Journal articles: 'Interpreting training'

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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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Akpaca, Dr Servais Martial. "New Trends in Translation and Interpretation Teaching/Training." English Language Teaching and Linguistics Studies 2, no. 2 (April 16, 2020): p5. http://dx.doi.org/10.22158/eltls.v2n2p5.

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The aim of this paper is to discuss four aspects of translation and interpreting teaching, namely the pedagogical approach (i.e., objectivism vs. constructivism), translation ability and interpreter performance as well as translation and interpreting theory and practical classroom activities. The methodology is mostly descriptive and constructive in the sense that the paper “constructs” translation ability and interpreter performance and describes relevant teaching approaches to be adopted. One of the findings of the paper is that translation and interpreting teaching should either validate or change traditional pedagogical methods by new and more effective ones. Another finding of the paper is that translation and interpreting teaching should indicate clear-cut learning objectives, design adequate curricular materials and shed light on professional ethics and policies.

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Napier, Jemina. "Training sign language interpreters in Australia." Babel. Revue internationale de la traduction / International Journal of Translation 51, no. 3 (December 31, 2005): 207–23. http://dx.doi.org/10.1075/babel.51.3.01nap.

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Abstract This paper describes an innovative approach to training sign language interpreters, through a program established at Macquarie University in Sydney, Australia. The course is innovative because sign language and spoken language interpreting students jointly study key subjects, which enables all students to gain insight into the theoretical applications and professional practices of their respective working experiences. This component is particularly innovative as sign language interpreting programs are typically provided as language specific courses with little (if any) exposure to interpreting students of other languages. This paper will provide an overview of the program for both spoken and signed language interpreters, detailing the structure, content and delivery modes, with the aim of encouraging other interpreter educators to consider combining the teaching of all language interpreters.

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Goldsmith, Joshua. "Tablet interpreting." Community Interpreting, Translation, and Technology 13, no. 3 (November 9, 2018): 342–65. http://dx.doi.org/10.1075/tis.00020.gol.

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Abstract This pilot study examines the recent phenomenon of tablet interpreting. Based on in-depth interviews with six practitioners, which were transcribed and analyzed inductively, the article presents an overview of software, tools, and technology that interpreters currently utilize in their work. Qualitative and quantitative results demonstrate regular, effective tablet use in various consecutive interpreting settings. Participants feel that these tools meet their needs and outstrip the functionalities offered by pen and paper in most contexts. This study compiles best practices for tablet interpreting, discusses their benefits and challenges, and describes features to consider when assessing new and existing tablets, applications, and styluses. The data underscore the need for training in this budding field, which represents a key area for future research and professional practice.

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EMELJANOVA, NADEZHDA A., JULIA N. PETELINA, and ULIANA A. SAVELJEVA. "TRAINING INTERNATIONAL STUDENTS OF INTERPRETING AND TRANSLATION IN A MULTICULTURAL ENVIRONMENT: ASU BEST PRACTICES." HUMANITARIAN RESEARCHES 76, no. 4 (2020): 52–67. http://dx.doi.org/10.21672/1818-4936-2020-76-4-051-066.

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The challenges of adaptation faced by international students of interpreting and translation at Astrakhan State University (ASU), which are aggravated by high academic standards, have been successfully overcome owing to a number of factors: the favourable geographic location of ASU, a unique combination of languages (English, German, French, Italian, Spanish, Persian (Farsi), Azeri, Kazakh, Arabic, Chinese, Japanese), highly-qualified teaching staff, advanced technologies, and uptodate equipment.

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Gamal, Muhammad Y. "Police interpreting: The facts sheet." Semiotica 2017, no. 216 (May 24, 2017): 297–316. http://dx.doi.org/10.1515/sem-2015-0110.

