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Inagaki, Yasuyoshi, Nobuo Kawaguchi, Shigeki Matsubara, Koichiro Ryu, and Hitomi Tohyama. "CIAIR Simultaneous Interpretation Corpus." The oriental chapter of COCOSDA (The International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques), 2004. http://hdl.handle.net/2237/15081.
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Babcock, Laura Elizabeth. "The neurocognitive fingerprint of simultaneous interpretation." Doctoral thesis, SISSA, 2015. http://hdl.handle.net/20.500.11767/3895.
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The human brain is a dynamic organ which is molded throughout the lifespan by each individual’s life experiences. Learning to juggle, speaking two languages, and playing the piano all number among experiences that leave an impression on the mind and brain. Little research, however, has examined one of the most demanding processes in human cognition, simultaneous interpretation (SI). In SI an individual must comprehend a stream of auditory material in one language and with a few seconds delay produce the same content in another language. This process, which is both a specialized form of bilingualism and a learned skill, similar to playing the piano, likely leaves its own distinct fingerprint on the mind and brain. The present work examines the neurocognition of professional and trainee simultaneous interpreters to better understand the process of simultaneous interpretation and the lasting impression it leaves.
Bilingualism has been previously associated with advantages in cognitive control in both linguistic and non-linguistic domains. These benefits are posited to be due to bilinguals’ extensive practice managing two languages. Simultaneous interpretation represents a process which requires a higher level of language management than most bilingual contexts. This increased experience may lead to quantitatively larger benefits in interpreters than in bilinguals. Additionally, interpreters may garner benefits which are unique to the interpreting experience, in particular the need to use two languages simultaneously. The first study addressed these possibilities in an examination of professional interpreters and matched multilinguals on three tasks of cognitive control. The two groups showed no differences on the color-word Stroop and Attention Network Test, tasks which have previously revealed an advantage for bilinguals. Results from a non-linguistic task-switching paradigm were mixed. Interpreters showed no additional advantage in switching costs, where bilingual benefits have previously been seen, but exhibited smaller mixing costs than the multilinguals. In comparison with previous literature, this benefit in mixing cost appears to be unique to simultaneous interpretation. Additionally, the interpreters had larger verbal and spatial memory spans than the multilinguals. The results suggest that professional interpreters do not have quantitatively larger bilingual benefits, but do possess benefits specific to experience with simultaneous interpretation
As simultaneous interpretation is an acquired skill, these interpreter-specific advantages may have been gained through training in SI or represent innate differences that led individuals to the field. The second study examined students earning a Master in Conference Interpreting, and matched students in other disciplines, longitudinally to determine which cognitive abilities are innate and which are acquired through SI training. The results indicated improvements in verbal and spatial memory among the students of interpretation, but not among the students in other disciplines, suggesting that these abilities are acquired with training. An improvement in the mixing cost, however, was seen across the groups, leaving open the possibility of an influence of professional experience on this measure.
Previous studies of skill acquisition have indicated that not only cognitive abilities, but also underlying brain structure is altered through the training period. To examine the effects of training in simultaneous interpretation on gray matter and white matter structure the above-mentioned groups additionally participated in neuroimaging sessions. Analysis of gray matter volume using voxel-based morphometry (VBM) revealed group differences in regions previously linked to spoken word learning, suggesting greater efficiency in these areas among students of interpretation. Additionally, changes in gray matter volume related to training in SI were evident in bilateral putamen and left superior temporal cortex, among other regions. Previous functional MRI studies of speech shadowing have found activation in these same regions, suggesting the changes may be related to the simultaneity of input and output during simultaneous interpretation. Moreover, analyses of diffusion tensor imaging (DTI) data revealed greater white matter integrity among the students of interpretation in tracts in the left hemisphere that underlie language. A subset of these tracts was further strengthened through training in SI.
Finally, the mechanisms supporting the simultaneous use of two languages were considered, specifically addressing the possibility that interpreters apply less inhibition to the unused language. Students at various stages in their simultaneous interpretation training were tested on a three language switching paradigm. This paradigm affords a measure of inhibition of abandoned task sets through n-2 repetition costs. Though differences were found between the groups on n-2 repetition costs, these did not appear to be connected to SI training, but rather the predominant bilingual interactional context of the groups.
Taken together these investigations begin to provide a picture of the effects that simultaneous interpretation has on cognitive abilities and brain structure. Specifically, interpreters appear to have a unique set of cognitive advantages that are related to the processes used during SI. Further, these advantages originate from a combination of innate and trained abilities.
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Russell, Debra L. "Interpreting in legal contexts, consecutive and simultaneous interpretation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54808.pdf.
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Inagaki, Yasuyoshi, Nobuo Kawaguchi, Shigeki Matsubara, and Koichiro Ryu. "Bilingual Speech Dialogue Corpus for Simultaneous Machine Interpretation Research." The oriental chapter of COCOSDA (The International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques), 2003. http://hdl.handle.net/2237/15076.
