." Journal of Education and Culture Studies 3, no. 4 (November 27, 2019): p457. http://dx.doi.org/10.22158/jecs.v3n4p457.

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Based on features of language in note-taking for C-E consecutive interpreting, this research studies and analyzes possible reasons behind the language choice of trainee interpreters in consecutive interpreting. The research combines quantitative and qualitative methods, and conducts a questionnaire survey, consecutive interpreting experiments and semi-structured interviews with 12 trainee interpreters in China’s Mainland and Taiwan. The research shows that notes in language forms account for the largest percentage of notes taken in consecutive interpreting, and that language choice in note-taking cannot be totally explained using the “source language vs. target language” or “A language vs. B language” dichotomy, but is also influenced by efficiency of handwriting and interpreters’ training profile.
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Lin, Yumeng, and Junying Liang. "Informativeness across Interpreting Types: Implications for Language Shifts under Cognitive Load." Entropy 25, no. 2 (January 28, 2023): 243. http://dx.doi.org/10.3390/e25020243.

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Previous quantitative studies discussing interpreting types have focused on various features of linguistic forms in outputs. However, none of them has examined their informativeness. Entropy, as a measure of the average information content and the uniformity of the probability distribution of language units, has been applied to quantitative linguistic research on different types of language texts. In the present study, entropy and repeat rate were used to investigate the difference of overall informativeness and concentration of output texts between simultaneous interpreting and consecutive interpreting. We intend to figure out the frequency distribution patterns of word and word category in two types of interpreting texts. Analyses of linear mixed-effects models showed that entropy and repeat rate can distinguish the informativeness of consecutive and simultaneous interpreting outputs, and consecutive interpreting outputs entail a higher word entropy value and a lower word repeat rate than simultaneous interpreting outputs. We propose that consecutive interpreting is a cognitive process which reaches an equilibrium between production economy for interpreters and comprehension sufficiency for listeners, especially in the case where input speeches are more complex. Our findings also shed lights on the selection of interpreting types in application scenarios. The current research is the first of its kind in examining informativeness across interpreting types, demonstrating a dynamic adaptation of language users to extreme cognitive load.
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Dos Santos, Silvana Aguiar, and Hanna Beer. "Interpreting in legal contexts: Consecutive and simultaneous interpretation." Cadernos de Tradução 37, no. 2 (May 10, 2017): 288. http://dx.doi.org/10.5007/2175-7968.2017v37n2p288.

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http://dx.doi.org/10.5007/2175-7968.2017v37n2p288Debra Russel, presidente da World Association of Sign Language Interpreters (WASLI) desde 2011, é uma renomada pesquisadora da área de interpretação de ASL-Inglês (American Sign Language[1][-Inglês) em contextos jurídicos. No ano de 2002, Debra publicou o livro intitulado Interpreting in legal contexts: Consecutive and simultaneous interpretation, o qual contribuiu significativamente para a formação de intérpretes de línguas de sinais que atuam no domínio jurídico. Nesse trabalho, organizado em cinco capítulos, verificam-se diversos temas pertinentes e frequentes no cotidiano dos intérpretes que atuam em diferentes espaços da área jurídica.[1] Língua de Sinais Americana é a tradução de American Sign Language (ASL).
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Kurbakova, S. N. "Development of the symbol system in consecutive interpreting." Professional Discourse & Communication 1, no. 3 (September 26, 2019): 50–71. http://dx.doi.org/10.24833/2687-0126-2019-1-3-50-71.

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34

Lee, Juyeon. "Course design for advanced consecutive interpreting : Action research." Interpretation and Translation 22, no. 2 (August 10, 2020): 105–28. http://dx.doi.org/10.20305/it202002105128.

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35

Woodward-Smith, Elizabeth, Hadrian A. Lankiewicz, and Anna Szczepaniak-Kozak. "Translation didactics: A proposal for teaching consecutive interpreting." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (September 10, 2018): 179–92. http://dx.doi.org/10.14746/gl.2018.45.1.12.