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AbstractInterpreting for the police is the backbone of legal interpreting. Yet it is grossly overshadowed by the more visible and more public court interpreting. This paper describes the setting of police interpreting, highlighting some of the major issues and challenges in the field that place a lot more than linguistic pressure on the interpreter. It examines the task of interpreters working within the Australian police setting and casts light on three prevailing practices that tend to challenge the interpreter. The practices relate to the selection, briefing, and training of interpreters working for law enforcement investigations. The paper argues that the current training, instructions, and perception of the role of the police interpreter are inadequate. It further argues that for police interpreting to become professional, formal training in the context of police investigations and pre-committal proceedings is required.

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Yamada, Hiroko. "A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 353. http://dx.doi.org/10.17507/tpls.0904.01.

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

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최문선. "Source Text Difficulty in Interpreting Training: Trainers’ Perspective." Journal of Translation Studies 13, no. 5 (December 2012): 247–76. http://dx.doi.org/10.15749/jts.2012.13.5.010.

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Rendong Cai and Yanping Dong. "Interpreter Training and Students of Interpreting in China." Journal of Translation Studies 16, no. 4 (October 2015): 167–91. http://dx.doi.org/10.15749/jts.2015.16.4.013.

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Ripsweden, J., H. Mir-Akbari, E. Bacsovics Brolin, T. Brismar, T. Nilsson, E. Rasmussen, A. Rück, et al. "Is training essential for interpreting cardiac computed tomography?" Acta Radiologica 50, no. 2 (March 2009): 194–200. http://dx.doi.org/10.1080/02841850802654407.

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Background: Cardiac computed tomography (CT) has gained increasing acceptance for diagnosing obstructive coronary artery disease (CAD). Several guidelines have been published on required education for proficiency in the interpretation of these examinations. Purpose: To describe the learning-curve effect of the interpretation of 100 consecutive cardiac CT examinations aimed at diagnosing CAD. The diagnostic accuracy of radiologists and radiographers was also compared. Material and Methods: Two radiologists and two radiographers, all with no prior experience in evaluation of cardiac CT, independently underwent a dedicated training program of 100 examinations randomized into 10 blocks (sessions), with 10 cases in each. They independently evaluated the coronary arteries regarding significant obstructive CAD. After every session, individual feedback on diagnostic accuracy and comparison with the corresponding invasive coronary angiography (currently regarded as the gold standard to detect coronary lesions) was given. The time required for interpretation was recorded. Results: The mean review time decreased ( P<0.0001) successively during the 10 sessions for all the observers together. The first session had a mean review time of 32 min, and the last session 16 min. No significant improvement in sensitivity, specificity, or negative predictive value (NPV) was observed. For positive predictive value (PPV), there was an improvement for the radiologists ( P<0.05), but not for the radiographers. The radiographers had a higher total specificity compared to the radiologists ( P<0.01). Conclusion: The review time for novices in cardiac CT was approximately halved during the first 100 cases, with maintained accuracy. There was a learning-curve effect in PPV for the radiologists. The diagnostic accuracy of dedicated radiographers indicates that they might be considered to be included as part of the evaluation team.

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Zuo, Jia. "Image schemata and visualisation in simultaneous interpreting training." Interpreter and Translator Trainer 8, no. 2 (May 4, 2014): 204–16. http://dx.doi.org/10.1080/1750399x.2014.908553.

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PAAKKALA, T. "Training of general practitioners in interpreting chest radiographs." Medical Education 22, no. 5 (September 1988): 449–53. http://dx.doi.org/10.1111/j.1365-2923.1988.tb00782.x.

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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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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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Nour, Struys, and Stengers. "Attention Network in Interpreters: The Role of Training and Experience." Behavioral Sciences 9, no. 4 (April 23, 2019): 43. http://dx.doi.org/10.3390/bs9040043.

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The purpose of this study is to explore the relationship found between interpreting training and experience and the attentional network components: Alerting, orienting, and executive attention using the Attention Network Test (ANT). In the current study we tested three groups of interpreting students, translation students, and professional interpreters as specific forms of multilingual expertise. The student groups were tested longitudinally at the beginning and the end of their Master’s programme. The professional interpreters were tested only one point in time. The results showed different attention network dynamics for the interpreting students compared to the translation students regarding alertness and executive network. First, the interpreting students showed a higher conflict effect when the alert cue was presented as well as a reduced accuracy compared to translation students. Second, the interpreting training had less effect on alerting than the translation training. Finally, two student groups showed a faster response time in conflict effect than the professional interpreters. In contrast, the professional interpreters scored a higher accuracy than two-student groups specifically in an incongruent alert condition, which confirms that they used a different responding strategy.

