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Relevant bibliographies by topics / Interpreting training

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Dissertations / Theses
Books
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Academic literature on the topic 'Interpreting training'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Interpreting training"

1

Chilingaryan, Kamo, and Olga Gorbatenko. "Training Court Interpreting Issues." Procedia - Social and Behavioral Sciences 237 (February 2017): 1081–86. http://dx.doi.org/10.1016/j.sbspro.2017.02.159.

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Moser-Mercer, B., L. Kherbiche, and B. Class. "Interpreting Conflict: Training Challenges in Humanitarian Field Interpreting." Journal of Human Rights Practice 6, no. 1 (January 6, 2014): 140–58. http://dx.doi.org/10.1093/jhuman/hut025.

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Cho, Jinhyun, and Peter Roger. "Improving Interpreting Performance through Theatrical Training." Interpreter and Translator Trainer 4, no. 2 (September 2010): 151–71. http://dx.doi.org/10.1080/13556509.2010.10798802.

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Chan, Clara Ho-yan. "From self-interpreting to real interpreting: a new web-based exercise to launch effective interpreting training." Perspectives 21, no. 3 (September 2013): 358–77. http://dx.doi.org/10.1080/0907676x.2012.657654.

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Su, Wenchao, and Defeng Li. "Exploring the effect of interpreting training: Eye-tracking English-Chinese sight interpreting." Lingua 256 (June 2021): 103094. http://dx.doi.org/10.1016/j.lingua.2021.103094.

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Timarová, Šárka, and Heidi Salaets. "Learning styles, motivation and cognitive flexibility in interpreter training." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 31–52. http://dx.doi.org/10.1075/intp.13.1.03tim.

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Admission testing for conference interpreter training programmes traditionally focuses on skills directly related to the interpreting skills, and while soft skills, such as motivation, are recognised as important, they are not systematically tested or researched. The present study attempts to address this gap by exploring three traits and abilities, namely learning styles, motivation and cognitive flexibility, and to relate them to students’ self-selection for interpreting and to their success on final exams. Three tests were used to compare a group of self-selected interpreting students and applicants (n = 32) and a subgroup of conference interpreting students (n = 14) to a control group of undergraduate students (n = 104), from among whom the majority of Lessius University College interpreting students are recruited: the Inventory of Learning Styles (Vermunt & Rijswijk 1987), the Achievement Motivation Test (Hermans 1968/2004) and the Wisconsin Card Sorting Test (Grant & Berg 1948). The results show that self-selected interpreting students are cognitively more flexible and are less negatively affected by anxiety. Compared to the control group, successful conference interpreting students, but not unsuccessful students, are cognitively more flexible and benefit more from some level of anxiety. Moreover, all conference interpreting students are less affected by stress than the control group and seem to have more clearly developed learning preferences.

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Funayama, Chuta. "Enhancing Mental Processes in Simultaneous Interpreting Training." Interpreter and Translator Trainer 1, no. 1 (March 2007): 97–116. http://dx.doi.org/10.1080/1750399x.2007.10798752.

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Dong, Yanping. "Complex dynamic systems in students of interpreting training." Translation and Interpreting Studies 13, no. 2 (October 12, 2018): 185–207. http://dx.doi.org/10.1075/tis.00011.don.

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Abstract Students of interpreting training may go through drastic cognitive changes, but current empirical findings are disparate and isolated. To integrate these findings and to obtain a better understanding of interpreting training, the present article tries to reinterpret students of interpreting training as complex dynamic systems. Relying primarily on longitudinal empirical data from several existing studies, the article illustrates how the initial state of some key parameters influences the progress of the systems, how the parameters themselves evolve, and how interpreting competence develops as a result of self-organization. The hope is that a metatheoretical framework such as Dynamic Systems Theory will allow specific findings and particularistic models for interpreting training to be integrated. Moreover, this approach may allow false dichotomies in the field to be overcome and seemingly contradictory data in empirical reports to be better understood, thereby providing guidelines for future research.

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Karaban, Viacheslav, and Anna Karaban. "Exploring the potential for CAI implementation in interpreter training in Ukraine." SHS Web of Conferences 105 (2021): 02002. http://dx.doi.org/10.1051/shsconf/202110502002.

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The article purports to assess the potential of the current European training in computer-assisted interpreting and associated technological competence development for making the corresponding technological turn in Ukraine’s tertiary interpreter education based on a narrative review. Discussed are the issues of the technological turn in interpreting and its teaching, the corresponding awareness of educators and interpreters, the role of computer-assisted interpreting (CAI) tools in interpreting activities and training, the related challenges faced by interpreters and interpreters’ training, and how Ukraine compares in this with the developments in the EU. Some problems are dwelt upon of COVID-propelled interpreting digitalization. Conclusions imply that Ukraine must undertake quickly such a technological turn not to lag behind the ongoing process of changes in interpreting and interpreter training.

