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Chen, Sheng-jie. "Teaching and learning in a non-language-specific interpreter training course /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Dahnberg, Magnus. "Tolkmedierade samtal som rollspel." Doctoral thesis, Uppsala universitet, Institutionen för moderna språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-246850.
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This thesis draws onthree sets of recordings of Swedish-Russian interpreter-mediated conversations,carried out as role plays. First,scripted role plays, performed as part of the Swedish state interpretercertification test, involving candidate interpreters and officials from thegovernmental body providing these tests. Secondly, both scripted andnon-scripted role plays, performed during interpreter training courses at theSwedish Armed Forces’ Language School. And thirdly, non-scripted role playsorganised in order to explore differences in style between more and lessexperienced official negotiators, working at a high international diplomaticlevel, for Sweden and Russia respectively, assisted by interpreters. The thesisadopts a text-oriented as well as an interactionist approach oninterpreter-mediated interaction and compares the management of turn-taking andrepair sequences in the three types of setting, focusing particularly on howthe presence or absence of a script affects turn-taking and the unfolding ofrepair sequences.
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Frandsen, Clay A. "Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6352.
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Research indicates that general and mental healthcare services have been, and continue to be, underutilized by racial and ethnic minorities. Studies point to the language gap between limited English proficiency (LEP) individuals and mental-health clinicians as one of the factors in perpetuating that gap. Despite the legal and professional mandates that require professionals in healthcare to provide and use language interpreters in giving care, psychologists rarely make use of professional interpreters when conducting psychotherapy. Most clinicians have little experience providing mental-health treatment across differences in language, and it is supposed that clinicians usually receive little or no training on how to address those differences. This study involved a national survey of all APA-accredited programs to ascertain how student trainees are currently being prepared to work with language interpreters in professional training programs and to evaluate potential barriers to the implementation of training guidelines for use in those programs. Findings indicated that several instructors are addressing the use of language interpreters through a variety of pedagogical approaches. Guidelines for clinical practice with interpreters were also evaluated and ranked so as to establish consensus on the necessary competencies. Implications for instructors are also included.
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Conocimiento, Dirección de Gestión del. "Guía de acceso para The Interpreter and Translator Trainer." Taylor & Francis Group, 2021. http://hdl.handle.net/10757/655393.
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Sultanic, Indira SULTANIC. "Medical Interpreter Training and Interpreter Readiness for the Hospital Environment." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153250300759496.
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Peng, Kuei-Chuan. "The development of coherence and quality of performance in conference interpreter training." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/809/.
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Conference interpreters are made not born, as Herbert (1978) and Mackintosh (1999) point out. The increase in the number of interpreting schools worldwide not only demonstrates the demand for qualified interpreters but also highlights the significance of training for ensuring quality service from conference interpreters. The purpose of training, ultimately, is to make competent interpreters who can deliver quality performance. Research on conference interpreting has tended to focus on issues of quality in professional circumstances (Buhler, 1986; Kahane, 2000; Kurz, 1993; Moser, 1996). Training is also one of the most explored fields in the world of conference interpreting research (Gile, 2000). Yet only limited work has been done to investigate quality standards for pedagogical purposes (Gile, 2001). To produce quality interpretations, practice alone is not enough. Being reflective is of prime importance. Trainees' awareness of quality is vital for them to become reflective, yet this issue has not been properly addressed in the literature. In addition, in the trainer-centred approach, trainees acquire not only interpreting skills from their trainers, they also inherit the way trainers describe quality. Yet it is often observed that trainers do not share a common meta-language to discuss quality attributes of interpretations. Such confusion is inevitably passed on to the trainees. To address these situations, I gathered quality standards and criteria from professional, training and linguistic fields and devised a feedback tool which spells out those attributes explicitly. This feedback tool is adopted to raise trainees' awareness of quality and ultimately, help them progress in their interpretations. Talking about quality of interpreting, `making sense' is generally held to be one of the most important criteria for judging the success of a given interpretation, in both consecutive interpreting (CI) and simultaneous interpreting (SI) (Hatim & Mason, 1997; Kahane, 2000; Kopczynski, 1994; Kurz, 1993; Moser, 1996). For CI in particular, Hatim and Mason (2002: 262) state that the coherence and structure of the rendition are especially important (Peng & Hartley, 2005). Therefore, the significance of coherence should not be overlooked by trainees. Moreover, the development of coherence in their interpretations is a useful measure of their progress. Building awareness of quality attributes of interpreting, such as coherence, is a process of evolution for trainees, and systematic guidance can facilitate this process (Peng, 2004). In this study, we address the question of how to observe and investigate the development of coherence in interpreting. I propose that Rhetorical Structure Theory (RST) (1986) is a suitably rich discourse structure framework for exploring how coherence is realised in interpretations. RST has been widely used for describing the hierarchical organisation of natural texts in terms of some 30 functional relations holding between text chunks, thereby characterising the coherence of the whole text. It has also proven to be useful in describing the structure of spoken discourse (Tappe & Schilder, 1998). Its use by Marcu (2000) in automatic text summarisation - which introduces the notions of relevance and salience, and thereby a principled basis for progressively compressing a message -provides further inspiration for the analysis of my data. My data consist of 66 consecutive interpretations, by eight trainees and three professional interpreters, of three Chinese and three English speeches. Each speech and interpreted discourse is transcribed, segmented into functional units, and mapped into a tree-like RST description. I compare these RST trees using three variables: 1) implicit/explicit discourse marking; 2) the structure (width and depth) of the tree; 3) and the nature of the summary yielded by Marcu's summarisation algorithm RST also allows me to account for the occurrence of repair/self-correction to explore whether disfluency would impede the coherence of a discourse. The results from the comparison of trainee and professional performances reveal differing approaches to handling the coherence of a discourse. Trainees tend to focus on local cohesion while professionals tend to emphasise the global structure of the discourse. Furthermore, by observing the RST trees of trainee interpretations over time, I witness the development of their capacity for dealing with complex rhetorical structures by using more diverse and more specific connectives. In addition, I observe that a high frequency of self-correction definitely affects coherence, but few repairs do not guarantee good coherence. It is also noted that clear understanding of quality attributes, such as coherence, helps trainees to develop capacities in giving judgements of interpretations (Peng & Hartley, 2005). My evidence suggests this awareness also contributes to the improvement of their own performances. I believe that RST offers a very useful framework to describe the abstract concept of coherence. It is also worth introducing RST analysis (or at least an RSTaware analysis) to interpreters during their training. Such analysis enables them to capture the structure of coherence better and to give more coherent renditions in ivtheir interpreting as a result. This thesis demonstrates that my exploratory approach offers interesting findings and implications for interpreter training, as well as directions for further research in both the conference interpreting and RST communities.
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Blagodarna, Olena. "Enhancement of post-editing performance: introducing machine translation post-editing in translator training." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666847.
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Los objetivos clave de esta tesis fueron explorar el perfil de los traductores involucrados en posedición, establecer el alcance de las competencias y habilidades requeridas, y sugerir una propuesta de formación válida que mejore el rendimiento de los post-editores noveles de acuerdo con los requisitos del Espacio Europeo de Educación Superior.
La tesis integró dos estudios secuenciales: una investigación basada en una encuesta que proporcionó información real sobre los perfiles y prácticas de los post-editores, y una investigación empírico-experimental que puso a prueba el modelo de formación sugerido e involucró a un total de 46 estudiantes de traducción en el último año de su licenciatura. Para recoger pruebas concluyentes sobre la aplicabilidad de la propuesta en diferentes contextos lingüísticos, el estudio se centró en 22 participantes que eran estudiantes de la Universidad Aerospacial Nacional de Kharkiv (Ucrania) especializados en traducción inglés-ruso, y 24 participantes que eran estudiantes de la Universidad Autónoma de Barcelona (España) especializados en traducción inglés-español. El modelo de formación sugerido perseguía la adquisición de conocimientos conceptuales y operativos por parte de los participantes y se incorporó en un estudio experimental antes y después de la prueba. El impacto de dicho modelo se examinó mediante la evaluación de la calidad de los segmentos post-editados y las tasas de rendimiento demostradas por los participantes, así como las actitudes de los estudiantes hacia los temas relacionados con el traducción automática y posedición y la autoevaluación de su rendimiento antes y después de dicha formación. La tesis termina con una reflexión sobre los cambios que podrían introducirse en la formación si se utilizaran sistemas neurales de traducción automática para generar el corpus de formación.