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Blasco Mayor, Maria Jesus. "L2 proficiency as predictor of aptitude for interpreting." Translation and Interpreting Studies 10, no. 1 (June 15, 2015): 108–32. http://dx.doi.org/10.1075/tis.10.1.06bla.

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This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.

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Pan, Jun, Honghua Wang, and Jackie Xiu Yan. "Convergences and divergences between studies on translator training and interpreter training." Target. International Journal of Translation Studies 29, no. 1 (June 1, 2017): 110–44. http://dx.doi.org/10.1075/target.29.1.05pan.

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Discussion on the convergences and divergences between Translation Studies (TS) and Interpreting Studies (IS) has taken place since the emergence of the latter. The unity and divide between translation and interpreting (T&I) activities are also strongly felt in the field of training. This study adopts a data-driven approach to examine research on translator and interpreter training. Based on an annotated database of T&I journal article entries, it shows the differences and similarities in research on translator training and interpreter training. Findings suggest that research on translator training and interpreter training share a thematic and methodological framework, but have different focuses on research themes and methods. The two sub-disciplines have different active authors, institutions and country/area rankings, linked by a small yet possibly growing number of cross-sub-disciplinary producers. These findings will shed much light on our knowledge of T&I activities and research.

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Wang Binhua and Mu Lei. "Interpreter training and research in mainland China." China and Chinese 11, no. 2 (September 2, 2009): 267–83. http://dx.doi.org/10.1075/intp.11.2.08wan.

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Against a background of favorable socio-economic conditions and the development of Translation Studies into an autonomous discipline, translation and interpreting programs are mushrooming in mainland China. This article reports on the development of interpreter training and research here in recent years through an overview of different types of training programs, curriculum designs, training models or paradigms, new textbooks and interpreter accreditation tests. Some salient examples of interpreting research in mainland China are also critically reviewed.

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Morais, Cecília Franco, and Marileide Dias Esqueda. "Domain knowledge in simultaneous interpreting." Domínios de Lingu@gem 13, no. 2 (July 9, 2019): 604–34. http://dx.doi.org/10.14393/dl38-v13n2a2019-7.

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This article analyzes the role that domain knowledge plays on the understanding of and performance in simultaneous interpreting tasks. Students from two classes of the undergraduate program in Translation of the Federal University of Uberlândia answered a questionnaire and performed a simultaneous interpreting session. The questionnaires were used to analyze the participants beliefs, while the sessions were audio-recorded for the analysis of cognitive effort (i.e., omissions, additions, head starts, pauses, meaning errors, and logical-time sequence errors). The results pointed to some changes in the students’ declarative knowledge and procedural knowledge after they had received theoretical and practical training in simultaneous interpreting. However, it was not sufficient to help them find interpreting strategies to avoid a high level of cognitive effort. This research contributes to both process research and interpreter training.

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Krystallidou, Demi, Céline Van De Walle, Myriam Deveugele, Evangelia Dougali, Fien Mertens, Amélie Truwant, Ellen Van Praet, and Peter Pype. "Training “doctor-minded” interpreters and “interpreter-minded” doctors." Interpreting. International Journal of Research and Practice in Interpreting 20, no. 1 (April 26, 2018): 132–50. http://dx.doi.org/10.1075/intp.00005.kry.

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Abstract In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.

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Ericsson, K. Anders. "Expertise in interpreting." Interpreting. International Journal of Research and Practice in Interpreting 5, no. 2 (December 31, 2000): 187–220. http://dx.doi.org/10.1075/intp.5.2.08eri.