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The current article presents an example of a consecutive interpreting activity, which draws on the concept of autonomy in language learning. With regard to the "applied" component of translation studies, as formulated by Holmes (1988), the authors intend to demonstrate the need for enhancingforeign language competence in translator education, accentuating its role in the conceptualization of the discipline. Considering the context of this type of education, which is offered frequently to undergraduate students, the authors posit the need to concomitantly develop the command of a foreign language. They propose to compensate teaching practices derived from translation studies with the use of foreign language methodology for developing translating and interpreting skills.
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36

Albl-Mikasa, Michaela. "(Non-)Sense in note-taking for consecutive interpreting." Interpreting. International Journal of Research and Practice in Interpreting 10, no. 2 (September 9, 2008): 197–231. http://dx.doi.org/10.1075/intp.10.2.03alb.

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The paper applies cognitive theories of text and language processing, and in particular relevance theory, to the analysis of notes in consecutive interpreting. In contrast to the pre-cognitive view, in which note-taking is seen mainly as a memory-supporting technique, the process of note-taking is described as the reception and production of a notation text. Adding the relevance-theoretical constructs of explicature and implicature to the general account of cognitive text processing as coherence building and the construction of a mental representation at local and global levels, this approach allows for the comparison of source, notation and target texts with respect to the underlying propositional representation, and shows how the sense of highly fragmentary notation texts is recovered in consecutive interpreting. The paper is based on an empirical study involving consecutive interpretations (English–German) by five trainee interpreters. The analysis shows that the interpreters operate relatively closely along micropropositional lines when processing the source, notation and target texts, with the explicature regularly having the same propositional form as the corresponding proposition in the source text.
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Szabo, Csilla-Anna. "Language choice in note-taking for consecutive interpreting." Interpreting. International Journal of Research and Practice in Interpreting 8, no. 2 (December 8, 2006): 129–47. http://dx.doi.org/10.1075/intp.8.2.02sza.

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38

Dam, Helle V. "Lexical Similarity vs Lexical Dissimilarity in Consecutive Interpreting." Translator 4, no. 1 (April 1998): 49–68. http://dx.doi.org/10.1080/13556509.1998.10799006.

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39

Hajmohammadi, Ali. "Note-taking for consecutive interpreting: a short course." Perspectives 19, no. 1 (March 2011): 93–94. http://dx.doi.org/10.1080/0907676x.2010.544464.

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Ouyang, Qianhua. "Assessing meaning-dimension quality in consecutive interpreting training." Perspectives 26, no. 2 (September 12, 2017): 196–213. http://dx.doi.org/10.1080/0907676x.2017.1369552.

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41

Yamada, Hiroko. "Efficacy of Sight Translation in English-Japanese Consecutive Interpreting Training in a University Course." Theory and Practice in Language Studies 10, no. 4 (April 1, 2020): 343. http://dx.doi.org/10.17507/tpls.1004.01.

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A special type of simultaneous interpreting, sight translation has been a topic of particular interest as a variant of written and oral translation. The association of sight translation and simultaneous interpreting has been discussed for many pedagogical and professional purposes. However, few studies based on empirical evaluation have investigated the efficacy of sight translation as a comprehension component in relation to consecutive interpreting. This study examined the effectiveness of intensive sight translation activities for the subsequent training in consecutive interpreting of students registered on an English-Japanese interpreting course at a university in Japan. Data analysis revealed the efficacy of sight translation practice but showed that it had no significant impact on consecutive interpreting. Several exploratory analyses were conducted that may provide insight into the characteristics of the two distinct modalities by presenting the differences in processing capacities needed by the two respective modes.
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42

Al-Rubai'i, Alya' M. H. Ahmad. "Instructing novice consecutive interpreters." Babel. Revue internationale de la traduction / International Journal of Translation 55, no. 4 (December 15, 2009): 329–44. http://dx.doi.org/10.1075/babel.55.4.02rub.