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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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Dissertations / Theses on the topic "Interpreting training"

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Gaidas, Dana. "Mentales Training für Dolmetscher." Master's thesis, Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-130016.

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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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Ramsey, Michael W. "Testing and Interpreting Date to Monitor Progression of Cardiovascular Training." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4079.

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Sultanic, Indira SULTANIC. "Medical Interpreter Training and Interpreter Readiness for the Hospital Environment." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153250300759496.

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Chen, Sheng-jie. "Teaching and learning in a non-language-specific interpreter training course /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Moros, Edgar Andrés. "Challenging traditional notions of theory and practice in translator training and in the history of translation studies two exemplary cases /." Diss., Online access via UMI:, 2009.

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Ayob, Leelany. "A text-linguistic approach to translation and interpreting : a Malaysian training perspective." Thesis, Heriot-Watt University, 2002. http://hdl.handle.net/10399/483.

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Goutondji, Armand Emmanuel Gildas. "The use of mock conferences as means of practical instruction in simultaneous interpreting training, with specific reference to Model United Nations conferences." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46018.

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Conference interpreting in general and simultaneous interpreting in particular are practice-based activities. In training future interpreters, conference interpreter trainers rely heavily on practical exercises that enable students to apply the skills they previously learnt and acquired in class in interpreting situations. For various reasons, the latter, however, may not be as realistic as a simulated conference, thereby preventing students from fully experiencing the atmosphere of real-life conference interpreting. This study begins with the hypothesis that mock conferences such as Model United Nations (MUN) conferences are effective in the training of postgraduate student interpreters in simultaneous interpreting. To examine this hypothesis, and present an alternative view if possible, the researcher observes postgraduate students in the MA Applied Language Studies (option: Translation and Interpreting) at the University of Pretoria performing in the simultaneous interpreting mode during a Model United Nations conference organised by the University‘s United Nations Association. Using a setting such as this, which simulates United Nations General Assembly or Security Council conferences, the researcher observes the students‘ performances and the delegates‘ reactions and analyses trainees‘ perceptions regarding the opportunity to use their skills set in a more realistic environment.
Mini-dissertation (MA)--University of Pretoria, 2014.
tm2015
Modern European Languages
MA
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Wilkendorf, Patricia Lynn. "Training manual in exegetical principles for mother-tongue translators with application to the translation of 1 Corinthians 9:1-18." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Al-Tenaijy, Mozah. "Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912.

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Books on the topic "Interpreting training"

1

Dranzoa, Christine. Interpreting Uganda's heritage. Kampala: Fountain Publishers, 2010.

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Interpreting Bonhoeffer: Historical perspectives, emerging issues. Minneapolis: Fortress Press, 2013.

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Frishberg, Nancy. Interpreting: An introduction. Silver Spring, Md: RID Publications, 1990.

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Interpreting: An introduction. Silver Spring, Md., USA: RID Publications, 1986.

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Cay, Dollerup, and Loddegaard Anne, eds. Teaching translation and interpreting: Training, talent, and experience. Amsterdam: J. Benjamins Pub. Co., 1992.

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Training the translator. Amsterdam: J. Benjamins Pub. Co., 1995.

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Pellatt, Valerie. Teaching and testing interpreting and translating. Oxford: Peter Lang, 2010.

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Gillies, Andrew. Conference interpreting: A new students' companion. Krakow: Cracow Tertium Society for the Promotion of Language Studies, 2004.

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Pellatt, Valerie. Teaching and testing interpreting and translating. Oxford: Peter Lang, 2010.

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Downing, Bruce T. Professional training for community interpreters: A report on models of interpreter training and the value of training. Minneapolis, MN (330 Hubert H. Humphery Center, 301 19th Avenue S/. 55455): Center for Urban and Regional Affairs, 1992.

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Book chapters on the topic "Interpreting training"

1

Hale, Sandra Beatriz. "Community Interpreting Training." In Community Interpreting, 163–94. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230593442_6.

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Kurz, Ingrid. "Interpreting training programmes." In Teaching Translation and Interpreting 4, 65–72. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/btl.42.10kur.

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Dodds, John, and David Katan. "The interaction between research and training." In Conference Interpreting, 89. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/btl.23.06dod.

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Cheng-Shu, Yang. "Interpreter training." In Teaching Translation and Interpreting 4, 177–87. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/btl.42.21che.

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Pöchhacker, Franz. "Teaching interpreting/Training interpreters." In Handbook of Translation Studies, 174–80. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/hts.4.tea2.

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Scherf, W. "Training, talent, and technology." In Teaching Translation and Interpreting, 153. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.56.25sch.

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Renfer, Christoph. "Translator and interpreter training." In Teaching Translation and Interpreting, 173. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.56.28ren.