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This paper describes how the expert-performance perspective differs from the common-sense view of professional ability and how this approach can be applied to the study of professional interpreting. The expert-performance approach is first introduced with findings from many traditional domains of expertise, such as chess, music, medicine, and sports. Most importantly, expert performance is shown to be primarily acquired through the engagement in designed training activities, namely deliberate practice (Ericsson et al., 1993). The second part of the paper briefly discusses earlier research on expert interpreting motivated by more traditional views of expertise in interpreting. Finally, the expert-performance approach is applied to the study of superior interpreting performance and potential studies of superior interpreting under representative conditions are outlined.

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Postigo Pinazo, Encarnación. "Self-Assessment in Teaching Interpreting." TTR 21, no. 1 (April 15, 2009): 173–209. http://dx.doi.org/10.7202/029690ar.

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Abstract Evaluating interpreter performance is a controversial issue throughout a professional degree (Riccardi, 2002). The training period is vital for introducing future interpreters to habits of recognizing their strengths and weaknesses, lack of specific knowledge and application of learned skills. Integrating self-assessment into teaching and treating it as essential will have positive effects on learners’ attitudes to self-criticism and on performance. Collaborative approaches and technologies make it easier to work with recorded material and enable teachers and students to exchange materials effectively. We have used evaluation sheets for teaching interpreting to our students. We used them in the first stage of training and had students participate actively in evaluating simulated situations in class. This strategy had a positive effect on student commitment and learning and led to better short term results in their performance. 18

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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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Li, Xiangdong. "Putting interpreting strategies in their place." Babel. Revue internationale de la traduction / International Journal of Translation 61, no. 2 (October 23, 2015): 170–92. http://dx.doi.org/10.1075/babel.61.2.02li.

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The term strategy is increasingly mentioned in the interpreting literature. Individual strategies have been approached from various perspectives by a number of interpreting research scholars. Those strategies are used by interpreters to cope with cognitive constraints, interpreting mode-specific difficulties, and language- and culture-specific constraints. Given its importance, the author argues to include strategy training in interpreter education based on a synthesis of evidence from the current literature. This article firstly presents a state-of-theart review of research on the defining features of strategies and their varieties. It then validates the contribution of strategy training to interpreter education in terms of overcoming cognitive constraints, combating interpreting mode-specific constraints, coping with language- and culture-specific constraints, conforming to interpreting norms, revealing problem-solution relations in the interpreting process, highlighting novice-expert differences for pedagogical use, and leading to interpreter competence development. The article also provides a brief demonstration of how to teach strategies to trainees. Hopefully, this article can inspire interpreter trainers to recognize the importance of strategies and include strategy training in their teaching.

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Yu, Wenting, and Vincent J. van Heuven. "Effects of immediate repetition at different stages of consecutive interpreting training." Linguistics in the Netherlands 2013 30 (November 18, 2013): 201–13. http://dx.doi.org/10.1075/avt.30.15yu.

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The present study investigates whether immediate repetition improves consecutive interpreting performance during training. In addition, the study tries to shed light on whether the effects of immediate repetition differ between BA and MA interpreting trainees. In the experiment, ten raters judged six major quality measures of the accuracy and fluency of the interpreting output recorded from seven BA trainees and five MA trainees. The seventh quality measure expressed linguistic complexity as the number of clauses per AS-unit. The results show that the main effects of repetition and proficiency are both significant on accuracy and fluency, but the main effects are absent on linguistic complexity. Moreover, in terms of fluency BA trainees benefit significantly more from repetition than MA trainees. Accuracy improvement through repetition does not differ significantly between the two groups. The results have implications for consecutive interpreting training at different stages.

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Ko, Leong. "Teaching Interpreting by Distance Mode: An Empirical Study." Meta 53, no. 4 (January 16, 2009): 814–40. http://dx.doi.org/10.7202/019649ar.