La tesis contribuye a la definición del alcance de la experiencia profesional de los post-editores, ofrece un modelo de formación escalable y describe hasta qué punto dicho modelo puede mejorar la posedición de los estudiantes universitarios de traducción.<br>The key objectives of this thesis were to explore the profile of translators involved in post-editing, to outline the scope of required competencies and skills and to suggest a valid training proposal that would enhance post-editing performance of novice post-editors in conformity with the European Higher Education Area requirements.
The thesis integrated two sequential studies: a survey-based research that yielded authentic information concerning post-editors’ profiles and practices and an empirical-experimental research that put the suggested training model to the test and involved a total of 46 translation students in the final year of their Bachelor’s program. To collect conclusive evidence about the applicability of the proposal across different linguistic backgrounds, the study focused on 22 participants who were students at Kharkiv National Aerospace University (Ukraine) and specialized in English-Russian translation, and 24 participants who were students at Universitat Autònoma de Barcelona (Spain) and specialized in English-Spanish translation. The suggested training model pursued acquisition of conceptual and operational knowledge by the trainees and was incorporated in a pretest-posttest experimental study. The impact of such model was examined by the evaluation of the quality of post-edited segments and throughput rates demonstrated by the participants as well as the students’ attitudes to MTPE-related issues and self-evaluation of their post-editing performance before and after the training. The thesis ends with reflections upon the changes that might be brought to the proposal if neural machine translation systems were used to generate the training corpus.
The dissertation contributes to the definition of the scope of post-editors’ professional expertise, offers a scalable training model and describes to what extent such model may enhance post-editing performance in undergraduate translation students.
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Mannaa, Mouna Z. "The effectiveness of a composite translator training model for Syrian translation masters students." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26796/.
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This thesis tests whether a translation training programme, combining the theoretical principles adopted in Hervey and Higgins' Thinking Translation series and in Bolanos' dynamic translation model, helps to improve Arab MA translation students' performance in English-to-Arabic translation. The course materials used were taken from Thinking Arabic Translation and Supplement to Thinking Arabic Translation. The experimental group were MA translation students at the Higher Institute of Translation and Interpretation, University of Damascus, while MA translation students at the University of Petra (Amman) were used as a control group. Both groups of students were given an initial translation exam. The University of Damascus students (but not the University of Petra) students were then given a 20-hour one-month translation training programme. At the end of this period, both the Damascus students and the University of Petra students were given a final translation exam. All errors made by both groups of students in the initial exam were precisely analysed, using Hervey and Higgins' matrices-level-rank model, as were all errors made by both groups of students in the final exam. The results showed that while University of Petra students had not improved between the initial exam and the final exam, University of Damascus students had made a significant improvement. These results corroborate the view that the theoretical principles developed by Hervey and Higgins, as operationalised for Arabic/English translation in Thinking Arabic Translation and Supplement to Thinking Arabic Translation, help to improve students' English/Arabic translation performance.
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Hanson, Shannon. "An assessment of perceptions of educational interpreter training program competencies in northeast Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008hansons.pdf.
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Marais, Kobus. "Training translators in South Africa : first global questions." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/513.
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Published Article<br>This article questions current philosophies and practices in translator training
in South Africa against the background of the international debate on
translator training. It puts up for discussion the notion of a competent
translator as the basis for departure in a discussion on translator training. The
context within which translator training takes place is discussed, with specific
reference to the South African context. The choice for a particular theory of
teaching and learning, as well as assessment in translator training receives
attention. The article puts forward various research questions that should be
addressed in order to enhance translator training.