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All aspects of human life rely on the most important cognitive ability that man has been endowed with, namely, memory. Some cognitive tasks such as consecutive interpreting put high demands on this powerful ability to the effect that it needs special training to cope with those demands. The interpreter is required to perform a number of complex cognitive activities in order to transpose the original message from one socio-cultural environment into another. Unless his memory is able to perform well, his task will be adversely affected. In this paper, an attempt is made to suggest a number of steps that provide special training to novice interpreters with the aim of improving the performance of their memory. This is done in a preparatory training course that does not involve consecutive interpreting but working from and into the same language. If the instructor manages to help the trainee overcome memory problems in advance, he can smoothly introduce him to the process and strategies of consecutive interpretation proper. The steps suggested proceed over three phases: (1) attentive listening, meaningful analysis and visualizing, (2) anticipation and note-taking, and (3) rephrasing.
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43

Hale, Sandra, Julie Lim, and Natalie Martschuk. "http://www.trans-int.org/index.php/transint." International Journal of Translation and Interpreting Research 15, no. 1 (February 28, 2023): 1–21. http://dx.doi.org/10.12807/ti.115201.2023.a01.

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Note-taking for interpreting is a specialist skill originally developed to assist conference interpreters to remember the contents of long speeches when interpreting consecutively in a unidirectional mode. The bulk of the research into note-taking has been in relation to the classic consecutive interpreting mode in international settings, with little research into the use of note-taking in legal interpreting settings. This paper presents the results of a study on note-taking by 13 court interpreters in a simulated criminal trial in Sydney, Australia. It reports the results of interpreters’ note-taking practices, taking into account their language combination, their own perceptions of mental effort and the usefulness of notes as well as their overall interpreting performance.
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44

Zhang, Tongtong, and Zhiwei Wu. "The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement." English Language Teaching 10, no. 1 (December 20, 2016): 72. http://dx.doi.org/10.5539/elt.v10n1p72.

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In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2, English) listening competence. An empirical study was conducted on 50 interpreting student beginners to assess the effect of two different interpreting training modes on students’ English listening ability. The study indicates that CI training can enhance students’ L2 listening competence, specifically intensive listening skill and selective listening skill, but to a varying extent. Active listening, when trained as a stand-alone rather than a built-in component in the curriculum, contributes more to improving students’ listening ability. In view of this, pedagogical implications for interpreting training and L2 listening teaching are discussed.
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45

Tivyaeva, Irina, and Albina Vodyanitskaya. "Distance Teaching of Consecutive and Simultaneous Interpreting to Graduate Students: a Case Study." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 2 (April 25, 2021): 143–54. http://dx.doi.org/10.53656/for21.23opit.

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The goal of the paper is an attempt to offer a systematic description of the authors’ experience in distance teaching of a consecutive and simultaneous interpreting course to graduate students of linguistics within the concept of transitioning to online instruction. The paper provides a review of distance interpreting programs available online and focuses on a particular case of adjusting an on-campus course in consecutive and simultaneous interpreting to online instruction. Preliminary results highlight technical and didactic specifics of teaching an online course in consecutive and simultaneous interpreting and make prominent pros and cons of online student teamwork. Drawing from the case study, the authors discuss possible solutions for online interpreter training.
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Yenkimaleki, Mahmood, and Vincent J. van Heuven. "The effect of memory training on consecutive interpreting performance by interpreter trainees." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 15, no. 1 (August 19, 2017): 157–72. http://dx.doi.org/10.1075/forum.15.1.09yen.

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Abstract The present study investigates the effect of memory training on the quality of interpreting by Farsi-to-English interpreter trainees, with special attention to diminishing the rate of omission of message elements. Participants were assigned to two groups on the basis of their overall performance on a TOEFL test, with equal division between genders. The control group was taught interpreting skills by the routine curriculum, while the experimental, group spent part of the time on memory training exercises, e.g. imagination and story retelling. Three raters assessed the accuracy of interpreting, omissions, additions, grammar, expression, terminology, pace and accentuation in the trainees’ pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpreting, particularly so on decreasing the omission rate. The results have implications for curriculum designers of interpreting programs, material producers and all who are involved in interpreting studies and its pedagogy.
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Zhang, Xiaoda. "On the Consecutive Interpreting of Chinese Governmental Discourse from the Perspective of Adaptation Theory: The Interpreting of Premier Li Keqiang Meets the Press in 2022 as an Example." SHS Web of Conferences 162 (2023): 01045. http://dx.doi.org/10.1051/shsconf/202316201045.