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Abstract This paper is based on an empirical study of teaching liaison interpreting – specifically, dialogue interpreting, consecutive interpreting and sight translation – by distance mode. In this research, two groups of students were recruited – the experimental group to be taught by distance mode and a control group trained face-to-face. The training program lasted for 13 weeks or 39 hours, with three contact hours per week. The training followed the principle that no face-to-face contact with distance students was made during the training process, including the final examination. The major media used in the research included sound-only teleconferencing, telephone and the Internet. Students’ interpreting skills including language transfer and paralinguistic skills were assessed in different tests including an independent national test. The results of the research indicate that students trained by distance mode can achieve a level similar or comparable to those trained in the face-to-face manner in terms of interpreting ability and skills. The research has generated pedagogical implications for future attempts to teach interpreting by distance mode.

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Aguirre Fernández Bravo, Elena, and María Dolores Guindal Pintado. "Entrepreneurship in Interpreting: A Blue Ocean Strategy Didactic Toolkit for Higher Education Interpreter Training." HERMES - Journal of Language and Communication in Business 60 (July 8, 2020): 111–24. http://dx.doi.org/10.7146/hjlcb.v60i0.121314.

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This article aims at presenting the reader with a didactic proposal for training higher education interpreting students in entrepreneurial skills by means of introducing a toolkit based on the Blue Ocean Strategy marketing theory. First, the reasons why entrepreneurship is necessary and should thus be an integral part of the interpreting curriculum will be put forward. Second, the Blue Ocean Strategy and its special suitability for the interpreting market will be argued. Third, the transposition of this theory into the interpreting classroom will be explained, with a focus on the approach and development of the lesson plan and didactic materials, which were devised on the basis of a flipped learning teaching methodology. Fourth, the results of the pilot implementation of this toolkit in the dialogue interpreting course Interpretación II: Técnicas de mediación intercultural, a 6 ECTS B.A. in Translation and Interpreting course at the Universidad Pontificia Comillas (Madrid), will be discussed by way of analysing 45 responses to questionnaires designed with the purpose of shedding light on whether perceptions of the interpreting market substantially differ among students who made part of the experimental group that took the Blue Ocean Strategy pilot class (18 subjects) and the control group (27 subjects), who did not receive training in this marketing strategy.

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Grbić, Nadja. "Constructing interpreting quality." Interpreting. International Journal of Research and Practice in Interpreting 10, no. 2 (September 9, 2008): 232–57. http://dx.doi.org/10.1075/intp.10.2.04grb.

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The issue of quality has attracted considerable attention recently in translation and interpreting studies. Few publications, however, seek to explore systematically the theoretical implications of the different notions of quality. The aim of this paper is to explore quality as a social construct and to examine interpretations and definitions of quality in the field of translation and interpreting studies and practice. It is evident that the notion of quality is relative, in that it depends both on the individual who is assessing quality and on the given context or specific situation, but the relativity of quality as an attribute or notion pertaining to an object also extends to the benchmarks set up in order to gauge quality. This paper will focus on the multi-perspectivity of some of the quality benchmarks that have been applied in the context of three systems within which quality discourse has developed over the years: training, professional practice and interpreting research.

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Ko, Leong. "Teaching interpreting by distance mode." Interpreting. International Journal of Research and Practice in Interpreting 8, no. 1 (June 8, 2006): 67–96. http://dx.doi.org/10.1075/intp.8.1.05ko.

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The development of telecommunication technologies has created a demand on educational institutions to offer interpreting programs by distance mode. This demand arises from educational needs, financial considerations, and market developments. Although several educational institutions and interpreting service providers have attempted to train interpreters by remote delivery, a commonly expressed concern is whether distance programs can be as effective as on-campus ones. This paper presents an analysis of fundamental features of interpreting and on-campus training, as well as issues associated with the distance mode of interpreter training programs. Three telecommunication technologies that could be used for teaching interpreting — teleconferencing by telephone, videoconferencing through local area networks (LANs) and videoconferencing through the Internet — are analyzed with regard to feasibility, reliability and affordability. The results show that each of these has its advantages and disadvantages. The challenge facing educators is to overcome the technical constraints, maximize the advantages and the potential of current technologies, and adapt pedagogies to best fit the new technologies so as to achieve results comparable to those of on-campus teaching.