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Hui, Maggie Ting Ting. "Risk management by trainee translators: a study of translation procedures and justifications in peer-group interaction." Doctoral thesis, Universitat Rovira i Virgili, 2012. http://hdl.handle.net/10803/83497.
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The thesis deals with the way student groups translate when simulating interactions between translators and clients, using risk management concepts as tools for describing their decisions. The research aims are: 1) to explore how the use of peer-group interaction in a simulated setting affects students’ ways of managing risk while translating, and 2) to study whether translators have any identifiable pattern of behavior of risk management and effort distribution. A two-cycle experiment involving two roles, the translator and the simulated client, was carried out with a class of translation students to test the effects of the main variable of peer-group interaction. Performance data were collected with screen recordings and think-aloud protocols. Additional data are collected through pre-and-post-experiment questionnaires and interviews with student subjects. The research analyzes of the translators’ rendition processes, codes the problems they face, observe the translation procedures they consider and finally adopt, and looks into the justifications for their procedures, in order to interpret their risk management.<br>La presente investigación analiza cómo los estudiantes de traducción gestionan el riesgo mientras traducen en un entorno simulado en el que se representa la relación traductor-cliente. Los objetivos de la investigación son: 1) analizar cómo la interacción de grupo de pares en un entorno simulado altera la forma en que los estudiantes gestionan el riesgo durante la traducción, y 2) averiguar si los traductores individuales tienen un patrón de comportamiento identificable en lo que respecta a la gestión de riesgo y a la distribución del esfuerzo. Se realizó un experimento de dos ciclos que incluyó dos roles (el traductor y el cliente simulado) con un grupo de estudiantes de traducción para evaluar los efectos de la interacción en un grupo de pares. Se recolectaron datos adicionales por medio de cuestionarios previos y posteriores al experimento, así como también por medio de entrevistas con los sujetos. Con el fin de interpretar su gestión del riesgo, la investigación analiza los procesos de traducción de los traductores, clasifica los problemas que enfrentaron, considera los procedimientos de traducción que tuvieron en cuenta y los que, finalmente, decidieron usar, y busca la razón por la que usaron dichos procedimientos.
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Villanueva-Jordan, Ivan, and Eliana Gallardo-Echenique. "A Pilot Study on Subtitling Tasks and Projects for Intercultural Awareness and Queer Pedagogy." Institute of Electrical and Electronics Engineers Inc, 2020. http://hdl.handle.net/10757/656454.
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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.<br>This paper presents the results of a pilot study on the use of active interlingual subtitling for intercultural awareness and queer pedagogy. The subtitling tasks and project were carried out with Ooona, an online subtitling software, and as part of an optional course on gender and sexuality at an undergraduate university program in Translation. The data collected are based on the Spanish subtitles produced by the students from audiovisual content originally in English, as well as on questionnaires and reports that they completed after subtitling. The results reveal how cloud-based subtitling software is a useful tool for students to position themselves regarding online video content online, as well as how the audiovisual representation of queer characters allows students to reflect on aspects of the gender/sex system when they must transfer linguistic content that is rooted in different socio-cultural systems.
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Naude, Jacobus A. "A socio-constructive approach to the training of language practitioners at the University of the Free State." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/514.
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Published Article<br>This paper describes the training of language practitioners at the University of
the Free State in the light of recent developments in Translation Studies,
namely the tendency of internationalising ideas about translation, as well as
the enlarging of Western Translation Theory by integrating non-Western
thought about translation. Starting from earlier ideas of translation training, the
move towards socio-constructive approach as proposed by Kiraly (2000) is
described. It is indicated how the socio-constructive approach can benefit the
training of language practitioners by empowering the learner to act
responsibly, autonomously and competently. The socio-constructive
approach provides not only an epistemological basis for the development of
knowledge-building communities, but also a variety of tools that can be used
to promote and pursue learning in such communities.