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Inagaki, Yasuyoshi, Shigeki Matsubara, Atsushi Mizuno, and Koichiro Ryu. "Incremental Japanese Spoken Language Generation in Simultaneous Machine Interpretation." IEICE, 2004. http://hdl.handle.net/2237/15091.
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Inagaki, Yasuyoshi, Katsuhiko Toyama, and Shigeki Matsubara. "Sync/Trans: Simultaneous Machine Interpretation between English and Japanese." Springer-Verlag, 1999. http://hdl.handle.net/2237/15102.
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Tohyama, Hitomi, and Shigeki Matsubara. "COLLECTING OF SIMULTANEOUS INTERPRETATION PATTERNS USING BILINGUAL SPOKEN LANGUAGE CORPUS." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2006. http://hdl.handle.net/2237/10465.
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YOSHIKAWA, Masatoshi, Shigeki MATSUBARA, Koichiro RYU, and Zhe DING. "Interpreting Unit Segmentation of Conversational Speech in Simultaneous Interpretation Corpus." The oriental chapter of COCOSDA (The International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques), 2005. http://hdl.handle.net/2237/15082.
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Matsubara, Shigeki, and Hitomi Tohyama. "Influence of Pause Length on Listeners' Impressions in Simultaneous Interpretation." ISCA(International Speech Communication Association), 2006. http://hdl.handle.net/2237/15106.
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Matsubara, Shigeki, Hitomi Tohyama, and Takahiro Ono. "Construction and Analysis of Word-level Time-aligned Simultaneous Interpretation Corpus." ACL(Association for computational linguistics), 2008. http://aclweb.org/anthology/.
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Tohyama, Hitomi, 茂樹 松原, Shigeki Matsubara, 信夫 河口, Nobuo Kawaguchi, and Yasuyoshi Inagaki. "Construction and Utilization of Bilingual Speech Corpus for Simultaneous Machine Interpretation Research." International Speech Communication Association, 2005. http://hdl.handle.net/2237/93.
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Tohyama, Hitomi. "An Analysis of the Characteristics of Interpreters' Utterances Using CIAIR Simultaneous Interpretation Database." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10455.
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Ecker, Doris Maria. "Simultaneous Interpretation (SI): An Information Processing Approach and Its Implications for Practical SI." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4726.
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Simultaneous interpretation (SI) is a special kind of translation where the interpreter listens to a speaker, processes the spoken (or signed) source language message and produces an equivalent output in a target language, i.e., the interpreter produces one part of the message in the target language while simultaneously listening to the next part of the message in the source language. This thesis examines the process of simultaneous interpretation from an information processing point of view and describes the implications of such an approach for practical SI. Following an overview of research issues in SI literature, a definition of SI is given, pointing out the special characteristics of SI and the features that distinguish it from written translation and consecutive interpretation. A model incorporating various structural and functional components is then used to describe SI in terms of information processing. The focus of this investigation is on the integrative use of bottom-up and top-down processing mechanisms as typical features of human information processing systems. Subsequently the implications of the observations made about SI as an information process are considered within the context of practical SI. The various factors that influence the quality, speed and reliability of interpretation at all stages of the process are examined. Finally suggestions for the training of simultaneous interpreters are made. The thesis is concluded with the observation that SI is indeed a special kind of human information processing. Modelling SI in terms of information processing can contribute to the understanding of this complex process and its components. It is a powerful tool to enlighten the mechanisms and skills involved in SI and to establish efficient training programs for simultaneous interpreters.
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Dal, Fovo Eugenia. "SIMULTANEOUS INTERPRETATION ON TELEVISION: THE CASE OF THE QUESTION/ANSWER GROUP IN THE 2004 U.S. PRESIDENTIAL DEBATHON." Doctoral thesis, Università degli studi di Trieste, 2014. http://hdl.handle.net/10077/10078.