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The consecutive interpreting of governmental discourse shoulders the responsibility to represent the official stance of the country, and the seriousness of the discourse puts forward higher standards for interpreting output: interpreters should reasonably choose and adapt to various internal and external factors of both the source language and target language in order to assume the role of an accurate, authoritative, and immediate intermediary of information transfer. Adaptation theory just provides interpreters with standards for making choices and adaptations. Taking Verschueren’s adaptation theory as the theoretical framework, this study analyzes the consecutive interpreting of Premier Li Keqiang Meets the Press in 2022, a representative example of consecutive interpreting of Chinese governmental discourse, from the angles of contextual correlates of adaptability, structural objects of adaptability, and salience of the adaptation processes, aiming to explore how could interpreters adapt through language choices in Chinese governmental discourse, and to reveal the adaptation theory’s role as the standard and guidance for consecutive interpreting.
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Chen, Qiao Ling. "The Need to Apply Communicative Approach to Interpreting Class." Advanced Materials Research 271-273 (July 2011): 1532–37. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1532.

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In order to train more qualified consecutive interpreters, a suitable teaching approach is needed. Based on the characteristics of Communicative Approach and interpreting class, this thesis focuses on why and how Communicative Approach can be applied to consecutive interpreting class, at the levels of classroom activities and techniques. Communicative Approach is a suitable and effective approach in interpreting class.
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Eftekhar, Elnaz, Sima Ferdowsi, and Somayeh Baniasad Azad. "Exploring expectations of Iranian audiences in terms of consecutive interpreting: A reception study." Cadernos de Tradução 44, no. 1 (June 14, 2024): 1–30. http://dx.doi.org/10.5007/2175-7968.2024.e96718.

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Media interpreting is becoming increasingly important due to the rise of international relations, with sport media interviews interpreted consecutively gaining more attention. As these interviews are aimed at ordinary audiences, it is crucial to understand the audience’s needs and expectations of optimal consecutive interpreting (CI). However, there has been limited research on interpreting recipients in Iran. The present study aimed to investigate the reception of English-Persian sport media interpreting in consecutive mode among ordinary audiences and trainee interpreters as professional viewers. It focused on three main questions: the first and second ones investigated the expectancy norms of optimal consecutive sport interpreting among ordinary audiences and trainee interpreters, and the third question compared these norms between the two groups. To this aim, a mixed-methods approach and triangulated research design that favored a participant-oriented study was employed. A researcher-made questionnaire and three focus group meetings were held in order to gather the required data. Drawing upon both the descriptive statistics of the gathered data and insights from existing literature, six distinct components have been identified. The results in both groups, demonstrated high scores on expectations related to the ‘fluency of delivery’; however, the dimensions of ‘pleasant voice’ and ‘sense consistency with the original message’ obtained the lowest scores, respectively. Considering the dimension ‘required skills’, there was a significant difference between the two groups. The findings shed light on the audiences’ expectations and needs of CI in the context of Iran.
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Rahman Adam Hamid, Abdel. "The Use of the Traditional Tools in Consecutive Interpreting: Advantages and Disadvantages." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 91. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.91.

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This study is a plea for introducing ‘pen and paper’ as traditional tools in consecutive interpreting. The study is built on the examination of the traditional note-taking tools and their use in interpreting. Its purpose is to discuss their potentialities, as well as to determine to what extent the traditional tools and methods of note-taking are still valuable and compatible with other new ones. The discussion is done through the descriptive method of the process and techniques of consecutive interpreting. The development of these themes aims to point out the benefits to obtain by the use of traditional tools. The study tries, also, to reveal the advantages and disadvantages of the use of these traditional tools compared to the new technological devices used in consecutive interpreting. The results confirm the effectiveness of these traditional pen and paper tools, as they still in work that enables the consecutive interpreter to accomplish his/ her work. The conclusion and findings suggest some solutions such as the use of traditional tools threatened by e-generation devices and digital technology. It, also, mitigates the attacks on these formal tools. It provides a method for the fulfillment of the objectives of consecutive interpreting regardless of the tools used by the interpreter.
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