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Prata, Ananda Badarà de Athayde. "O papel da formaÃÃo em interpretaÃÃo dos tradutores pÃblicos e intÃrpretes comerciais no estado do CearÃ." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19407.
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nÃo hÃ<br>A traduÃÃo juramentada mostrou-se presente no Brasil desde o perÃodo colonial, mantendo estreita relaÃÃo com a interpretaÃÃo de lÃnguas orais, como aponta Wyler (2003). A partir dos anos 1950, a interpretaÃÃo passou a ser objeto de estudos e pesquisas na Ãrea de LinguÃstica e, posteriormente, de Estudos da TraduÃÃo. Para categorizar essa atividade, autores como Mikkelson (1999), Pagura (2002) e PÃchhacker (2004) lanÃam mÃo de diferentes critÃrios, tais como os contextos em que a interpretaÃÃo à realizada e o modo de trabalho a que recorrem os profissionais da Ãrea. Com base nessas premissas, o presente trabalho tem por objetivo delinear o perfil da formaÃÃo em interpretaÃÃo dos Tradutores PÃblicos e IntÃrpretes Comerciais (TPIC) no Estado do CearÃ, de modo a constatar possÃveis lacunas nesse campo e por que motivos ocorreriam. Para atingir este objetivo, primeiramente foi traÃado um breve panorama histÃrico do ofÃcio de TPIC no Brasil, seguido de um relato sobre as alteraÃÃes na legislaÃÃo referente à atuaÃÃo dos profissionais dessa Ãrea no paÃs. Para realizar o levantamento dos dados, foram aplicados questionÃrios on-line aos TPICs do Estado do Cearà com perguntas referentes especificamente à sua atuaÃÃo como intÃrpretes e à sua possÃvel formaÃÃo na Ãrea de interpretaÃÃo (consecutiva, simultÃnea, sussurrada etc.). Houve uma alta taxa de resposta, correspondendo a 62,26% dos respondentes. Mediante a anÃlise e a avaliaÃÃo dos dados obtidos, foi possÃvel observar, entre outros aspectos, que a maior parte dos TPICs do Cearà nÃo possuem formaÃÃo em intepretaÃÃo, correspondendo a 81,8% dos respondentes; 75,8% afirmaram jà ter exercido a funÃÃo de intÃrprete em uma das modalidades mencionadas anteriormente; e 51,5% julga a formaÃÃo na Ãrea relevante para o exercÃcio da profissÃo. Com relaÃÃo Ãs respostas dos informantes que responderam Ãs consideraÃÃes especÃficas, 12% indicaram falta de treinamento/formaÃÃo dos TPICs e 37% ressaltaram a necessidade de treinamento/formaÃÃo para esses profissionais. Duas formas de sanar essa situaÃÃo consistiriam na mudanÃa da estrutura das provas orais, que completassem as modalidades de interpretaÃÃo utilizadas pelo intÃrprete em sua prÃtica profissional, bem como na promoÃÃo de cursos voltados para este pÃblico alvo, promovidos por universidades pÃblicas ou pela prÃpria Junta Comercial.<br>Sworn translation was present in Brazil since the colonial period, keeping close relations with interpreting of oral languages, as Wyler (2003) points out. From the 1950s on, interpreting started to be the object of studies and research in the field of Linguistics and subsequently Translation Studies. In order to categorize this activity, authors such as Mikkelson (1999), Pagura (2002) and PÃchhacker (2004) made use of different criteria, for instance, the contexts in which interpreting is accomplished and the working mode the professionals in this area resort to. In light of this context, the present work aims at delineating the profile regarding the qualification in interpreting of the sworn translators in the state of CearÃ, as a way to determine deficiencies, if there are any, and for what reasons they would exist. In order to achieve this goal, a historical panorama of the profession in Brazil was outlined, followed by a report about the alterations in the legislation referring to the practice of the professionals from this area in the country. To accomplish the collecting of data, online questionnaires were applied with the translators with questions specifically related to their work as interpreters and to their qualification in the area of interpreting (consecutive, simultaneous, chuchotage, etc.). There was a high rate of answers, corresponding to 62,26% of the sworn translators in the state. The analysis and evaluation of the obtained data enabled to observe, among other aspects, that most of the sworn translators in Cearà do not have a professional training in interpreting, corresponding to 81,8% of the answers; 75,8% declared having already worked as an interpreter using one of the working modes previously mentioned; and 51,5% considers the qualification in the area a relevant factor to exercise the profession. When it comes to the answers of the interviewed translators who left additional comments at the questionnaire, 12% highlighted the lack of training/qualification of the sworn translators and 37% emphasized the necessity of training/qualification for these professionals. Two ways of improving this condition would consist in changing the structure of the oral exams, so that they would comprise the working modes used by interpreters in their professional practice and promoting courses directed to this target-audience, promoted by public universities or by the Commercial Board of Cearà itself.