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2011/2012<br>The doctoral thesis focuses on the output of interpreters translating the 2004 U.S. presidential debathon for Italian television (DEB.04 corpus). The contrastive qualitative analysis conducted on the corpus items aimed at identifying the infotainment elements characterising presidential debates as television genre and verifying their presence in the interpreted texts (ITs) broadcast on Italian television. More specifically, the analysis focused on discourse elements operationalising conflict (Contest-like dimension) in the question/answer group in terms of DEGREE OF CONFLICTUALITY – i.e., conflict elicitation, validation and mitigation, in both the original texts (OTs) and the ITs. The doctoral thesis was conducted within the CorIT (Italian Television Interpreting Corpus) project (Straniero Sergio & Falbo 2012) of the Department of Legal, Language, Interpreting and Translation Studies (University of Trieste). The compilation, elaboration and classification of the corpus of analysis (DEB.04) aims at providing a template for the elaboration and classification of CorIT items, using DEB.04 as a training corpus to test specific dedicated softwares.<br>Il presente progetto di ricerca si incentra sullo studio delle interpretazioni dei dibattiti presidenziali americani del 2004 trasmessi dalla televisione italiana (DEB.04 corpus). L’analisi contrastiva di tipo qualitativo ha avuto come obiettivo principale quello di individuare le caratteristiche del genere televisivo ‘dibattito presidenziale’ che maggiormente ne definiscono l’aspetto di ‘televisione di informazione e intrattenimento’ (infotainment television) e verificarne la presenza nel testo interpretato (TI). Nello specifico ci si è proposti di individuare gli elementi discorsuali tramite i quali l’elemento di intrattenimento (conflitto, competizione) viene operativizzato nel gruppo domanda/risposta quale cardine dell’evento comunicativo, in termini di iniziazione, mantenimento e mitigazione del grado di conflittualità dello stesso, sia a livello di testo originale (OT) che a livello di TI. La tesi dottorale si inserisce nel progetto CorIT – Corpus di Interpretazione Televisiva (Straniero Sergio & Falbo 2012) del Dipartimento di Scienze Giuridiche, del Linguaggio, dell’Interpretazione e della Traduzione, e si propone altresì di fornire una base metodologica per l’elaborazione e la catalogazione degli item di CorIT, utilizzando il corpus d’analisi, DEB.04, come training corpus per i software dedicati impiegati.<br>XXV Ciclo<br>1983
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松原, 茂樹, Shigeki Matsubara, 善之 渡邊 та ін. "英日話し言葉翻訳のための漸進的文生成手法". 情報処理学会, 1999. http://hdl.handle.net/2237/6674.
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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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Ranaldi, Camilla. "Il ruolo del briefing nel contesto didattico: analisi di un’interpretazione simultanea dal russo in italiano." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/24916/.
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The object of this study is the impact of briefing on the renditions of interpreting students during a simultaneous interpretation from Russian into Italian. The study was conducted in an educational setting at the Department of Interpreting and Translation of Bologna University at Forlì Campus. To try and highlight the impact (or lack of it) of a briefing on students’ renditions, 8 students attending the final year of the MA Programme in Conference Interpreting were divided into two groups: one group received a general introduction and a briefing about the speech they were about to interpret while the second group was just given a general introduction. All the participants took part in a focus group after interpreting. The original speech and all the renditions were recorded and transcribed to be analysed and compared. Wadensjö’s classification of renditions (1998) was used to discuss some excerpts of the student’s renditions. Content analysis was used to report about the main topics and issues discussed during the focus group. The main findings of this study suggest that the briefing has a positive impact both on the renditions of students and on their perceptions. Therefore, interpreters’ trainers should devote more attention to the practice of briefing and more in general preparation when proposing activities to interpreting students.
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Осипенко, Є., Ольга Олександрівна Жулавська, Ольга Александровна Жулавская та Olha Oleksandrivna Zhulavska. "Психокогнітивні аспекти синхронного перекладу". Thesis, Сумський державний університет, 2019. https://essuir.sumdu.edu.ua/handle/123456789/76955.
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Синхронний переклад відрізняється від інших видів перекладацької
діяльності своєю структурою, швидкістю виконання перекладацьких дій і
характером лінгвістичних трансформацій у межах лексико-граматичної
організації висловлювань мовця. Він в науковій літературі визначається як
професійний вид усного перекладу конференцій, який здійснюється одночасно
із сприйняттям повідомлення мовою оригінала за допомогою технічних засобів
в спеціально обладнаній кабіні, і в процесі якого – в умовах дефіциту часу – на
одиницю тексту переробляється інформація обмеженого обсягу. Але на
практиці синхронний переклад використовується не тільки на конференціях, а
також у процесі перемов або ж публічних виступах, тому актуальність цього
перекладу досі нагальна.
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Jiang, Ming Elle. "A report on the C-E simultaneous interpreting at the town hall meeting with parents at the University of Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954272.
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Penha, Layla. "A importância da prosódia na avaliação de qualidade e na compreensão e compreensibilidade da fala interpretada simultaneamente." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13755.