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Woodside, Arch. "Training exercise in interpreting causal maps in tourism research." International Journal of Culture, Tourism and Hospitality Research 1, no. 2 (June 12, 2007): 175–79. http://dx.doi.org/10.1108/17506180710751704.

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Redick, Thomas S. "Working memory training and interpreting interactions in intelligence interventions." Intelligence 50 (May 2015): 14–20. http://dx.doi.org/10.1016/j.intell.2015.01.014.

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Ho, Chen-En, Tze-Wei Chen, and Jie-Li Tsai. "How does training shape English-Chinese sight translation behaviour?" Translation, Cognition & Behavior 3, no. 1 (May 13, 2020): 1–24. http://dx.doi.org/10.1075/tcb.00032.ho.

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Abstract This study investigated cognitive aspects of sight translation by analysing the reading behaviour in the process and the output. In our empirical study, two groups of participants—interpreting trainees and untrained bilinguals—carried out three tasks: (a) silent reading, (b) reading aloud, and (c) sight translation. The results show that the two groups were almost identical in the first two tasks, further substantiating the similarity of their language command, but were drastically different in how they tackled sight translation. Interpreting trainees provided much more accurate, fluent, and adequate renditions with much less time and fewer fixations. However, their efficiency at information retrieval was statistically similar to that of the untrained bilinguals. Thus, interpreting trainees were more efficient by being more “economical” during reading, rather than by reading ahead faster, as some would intuitively expect. Chunking skills seem to have also been at play behind their remarkable performance.

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Krouglov, Alex. "STUDENT PERFORMANCE IN EMERGENCY REMOTE LEARNING AND ASSESSMENT IN SIMULTANEOUS INTERPRETING TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 363–73. http://dx.doi.org/10.17770/sie2021vol1.6314.

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The paper covers some issues of student performance in Simultaneous Interpreting modules during the emergency remote training in March – June 2020 when many universities around the world had to switch quickly to online synchronous training. Simultaneous Interpreting was chosen for this research since the existing IT platforms for online training are not sufficient in view of the complexity of simultaneous interpreting training which requires special equipment and the availability of two channels of communication. The research explores the main challenges facing trainers and students when they had to move to emergency online teaching and learning and assesses the performance of students in synchronous online simultaneous classes and final examinations or assessments. The study is based on qualitative methods guided by grounded theory and engaged 17 teachers and 24 students at seven universities teaching Simultaneous Interpreting modules. The results of the research showed that the move to emergency remote teaching and learning did not have any significant impact on the performance of students and their assessment in the remaining part of the module. Academic teams came up with a number of innovative solutions for remote teaching, learning and assessment which should be studied further in order to develop effective tools which could be used in synchronous online simultaneous interpreting teaching and learning in the future.

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Hu, Wan. "Examining the Effectiveness of Simulated Interpreting Projects: Students’ Perspectives." Review of European Studies 11, no. 2 (June 3, 2019): 118. http://dx.doi.org/10.5539/res.v11n2p118.

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In recent decades, bridging the gap between university-based interpreting teaching and industry needs has been increasingly important as an emerging area of interpreter education and training. Many interpreter educators and practitioners have introduced authentic interpreting practices (e.g. mock conference, role-play, conference observation, field training) into their classrooms and received positive feedback from student interpreters. This study investigates the use of simulated interpreting projects, which have been designed by the interpreter trainer to make student interpreters’ learning more stimulating and effective. Findings from this empirical study have demonstrated that the simulated interpreting projects not only enhanced student interpreters’ skills for and knowledge about the interpreting profession, but also cultivated their vocational skills and investigation capabilities which are crucial for many other professions. This research contributes to the current understanding of enhancing student interpreters’ learning experience via real-life activities. It introduces a fresh perspective for designing an investigative learning model for student interpreters. It also has practical implications for interpreting pedagogy, offering theoretical and empirical support for the changing attitudes and approaches in interpreter education and training.

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Heijns, Audrey. "Interpreting practices in a colonial context." Translation and Interpreting Studies 14, no. 3 (July 10, 2019): 372–91. http://dx.doi.org/10.1075/tis.19029.hei.