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Leung, Chung Yan. "A bilingual British "barbarian" : a study of John Robert Morrison (1814-1843) as the translator and interpreter for the British plenipotentiaries in China between 1839 and 1843." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/305.
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Altuhaini, Ahmed Saleem. "Bridging the gap between Saudi students translator training programmes and the needs of the Saudi translation market." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705638.
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This study aims to develop a systematic, need-based approach to curriculum development in Translator Training (TT), informed by international best practice for identifying the extent and nature of the need for revision and renewal of current TT provision in Saudi Arabia. Social and global changes such as the advancement of public and private institutions, international politics, economic competition, foreign direct investment and rapid development of new information and communication technology place tremendous pressure on educational institutions to respond to a rapidly developing job market. Today's translation departments should not only continuously update their curricula and teaching methodology and raise their programmes' standards and evaluation measures, but also predict short- and long-term future training needs. Therefore, TT institutions should collaborate with relevant stakeholders to establish strong relationships to enrich the discipline and the industry. TT experts, Translation Studies (TS) scholars and professional translators have criticised TT programmes' detachment from the professional world, a likely result of the inability of existing TT curricula and methodologies to cater for the digital modern market and student needs. This thesis suggests that one way of solving this problem is to use training principles and concepts that have proven effective and successful in other disciplines such as training needs analysis and situational analysis, which are widely used in the fields of Human Resource Development, professional corporate training and education curriculum development studies. By applying a systematic and need-based approach to designing TT curricula, this study aims to promote ways to consider emerging social, professional and disciplinary needs and meet the expectations of all relevant stakeholders. This is achieved by enhancing the effectiveness and efficiency of the design process through situational analysis, analysing the environment, mapping and identifying key stakeholders, setting SMART objectives, analysing training needs and key areas for development, and using a quality assurance-based evaluation approach.
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Bechtold, Karina Celeste. "Primary Care Provider Knowledge and Interest in Medical Interpretation Training for Bilingual Spanish-Speaking Staff." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612825.
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The population of Hispanic limited-English proficient (LEP) people in the U.S. is growing at a staggering rate. Soon a quarter of the population will be Hispanic, with many of them being LEP. High-quality patient-provider communication is vital to cost-effective healthcare that could improve patient health outcomes. There are not enough Spanish-speaking healthcare providers to serve this growing population. Diversifying the profession is one answer, but will take many years. Professional interpreter services have been proven to be helpful in reducing this language discordance, but they are grossly underused due to barriers such as availability, cost, and quality. These barriers disproportionally affect smaller health clinics, so they instead often rely on the use of bilingual staff members and a patient's bilingual family members for interpretation. This practice diminishes the confidentiality of the visit and can lead to interpretation errors that can negatively impact health outcomes and increase healthcare cost. The possibility of applying formal medical interpreter training (MIT) to qualified bilingual staff members could be a solution to make high-quality interpretation services more readily available to the smaller healthcare clinic. An electronic survey was sent out to Nurse Practitioners through the Coalition of Arizona Nurses in Advance Practice listserv that explored their current interpretation use and their general knowledge and interest in applying MIT to their practice. Of the 29 surveyed, 24% of them spoke Spanish and only 7% "always" used interpretation services to provide care to LEP patients. Bilingual staff members and patients' bilingual family members were often the preferred and most utilized method of interpretation, which seemingly was connected to its ready availability. Although almost all of the providers believed that MIT would improve the interpretive skills of their bilingual staff members, only 62% thought the training would be applicable to their practice, with only 38% believing time and cost would be worth the benefit. Further research is needed to help determine if the cost of MIT implementation actually results in improved interpretation skills and if this benefits the practice and the LEP patient.