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Previous issue date: 2015-08-28<br>This paper addresses the area of simultaneous interpretation, interpreting mode inserted in the field of Conference Interpreting. The purpose of this study is to verify the prosodic features of semi-spontaneous and interpreted speeches of a group of interpreters and analyze how such features may interfere in the assessment of quality and comprehension of the message delivered in interpretation. The subjects of this study were twelve female conference interpreters. The interpreters were recorded when producing a semi-spontaneous speech and during the simultaneous interpretation of a lecture. Three sampling segments representing the speech (extracted from the start, middle and end positions of the lecture) were selected. We conducted three types of assessment: an acoustic analysis of the selected speech samples, a perceptive assessment on the quality and comprehensibility of interpreters oral production, and an assessment on the quality of the content of the interpretation compared to the original lecture. Using the software Praat, we analyzed the prosodic features of interpreters semi-spontaneous and interpreted speeches acoustically, comparing them in terms of number and distribution of intonation groups and pauses; speech rate; and average, minimum and maximum fundamental frequency rates. By means of a questionnaire based on the Likert Scale applied to 90 judges, we assessed the impressive effects of interpreters oral production. Three interpreter trainers followed an assessment protocol to compare the speech produced by interpreters and the original lecture and verify completeness of original sense (S), errors (E) and omissions (O). Results were then compared for similarities and differences. This project was approved by the Brazilian Research Ethics Committee under no. 44465314.0.0000.5482<br>Esta dissertação contempla a interpretação simultânea, modalidade inserida dentro da área de Interpretação de Conferências. O objetivo deste estudo é verificar as características prosódicas da fala semi-espontânea e da fala interpretada de um grupo de intérpretes e analisar como as características da fala interpretada podem influenciar a avaliação de qualidade e compreensão da mensagem produzida pelo intérprete. Participam como sujeitos da pesquisa doze intérpretes de conferência, do sexo feminino. As intérpretes foram audiogravadas em uma fala semi-espontânea e durante a interpretação simultânea de uma palestra. Três segmentos amostrais representativos do discurso (nas posições inicial, medial e final da palestra) foram selecionados. Foram realizados três tipos de estudo: um de natureza acústica, um de natureza perceptiva da qualidade e compreensibilidade da produção oral dos intérpretes e outro da qualidade da interpretação em relação ao discurso interpretado em termos de conteúdo semântico-discursivo. Com a utilização do software Praat, foram analisadas acusticamente as características prosódicas da fala semi-espontânea das intérpretes e dos extratos selecionados, comparando-os em termos de número e distribuição de grupos entoacionais e pausas, taxa de elocução e frequência fundamental média, mínima e máxima. Por meio de um questionário com base na escala de Likert aplicado a 90 juízes, foram avaliados os efeitos impressivos da produção oral dos intérpretes e através de um protocolo de avaliação aplicado a 3 profissionais da área de formação em interpretação foram comparadas as transcrições do discurso produzido pelas intérpretes em relação ao discurso interpretado para verificação da manutenção do sentido original (S), presença de erros (E) e de omissões (O). Os resultados foram discutidos para verificação de similaridades
e diferenças entre as avaliações. Esse projeto foi aprovado pelo Comitê de Ética em Pesquisa sob o no. 44465314.0.0000.5482
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Ang, Kathryn. "Teaching Western classical piano music effectively in West Malaysia." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41371.
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The existing curriculum for piano lessons in West Malaysia is over-reliant on the syllabi of foreign examination boards resulting in a fragmentary curriculum which denies the student access to a wider range of musical experiences. The aim of the study was to identify and suggest solutions to problems by analysing the teaching approaches of piano teachers and to determine if there are elements which are lacking in the lessons. It also aimed to provide solutions by establishing a theoretical framework for effective piano teaching with optimal lesson plans. This study made use of mixed methods research design.
A cross-sectional survey was conducted and data collection was by self-structured questionnaires. In addition, interviews were conducted for the qualitative component of this study. Twenty-five piano teachers with between one to twenty years of teaching experience were randomly selected to participate in the survey. A further fifteen interviews were conducted with teachers who were selected from the participants of the survey by purposive sampling. Interpretative phenomenology analysis was used to analyse the interviews in an effort to gain a better understanding of the nature and quality of the piano teaching in West Malaysia.
The study finds that having piano examinations with regularity, usually on a yearly basis, has largely dominated the curriculum with examination requirements and has resulted in several elements being missing or absent in a typical lesson. Hence the situation is clearly not ideal as lessons are too examination oriented. Furthermore, students are generally not exposed to sufficient opportunities to display their skills and musical achievements. These findings suggest that Western classical piano music can be taught more effectively in West Malaysia if teachers re-think their approach to teaching in terms of planning for an optimal lesson. This would involve having both long-term and short–term goals in which a variety of strategies and important elements are incorporated seamlessly using the “simultaneous learning” approach advocated by Harris, Crozier and Ley.<br>Dissertation (MMus)--University of Pretoria, 2013.<br>gm2014<br>Music<br>unrestricted
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LIN, YI-JIN, and 林宜瑾. "Shadowing and simultaneous interpretation." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/98209464090989106181.
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Yu-mei, Renee Jen. "Directionality in Simultaneous Interpretation : A Reassessment." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200714181949.
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Wang, Grace, and 王真瑤. "Explicitation in Chinese-Japanese Simultaneous Interpretation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/57282201366209829132.
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"A pragmatic theory of simultaneous interpretation." 1997. http://library.cuhk.edu.hk/record=b6073046.
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by Robin Setton.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 1997.<br>Includes bibliographical references (p. i-xi).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.
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Jen, Yu-mei Renee, and 任友梅. "Directionality in Simultaneous Interpretation : A Reassessment." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80972248626729196489.
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碩士<br>國立臺灣師範大學<br>翻譯研究所<br>94<br>Abstract
This study discussed SI directionality by examining the validity of the claim that interpreting into A language was a better/standard direction. Two approaches were taken: literature review and Internet survey. On the part of literature review, aside from the fact that the ambiguity of the existing language terms that necessarily involved in the discussion of directionality deserved more research attention, some of the major arguments for supporting A-B and B-A were reviewed respectively. Other previous empirical studies also revealed important clues which might turn out to be factors that determined SI directionality in quite independently of the interpreter’s working languages being native or non-native, as identified by this study. It was highly likely that SI directionality was an issue that had gone beyond the discussion of native vs. non-native languages. On the other hand, the Internet survey results showed that interpreting into A language as the standard direction was a well-noted idea in the field but few respondents actually gave their support to its strict practice mostly out of the concern for market reality.