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Abstract This article investigates the experience of Dutch interpreters of Chinese in the Dutch East Indies (present-day Indonesia) from the mid-nineteenth century until Indonesia’s independence nearly a century later. In the colonial context, the task of interpreters went beyond orally translating speech. They also served as cultural mediators, who prevented conflicts and resolved misunderstandings. Based on theories of interpreting in colonial contexts, the cases in this study will probe the interpreters’ training, their allegiances, and their search for neutrality. The findings reveal that, in the period from 1860 to 1912, the interpreters tried to mediate for the government by resolving problems and misunderstandings, despite their limited authority. However, in the period from 1913 to 1949, the interpreters had less room to maneuver, as a result of changes in training as well as in the work environment of the Dutch East Indies.

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Ho, Chen-En. "TAPPING INTO INTERPRETING STUDENTS’ MOTIVATION TO ENGAGE IN TARGETED TRANSLATION PRACTICE." CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING E 7 (December 28, 2020): 39–76. http://dx.doi.org/10.51287/cttl_e_2020_3_chen-en_ho.pdf.

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Translation and interpreting are different in many aspects. For the former, the source and target text remain available and communication between participants happens asynchronously; the latter demands immediate interaction and speech signals are fast fading. The two activities and their respective contexts, including working conditions, are also dissimilar in the professional world. A quick glance may leave an impression that entirely different training is in order. However, translation and interpreting as a profession also share tremendous similarities — the European Master’s Translation competence framework adequately applies to interpreting. This action research study aimed to motivate beginning interpreting students to overcome challenges in interpreting practice via translation activities. A two-stage translation workshop was designed, and the results show that students became more engaged in the workshop when the authenticity of the tasks and the relevance between translation practice and interpreting performance were elucidated. Keywords: motivation, situated translation, simulated training, project-based learning, entrepreneurship, action research

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Dobrić, Katja. "The Future Of Court Interpreting In Croatia." Studies in Logic, Grammar and Rhetoric 38, no. 1 (September 1, 2014): 59–81. http://dx.doi.org/10.2478/slgr-2014-0032.

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Abstract Court interpreting in Croatia is a very unregulated field especially regarding the training and the skills that are to be acquired in order to pro- vide accurate translation at courts. One of the prerequisites according to the Regulations on Court Interpreters in Croatia is knowledge of the structure of judicial power, state government and legal terminology. Although the Regulations prescribe that the training should last no longer than two months, the organisations providing such training shorten this to three or four days. Taking into account all that has been said one realizes that in such short time a per- son cannot be properly qualified to practice as a court interpreter. According to the EU Directive on the right to interpretation and translation in criminal proceedings member states should provide adequate training in order to ensure the quality of interpretation and to avoid that suspected or accused persons complain that the quality of interpretation was not good enough to secure the fairness of the proceeding, which according to Article 2 of the Directive they have the right to. Since Croatia joined the European Union on 1 July 2013, it will have to change its Regulations on Court Interpreters in order to com- ply with this Directive. This paper will try to analyze the problems within the scope of court interpreter’s profession in Croatia both in civil and in criminal proceedings. Several examples will be suggested as the possible model for modifying court interpreting in Croatia. Since this profession is often underrated by the national courts, the paper will suggest ways to prevent such views and point out the importance of good court interpretation

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Chmiel, Agnieszka. "In search of the working memory advantage in conference interpreting – Training, experience and task effects." International Journal of Bilingualism 22, no. 3 (December 9, 2016): 371–84. http://dx.doi.org/10.1177/1367006916681082.