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Moros, Edgar Andrés. "Challenging traditional notions of theory and practice in translator training and in the history of translation studies two exemplary cases /." Diss., Online access via UMI:, 2009.
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Yilmaz, Gumus Volga. "Training for the translation market in turkey: an analysis of curricula and stakeholders." Doctoral thesis, Universitat Rovira i Virgili, 2013. http://hdl.handle.net/10803/127111.
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Aquest estudi investiga el rol del mercat de la traducció dins la formació de traductors i el disseny curricular a Turquia, segons el punt de vista dels diferents implicats, i en particular de la visió dels llicenciats en traducció.
S'examina el currículum de dos programes de formació de traductors a Turquia des de una perspectiva històrica per a observar que ha canviat amb el temps i si les expectatives del mercat són una de les raons darrera la revisió curricular.
La necessitat d'escoltar les demandes del mercat és un del temes més discutits a l'educació superior, especialment a les carreres amb un caire vocacional. Traducció, com a exemple d'aquest tipus de disciplina, és objecte d'una plètora de discussions teòriques sobre el rol que han de tenir aquestes demandes a la formació del traductor, enfocant-se especialment a la professionalització, l’ús de les noves tecnologies i la relació entre la teoria i la pràctica de la traducció. Els resultats d’aquest estudi emfatitzen el debat d’aquests temes.<br>Este estudio investiga el papel del mercado de la traducción en la formación de traductores y en el diseño del currículo en Turquía, según la perspectiva de las diferentes partes interesadas, en particular de los licenciados en traducción.
El estudio examina el currículo de dos programas de formación de traductores en Turquía desde una perspectiva histórica para observar qué ha cambiado con el tiempo y si las expectativas del mercado son una de las razones tras las revisiones curriculares
La necesidad de acatar las demandas del mercado es uno de los temas discutidos con mayor frecuencia en la educación superior, especialmente en aquellas disciplinas con una variante vocacional. Traducción, como tal disciplina, es objeto de una plétora de discusiones teóricas sobre qué rol tienen las demandas del mercado en la formación de traductores, con un foco especifico en la profesionalización, el uso de la tecnología y la relación entre la teoría y la práctica de la traducción. Los resultados de este estudio se debaten con especial mención de estos temas.<br>The present study examines the role of the translation market in translator-training and curriculum-design practices in Turkey through the perspectives of various stakeholders, particularly the graduates of undergraduate translator-training programs. The study further looks into the curricula of two undergraduate translator-training programs in Turkey from a historical perspective in order to see what has changed over time and whether market expectations are one of the reasons behind curricular revisions. The need to respond to market demands in curricular design and training practices has been one of the most frequently discussed issues in higher education, particularly for disciplines that have a vocational aspect. Translation Studies, as one of those disciplines, is the object of a plethora of theoretical discussions on the place of market demands in translator training, with specific foci on professionalization, the use of technology, and the relation between translation theory and practice. The results of this study are discussed with particular reference to these issues.
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Goutondji, Armand Emmanuel Gildas. "The use of mock conferences as means of practical instruction in simultaneous interpreting training, with specific reference to Model United Nations conferences." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46018.