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Ruby, Chung-hui Ying. "Redundant Elements in Prepared Speeches and Simultaneous Interpretation." 2000. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719111228.
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Ying, Ruby Chung-hui, and 應充慧. "Redundant Elements in Prepared Speeches and Simultaneous Interpretation." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/97624233152313117088.
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碩士<br>國立臺灣師範大學<br>翻譯研究所<br>89<br>This study examines the redundant elements in English speech texts that are written before a conference and delves into the differences in the use of redundant elements by native and non-native speakers when preparing speech texts. Analysis of this study is based on a corpus consisting of ten authentic speeches. The four redundant elements identified in this study include false starts, repetitions, parenthetic remarks, and filler. The type-token ratio of the speech texts is also analyzed in order to shed light on vocabulary diversity in written texts. Major conclusions of this study include: 1) When interpreting a prepared speech, the workload for the interpreter, especially the memory load associated with high vocabulary diversity, is not as heavy as interpreting a written document; 2) In speeches that feature technical nature, the speaker would help to make the interpreter’s job easier by repeating the keywords or inserting paraphrases of some sentence. 3) Fillers and false starts are less prevailing than repetitions and parenthetic remarks in prepared speech as all the speaker would reads the text verbatim.
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Peng, Jerry, and 彭士晃. "Message Processing in Simultaneous Interpretation from Japanese into Chinese." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/12980401977163158261.
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碩士<br>輔仁大學<br>翻譯學研究所<br>85<br>The main prupose of this thesis is to:
(1)analyse the influence caused by different types od discourse to message processing in simultaneous interpretation from Japanese into Chinese,
(2)find out the techniques the simultaneous interpreters used to process messages,
(3)search for an objective way to judge how well the simultaneous interpreters process messages.
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Dawrant, Andrew C., and 杜蘊德. "Word Order in Chinese > English Simultaneous Interpretation: An Initial Exploration." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/46727828674707088975.
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Ke, Karen, and 柯雅琪. "An Initial Investigation on the Perception of Fidelity in Simultaneous Interpretation." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/36346795521022487729.
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Chen, Chia-hui Niky, and 陳佳惠. "Ear-voice Span and Performance in English to Chinese Simultaneous Interpretation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/62903947081236337672.
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碩士<br>國立彰化師範大學<br>翻譯研究所<br>101<br>Time lag between the source text (ST) uttered by the speaker and the target text (TT) delivered by the interpreter is defined as ear-voice span (EVS). EVS is a pivotal variable because it is observable and objective which provides insight into the cognitive load and cognitive processing involved in simultaneous interpretation (SI). This study aims to investigate the average EVS from Chinese to English in SI and the relationship between EVS duration and performance.
Thirteen interpreting majors from two institutes who have Chinese A and English B participated in the study. They were asked to perform simultaneous interpreting from English to Chinese. Thirteen dual-track recordings and 13 post-experiment questionnaires were collected from the experiment and analyzed to explore the following: (1) the average EVS in English to Chinese SI; (2) the relationship between EVS duration and error types; and (3) the relationship between EVS duration and TL rendition. Barik’s (1994) categorization of interpreting errors and Liu, Chen, Chang, Lin &; Wu’s (2007) criteria for assessment of fidelity in interpretation were adopted for error analysis and accuracy evaluation.
The findings suggested that the average EVS from English to Chinese is 3.7 seconds and five error types were related to EVS duration: the skipping omission of single words (M1a), the skipping omission of single phrases (M1b), the comprehension and delay omission (M2), the mild semantic error (E1) and the closure addition (A4). The results also indicate that EVS duration is significantly negatively related to accuracy in TL rendition. Longer EVS duration was associated with lower accuracy score. Long EVS (> 5 seconds) not only had the negative impact on the current working sentence but might also on the processing of the incoming sentences. Based on the error analysis and the accuracy assessment in the study, the possible appropriate EVS range is from 2-4 seconds.
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Chang, Te-Tai, and 張德泰. "Assistance of Sight Translation and Silent Interpreting to Multitasking in Simultaneous Interpretation." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/44857925162237911866.
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碩士<br>國立彰化師範大學<br>翻譯研究所<br>104<br>Sight translation had been considered the rudiments of simultaneous interpretation; nonetheless, the assistance of sight translation to multitasking during simultaneous interpretation had not been stated clearly in previous literature. To corroborate the relationship between the two tasks with regards to multitasking cultivation, silent interpreting was proposed in this paper as an alternative which resembled simultaneous interpretation in cognitive processing load. Information retention, visual interference, and Effort models were three aspects focused on in this study to inspect the three interpreting modes, including sight translation, silent interpreting, and simultaneous interpretation. Ten participants were randomly divided into two groups, sight translation and silent interpreting, and were required to do simultaneous interpretation before filling out a questionnaire.