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Aims and Objectives: The purpose of the study was to disentangle the effects of simultaneous interpreting experience and training on working memory, to examine the effect of language, modality and recall on working memory scores, and to associate memory scores of trainees with interpreting quality. Design: Working memory scores were compared in the L2 reading span task (performed by professional conference interpreters, bilingual controls and interpreter trainees tested before and after training) and in the L1 reading span task and L1 listening span task (performed by interpreters and controls). Data and Analysis: Data was collected from 68 participants in experiment 1 and from 51 participants in experiment 2. It was analysed by means of linear models, regressions and t-tests. Findings: Professional interpreters consistently outperformed controls on all working memory tasks. They performed better in L1 than L2, and their scores were not affected due to modality (visual vs. auditory presentation) and recall mode (serial vs. free). Interpreter training improved working memory scores. Trainees’ higher scores predicted better interpreting performance. Originality: This was the first study to adopt a longitudinal design to examine the effect of training on memory of conference interpreter trainees. Significance: The study shows that interpreter training (but not experience) improves working memory capacity and predicts interpreting performance.

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Ibrahim, Noraini. "Parliamentary Interpreting in Malaysia: A Case Study." Meta 54, no. 2 (July 16, 2009): 357–69. http://dx.doi.org/10.7202/037686ar.

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Abstract This article seeks to describe the current scenario of parliamentary interpreting in Malaysia by studying the interpreters’ work nature, aptitude and qualifications as well as remuneration and promotional opportunity. It also highlights the important aspects of the profession such as job mystification, training and continuing education, the connection between the training centres and the professional environment, the need to educate the public through the establishment of professional associations, and the implementation of an ethics code as well as the sense of professionalism among the interpreters. The author also proposes ways to improve the situation which would contribute to the professionalisation of interpreting in the Malaysian Parliament particularly and in Malaysia in general.

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Nour, Soudabeh, Esli Struys, and Helene Stengers. "Adaptive control in interpreters: Assessing the impact of training and experience on working memory." Bilingualism: Language and Cognition 23, no. 4 (February 17, 2020): 772–79. http://dx.doi.org/10.1017/s1366728920000127.

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AbstractThe adaptive control hypothesis predicts adaptation of control mechanisms as a response to intensive language use in bilinguals. The present study aims to investigate this hypothesis in two memory experiments with professional and student interpreters. In experiment 1, we compared a group of interpreting students to translation students using a reading span task to test working memory (WM) and a digit span task to test short-term memory (STM). In experiment 2, we added a group of professional interpreters and compared them with the participants in experiment 1. Training-related improvement was found for WM but not for STM, with no differences between both student groups. Professional interpreters with over 20 years of interpreting experience showed better performance than translation students but not than interpreting students both on WM and STM. The results are discussed in light of the framework of interpreting as a type of extreme bilingualism.

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Shcholokova, Olha, Natalia Mozgalova, and Iryna Baranovska. "Interpretation of musical composition: a methodical aspect." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 151–58. http://dx.doi.org/10.24195/2617-6688-2019-3-21.

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The article presents the issue regarding activation of artistic and interpretative activities of the students majoring in musical specialties at higher pedagogical educational institutions. The artistic-interpretative activity is considered as a factor of students’ creative development, growth and self-realization. The method of categorical analysis of the issue “interpretation” facilitated the establishment of a number of its values which were considered and implemented in the step-by-step experimental methods of training future music teachers in interpreting musical works. The course and results of the ascertaining stage of the pedagogical experiment have been presented. Based on the hermeneutical and artistic-mental approaches, the experimental methods of training students in interpreting musical works have been elaborated and presented. A wide range of methods of instrumental learning, performing exercises and independent artistic-interpretative tasks that determine the hierarchy of stages (initial-establishing, content-oriented and technological, analytical-final) of the presented methodology has been considered. The effectiveness of the text-centric paradigm of teaching in the practice of instrumental training of the future music teachers basing on a complex use of individual teaching methods alongside with dialogical methods of performing immersion, palliative and facilitation has been proved. The introduction of the lecture course “Fundamentals of Musical Interpretation”, the use of a complex of methods (analytical, practical, creative) and various artistic and interpretative tasks contributed to the increase of the respondents’ motivational orientation and activity as well as the increase of their interest in the artistic and interpretative activities. The results of the research and experimental work on the implementation of the methodology of training future music teachers in interpreting musical works testify to its expediency and effectiveness. Keywords: hermeneutical approach, interpretation, musical work, artistic and interpretive activity, teachers of Music.

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Journal articles on the topic 'Interpreting training'

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