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Gile, Daniel. "6. Teaching conference interpreting." In Training for the New Millennium, 127–51. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/btl.60.12gil.

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Niska, Helge. "Community interpreter training." In Interpreting in the 21st Century, 133–44. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/btl.43.14nis.

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Smith, Brian D. "Bilingual education and terminology training." In Teaching Translation and Interpreting, 23. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.56.05smi.

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Conference papers on the topic "Interpreting training"

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Li, Yinghui. "Summarization Exercises in E-Interpreting Training." In ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338156.

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Eremetova, Karina Y. "TRAINING ON THE INTERACTION OF CULTURES." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-355-362.

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Pezzuol, J. L., F. D. L. Abreu, S. M. Silva, A. Tendolini, M. A. Se Bissaco, and S. C. M. Rodrigues. "Virtual setting for training in interpreting mammography images." In SPIE Medical Imaging, edited by Tessa S. Cook and Jianguo Zhang. SPIE, 2017. http://dx.doi.org/10.1117/12.2254677.

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Abdulmianova, Indira R. "TRAINING FUTURE LANGUAGE TEACHERS TO THE DEVELOPMENT OF 21ST CENTURY SKILLS FOR LEARNERS USING DIGITAL." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-414-423.

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Wang, Lu, and Ming-Tsang Hsieh. "The Influences of Cognitive Psychology of Interpreting on Interpreter Training: An Empirical Study on Interpreting Anxiety of Student Interpreters." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.113.

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Li, Ning. "Study of Intercultural Communication Training in Interpreting Teaching Based on Multimedia Technology." In 2021 International Conference on Internet, Education and Information Technology (IEIT). IEEE, 2021. http://dx.doi.org/10.1109/ieit53597.2021.00143.

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Hakim, Christiane M., Lauren Chang Sen, Andrew Degnan, Joseph Delic, Sarah Pai, Hersh Sagreiya, Mark Sparrow, Ernestine Thomas, Michael Yannes, and David Gur. "The effect of prevalence of disease on performance of residents and fellows during training for interpreting DBT in a test-train-test observer study." In SPIE Medical Imaging, edited by Matthew A. Kupinski and Robert M. Nishikawa. SPIE, 2017. http://dx.doi.org/10.1117/12.2249341.

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Kriazheva-Kartseva, Elena. "DIGITAL HUMANITIES AND TRAINING STUDENTS TO WORK WITH SOURCES: THE EXAMPLE OF STUDYING THEOSOPHICAL JOURNALISM OF THE RUSSIAN EMIGRATION OF 1920S-1930S." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/03.

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The article is devoted to the study of the experience of using the capabilities of Digital Humanities in the preparation of research projects in history. In particular, the article reveals the methodology for using a complex of areas of information computer technologies when working with sources, on the example of studying Russian Theosophical Journalism of Emigration of 1920s-1930s, which can be used when studying other topics by students of humanitarian orientation. The teacher can teach students to use information technology in different ways. First, get acquainted with the databases of archives and electronic libraries. Modern capabilities allow you to remotely analyze the catalogs of emigrant publications. Secondly, the researcher has access in a number of cases to already digitized sources in databases, for example, in the Consolidated Catalog of Periodicals of the Russian Emigration - Emigrantika (http://www.emigrantica.ru/), getting acquainted not only with the text, but also visual information. Thirdly, Digital Humanities allow using a variety of tools for interpreting texts, in particular, programs for creating author's databases with the introduction of hypertext, programs for conducting content analysis. It is these components that allow us to conclude that modern information computer technologies are increasingly allowing historians to conduct a source study of electronic resources, interpret the received primary data, and in the future create more and more advanced distributed systems. Acquaintance of students with the models of work of researchers using the capabilities of Digital Humanities should also contribute to the more active implementation of modern methods of working with various types of information contained in historical sources.

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Zorn, Stefan, and Kilian Gericke. "Development of Spatial Abilities in Engineering Education: An Empirical Study of the Influence of Visualisation Media." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22428.

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Abstract Spatial ability is one of the critical components of human intelligence. It has been proven that it is particularly crucial for success, especially in engineering, where interpreting views of an object presented by drawings, visualizing parts, or manipulating geometry in CAD are fundamental skills. Research has confirmed that spatial skills can be improved through instruction and teaching, for example, sketching and technical drawing, which are also included in the basic engineering classes. This study tested the hypothesis that the development of spatial skills during the fundamental design engineering class can be positively influenced due to the use of different visualization media for sketching and technical drawing tasks, whereas the used visualization media offer varying possibilities of interaction. Seventy students were pre- and post-tested with the Mental Rotation Test. All participants received the same training during the class but were given individual tasks with varying media. The analysis revealed a significant increase in mental rotation performance for all participants throughout the semester with a big effect size. Moreover, the mean performance improvement differed considerably depending on the visualization media and its offered interaction possibilities.

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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

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