The results of information retention tests and error calculation showed that compared with sight translation, silent interpreting was closer to simultaneous interpretation, and that silent interpreting and simultaneous interpretation elicited more meaning errors while much fewer meaning mistakes were seen in sight translation. Moreover, a similar view emerged in questionnaire responses that sight translation was relevant indeed to simultaneous interpretation but not as highly relevant as silent interpreting was. From the participants’ perspectives, multitasking was perceived to be not the most crucial but a necessary factor in producing an interpreter.
Both quantitative and qualitative results concluded that silent interpreting might be an interim phase between sight translation and simultaneous interpretation. These findings, however, could not deny the effectiveness of sight translation but suggest that silent interpreting could serve as an alternative approach towards simultaneous interpretation.
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Tzou, Yeh-Zu. "The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2943.
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Simultaneous interpretation is a cognitively demanding task involving concurrent listening and speaking in two languages. Successful performance in this task likely relies on a good working memory, which reflects a person’s ability to process and store information simultaneously. The present study used the theoretical construct of working memory to investigate the task of simultaneous interpretation. Twenty student interpreters at two different levels of training in interpreting and sixteen bilinguals with no training in interpreting, all of whom spoke Chinese as a first language and English as a second language, participated in this study. They were compared on their performance for two measures of working memory – reading span and digit span – and on a simultaneous interpretation task. In addition, a translation judgment task and proficiency self-evaluation measures were administered to explore if language proficiency mediates working memory in participants’ L1 (native language) and L2 (second language). This study also examined the relation between working memory and performance in simultaneous interpretation.
Results showed that the student interpreters performed better than bilinguals on simultaneous interpretation. Advanced-level student interpreters also outperformed bilinguals on all language versions of the memory span tasks, though first-year student interpreters did not show higher working memory than the bilinguals. Further, performance in simultaneous interpretation was related to working memory in both L1 and L2. Based on the study’s findings, two years of training in interpreting seemed to have a positive effect on improving working memory, whereas one year of training in interpreting did not help to increase working memory. On the other hand, higher language proficiency did not result in high working memory but contributed to better performance in simultaneous interpretation. Working memory, it is concluded, is important but language proficiency in L1 and L2 assumes a more critical role in simultaneous interpretation performance.
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Jiun-Min, Lin, and 林峻民. "English-to-Chinese Simultaneous Interpretation of Three Speeches Using a Linear Translation Approach." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/78998799878110132616.
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碩士<br>長榮大學<br>翻譯學系碩士班<br>93<br>Abstract
The goal of this study was to identify linear translation techniques that have applicability to English-to-Chinese simultaneous interpretation. During the study, the transcripts of three different types of speeches were translated from English into Chinese. The speeches were first divided into meaningful units (chunks), each of which was then translated into the target language using a linear translation approach. Although the goal of the translation exercise included accuracy and smoothness of the target language, the polish of wording in the written translation was not emphasized.
It is hoped that this type of exercise in linear translation will serve as a useful tool in identifying the linguistic conversions required by English-to-Chinese interpretation. If beginners in simultaneous interpretation can familiarize themselves with these conversions, the difficulties they experience in interpretation should be greatly reduced.
Key Words: linear translation, simultaneous interpretation, chunk
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Ling-Chia, Sophie Wei, and 魏伶珈. "Memory Strategies of Expert and Novice Interpreters in English to Chinese Simultaneous Interpretation." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/39276706492533648657.
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Huang, Wei-ting, and 黃煒婷. "An Analysis on Performances between English-Chinese Simultaneous Interpretation with Text and without Text." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/05746381259896521535.
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碩士<br>國立彰化師範大學<br>翻譯研究所<br>101<br>In simultaneous interpretation, interpreters must listen to the message, understand, and then interpret to the audience immediately. Sometimes, interpreters can acquire text before the meeting, they can choose to use it or not. According to the literature, interpreters who use text may not have better performances than those who do not use it. Therefore, deciding to use text or not to use text is a complicated process. The purpose of this study is to clarify positive and negative impacts of text. In a practical sense, such understanding is crucial for training future interpreters.
In this research, 18 interpreting students from two graduate institutes of translation and interpretation in Taiwan were selected. All of them have Chinese as their mother language and English as their second language. They were divided into two groups: one doing simultaneous interpretation with text from English to Chinese, while the other group doing simultaneous interpretation without text from English to Chinese. After that, a questionnaire was completed by subjects to understand their backgrounds. The same test material was supplied to both groups in order to concentrate on the impact of background as well as text factor. Totally, 18 double-track recordings and questionnaires were collected. The research adopted criteria assessment by Anne Schjoldager (1996) to evaluate interpretation performance under four big indicators (loyalty, coherence and plausibility, language, and comprehensibility and delivery).
The findings suggested that there was no significant difference existed in interpretation performances of subjects with different background variables. However, the impact of text on interpretator performance is significant. After comparing mean, the result showed that experimental group (SI with text) performs better in loyalty, coherence and plausibility, and overall performance than control group (SI without text). Nevertheless, control group performed better in comprehensibility and delivery than experimental group.
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Lai, Wan-jhen, and 賴婉甄. "The Influence of Orality/Literacy of Source Text on English-Chinese Simultaneous Interpretation Performance." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/12399145175824415266.
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碩士<br>國立彰化師範大學<br>翻譯研究所<br>101<br>In conference interpreting, original speakers’ choice of speech delivery mode, such as manuscript speech or impromptu talk can influence task difficulty of simultaneous interpretation (SI). Interpreting scholars (Déjean Le Féal, 1978; Setton, 1999) have emphasized that written texts such as manuscript speech as source text (ST) usually pose great difficulty to SI. It is agreed that oral texts such as impromptu talk are easier for SI than written texts, and the SI performance on oral texts is better than that on written texts. Although the features of written texts, including high lexical density, long sentences, and complex structures, have been surveyed individually by interpreting scholars, their integrated impact resulting in higher literacy still calls for attention and further investigation. This study aims to discover how orality/literacy of ST influences English-Chinese SI difficulty, student interpreters’ performance, and their Efforts allocation.
Ten subjects currently studying in two separate GITI programs in Taiwan with similar English proficiency and SI training background were recruited. They were asked to do SI on one written text (manuscript speech) and one oral text (impromptu talk) from English to Chinese before filling out a questionnaire. Two sources of data, the post-experiment questionnaire and their recorded target text (TT), were obtained and analyzed qualitatively and quantitatively on subject background, their self-assessment on ST difficulty and TT quality, Efforts allocation, specific difficulties of the written text, and TT fluency and fidelity rates.
The results suggest that the written text was considered to be more difficult by most subjects. Specific difficulties of the written text identified by them included challenging features such as high speech density (high lexical density, long and complex sentence structure, and enumerations) and signal vulnerability (numbers and proper names); the Listening and Analysis Effort and The Short-term Memory Effort were in greater demand. Analytical findings show that the written text as ST had a negative impact on the subjects’ TT performance, especially on their fidelity rates. However, individual differences, such as more relevant background knowledge, and a greater command of strategy use could reduce the negative impact. The results of the study were in agreement with interpreting scholars’ previous empirical study conclusions.
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Wang, Tawei, and 王大維. "A Study of Error Analysis of English-Chinese Simultaneous Interpretation and Corresponding Strategies in Use." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/42959339084641204541.
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碩士<br>國立彰化師範大學<br>翻譯研究所<br>98<br>The study aims at investigating the interdependent relationship between the use of interpreting strategies and the oral rendition in English-Chinese simultaneous interpretation. In the study, eight subjects from the Graduate Institute of Translation and Interpretation were involved in the research by asking them to reflect on their own recordings of the qualification examination and filling in both the background questionnaire and self-check strategy use questionnaire. By analyzing the collected data from the subjects, the study was able to examine the effect of extent to which the use of the four main categories of interpreting strategies, namely, preventive strategies, comprehension strategies, reformulation strategies, and emergency strategies may impact on an interpreter’s oral output. In light of the use of strategies, errors concerning the misuse of strategies were also discussed since errors and strategies were mutually corresponding.
The purposes of the study is to provide an insight to the use of interpreting strategies concerning how these strategies directly affect the performance of an interpreter’s oral output during simultaneous interpreting from English to Chinese. This study draws on the strategy model extended from the previous categorization by Gile and Donato and the error categorization by Barik to assess the performance of the collected data.
Results of the study suggested that there was significant discrepancy between individual perceptions toward the strategies in use and the suggestions from the strategy model. With respect to the extent of effect that inappropriate use of interpreting strategies has on the oral output, the results suggested that inappropriate segmentation as preventive strategy led to the most severe meaning loss and distortion in the recordings. The effect of inappropriate anticipation as comprehension strategy, according to the findings of the study, was text-dependent, depending on what kinds of elements were anticipated wrongly. The inappropriate use of emergency strategy had very limited negative effect on the oral output according to the study. Nevertheless, the study were not able to review the extent of effect that inappropriate reformulation strategy had on the oral output for there was no reflective analysis provided by the subjects.
Following the discrepancy between individual perceptions toward the strategies in use and the suggestions from the strategy model, it can be suggested that instructing interpreting competencies needs to consider to what extent the exposure of strategy training is enough for the students to automatize the strategies in use so that such a discrepancy between individual perceptions toward the strategies in use and the suggestions from the strategy model could be minimized or removed.
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"A study of Chinese-English simultaneous interpretation programmes in tertiary institutions from a perspective of comparative education." Chinese University of Hong Kong, 1988. http://library.cuhk.edu.hk/record=b5885947.
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Tsai, You-ling, and 蔡又玲. "A Preliminary Study on the Perspectives of Student Interpreters, the Instructor, and Students in a Simultaneous Interpretation Facilitated English-Medium Course." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/92814122714747103169.
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碩士<br>國立臺灣科技大學<br>應用外語系<br>100<br>The interpreter training courses in the graduate schools of the Department of Applied Foreign Languages (DAFL) have been facing the issues of lacking sufficient training hours and field experience compared to the curricula offered in the translation and interpretation graduate institutes. In this case studied, two graduate students from the DAFL had been taking the interpreter training course for two consecutive semesters. In the second semester, they were hired by an instructor to perform simultaneous interpreting (SI) in his English-medium course (EMC). The task of the interpreters was to interpret simultaneously the English instruction and the foreign students’ words into Chinese, and Chinese to English when the local students spoke in Chinese in the class. The aim of this study was to explore the perspectives of the two student interpreters, the instructor and the students in the math-theoretical EMC, with two hypotheses that the SI has positive effects on interpreting training and SI could reduce the language barriers in EMCs. Case study method and Yin’s (1994) sources of evidence for case study research were employed for data collection so to provide a holistic view of the study. Positive feedback on the implementation of the in-class interpreting service was given by the student interpreters as well as the instructor and students in the target class. On the other hand, the results also indicate issues in need of further research. It is hoped that this case study will shed light both on EMCs and interpreter training.
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Koválik, Jan. "Anatolij Fjodorovič Širjajev a jeho přínos pro teorii tlumočení." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397947.
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This thesis describes the lifelong work of significant Russian interpretation theorist, pedagogue and active conference interpreter Anatoly Fedorovich Shiryaev. The thesis is theoretical and is divided into three main sections. In the first section, the theoretical background that helps A. F. Shiryaev develop his Complex Model of Simultaneous Interpretation is described. It focuses on the unit of orientation, redundancy and speech compression in detail. This section explains why these are important in the simultaneous interpretation context and the role they have in its process. In the second section, A. F. Shiryaev's Complex Model of Simultaneous Interpretation is analysed in detail along with its specific features. Next, the model is compared with other selected simultaneous interpretation models which were being developed approximately at the same time. The third section describes A. F. Shiryaev's approach to simultaneous interpretation teaching. It deals with methodology and teaching didactics, and the objectives which are to be achieved during the simultaneous interpretation course, and describes the system of interpretation exercises. The thesis also includes a brief biography of A. F. Shiryaev which presents information about his professional life.
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Moravcová, Dagmar. "Vztah mezi rychlostí výchozího projevu a kvalitou výkonu simultánního tlumočníka." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-310874.
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The purpose of the present thesis is to look into the correlation between the speed of the source speech and simultaneous interpreter's performance between Czech and French from the perspective of the French listeners of the source speeches in French, of two groups of interpreters (students and professionals) and of the listeners of the speeches interpreted into Czech. The thesis consists of the theoretical and the empirical part. The theoretical part outlines Daniel Gile's Effort Model and than focuses on the delivery rate of the source speech and on various theoretical approaches of different scholars, on the errors occured in the process of simultaneous interpreting, on intrepretation strategies and on the quality of interpretation. The empirical part describes the research method, the experiment itself and the results of the experiment which focuses both on the number of occurences of different interpretation stategies in relation to the source speech delivery rate and on the number of occurences of various error categories depending on the speed of the quasi-authentic source speeches. The empirical part examines the differences between the performance of the students and of the interpreters. Their performance is then assessed by the Czech listeners. Keywords simultaneous interpretation,...
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Včelicová, Tereza. "Kreativita v simultánním tlumočení." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-350539.
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This work deals with creativity in simultaneous interpreting. It regroups knowledge about the creativity in different fields, mainly in psychology, and presents the actual state of the research of creativity in translatology. It brings out the similarity of interpreting with improvisation and art, which are both highly creative. On the basis of the existing models of process of interpreting, it proposes an empirical study of the product of interpreting, using language transformations, with the aim to prove that simultaneous interpreting is a creative activity on more levels (lexical, syntactical and semantic). This experiment was not convincing on a lexical level, but in general it helped to confirm that interpreters are creative during simultaneous interpreting.
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Flanderová, Kristýna. "Formální stránka simultánního tlumočení ve vztahu k tlumočnické praxi." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340385.
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This thesis addresses the issue of the interplay of product form changes and experience in simultaneous interpreting from English into Czech comparing students and graduates in Interpreting. The purpose of this study is to conduct a systematic overview of language form errors in simultaneous interpretation performed by interpreters on different stages of acquiring interpreting skills. The study is divided into two sections - theoretical and empirical. The theoretical section introduces the current state of knowledge and the findings of previous studies concerning product form changes on a language level in simultaneous interpreting. The present study is based on the assumption that growing experience and regular interpreting excercise improve interpreter's output form achieving thus a smooth and fluent interpreting perfomance without any language disfluencies unpleasant to the listener. The study also addresses listener's perception of the language form of interpreter's output with all of its potential infelicities. The empirical section consists of an experiment which is divided into two parts. The first part aims at classifying and quantifying product form changes in simultaneous interpreting performed by three groups of interpreters - beginning students, advanced students and graduates in...