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Conference interpreting in general and simultaneous interpreting in particular are practice-based activities. In training future interpreters, conference interpreter trainers rely heavily on practical exercises that enable students to apply the skills they previously learnt and acquired in class in interpreting situations. For various reasons, the latter, however, may not be as realistic as a simulated conference, thereby preventing students from fully experiencing the atmosphere of real-life conference interpreting. This study begins with the hypothesis that mock conferences such as Model United Nations (MUN) conferences are effective in the training of postgraduate student interpreters in simultaneous interpreting. To examine this hypothesis, and present an alternative view if possible, the researcher observes postgraduate students in the MA Applied Language Studies (option: Translation and Interpreting) at the University of Pretoria performing in the simultaneous interpreting mode during a Model United Nations conference organised by the University‘s United Nations Association. Using a setting such as this, which simulates United Nations General Assembly or Security Council conferences, the researcher observes the students‘ performances and the delegates‘ reactions and analyses trainees‘ perceptions regarding the opportunity to use their skills set in a more realistic environment.<br>Mini-dissertation (MA)--University of Pretoria, 2014.<br>tm2015<br>Modern European Languages<br>MA<br>Unrestricted
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Geier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.
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This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.
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Stentaford, Allison. "Translating the Environment: A Comparative Analysis of Monolingual Corpora and Corpus-Based Resources, their Usability and their Effectiveness in Improving Translation Students’ Comprehension and Usage of Specialized Terminology in the Field of the Environment." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35978.
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Corpora and corpus-based resources have received much attention with regard to translator training, terminology, and specialized resource development. With a specialized monolingual corpus and a specialized online dictionary, the DiCoEnviro, we sought to provide insight into the usability and effectiveness of both types of resources in improving translation students’ comprehension and usage of specialized terminology in the field of the environment.
We assessed a specialized corpus and the DiCoEnviro through three lenses adapted from the usability framework proposed by Nielsen (2001): effectiveness, efficiency, and satisfaction. We used data ( screen recordings, questionnaires, translation exercises) collected from six translation students enrolled in undergraduate and graduate programs at the University of Ottawa School of Translation and Interpretation (UO-STI).
Through quantitative and qualitative data analysis, we provide insight into the usability of both types of resources and into the prospective application of these findings in translator training programs and the development of specialized resources.
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Santoro, Bianca. "Tecnologia e didattica dell'interpretazione. Esperimento di interpretazione consecutiva e simultanea a distanza con inTrain." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20573/.
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This study focuses on the role of technology in interpreter education and explores the possibilities and limitations of interpreting practice using online synchronous technology. The study involved 8 students practicing consecutive and simultaneous interpreting in pairs on site and online through the web-based interpreting application called inTrain. The first goal of this work is observing whether and how some interactional components change in two different settings with different student pairs and namely: a) consecutive interpreting practice carried out on site by two pairs of students who are used to practising together; b) consecutive and simultaneous interpreting practice carried out remotely by the same two pairs of students, and c) consecutive and simultaneous interpreting carried out remotely by four pairs of students who had never practised together before. The second goal is evaluating inTrain accessibility, and adaptability to the interpreting mode as well as collecting students’ perception of their experience with this new technological tool.
The first chapter presents an overview of ICTs and CAIT tools applied both to interpreting practice and interpreter education. The second chapter deals with both blended and distance interpreter education to set the scene for the experience carried out for the purpose of this study which is described in chapter 3. Chapter 4 deals with two different aspects related to the experience with inTrain. On the one hand it reports the results of the analysis of the interactions taking place during the consecutive on site and remote practice to identify the main differences, focusing mainly on gaze, use of direct and indirect reported speech and use of deictic expressions. On the other, it presents the responses to the questionnaires given to students to assess both inTrain per se and their experience with it. Finally, some conclusions are drawn and some areas for future research are suggested.
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Caetano, Priscila Fracasso. "Discutindo a atuação do professor interlocutor de libras a partir de um grupo de formação." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/3162.
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Previous issue date: 2014-05-27<br>In the mid-1990s, Brazil becomes a signatory to documents assume Inclusive Education as a fundamental task for any country. The deaf education from the perspective of inclusive education, bilingual education and advocates regarding the involvement of different professionals. Among them is given the emphasis on the role of Teacher Interlocutor of Libras (PI). The PI is one of the recent positions that compose the staff of the state of São Paulo Public Schools. Is predicted that he works at schools from state schools who present deaf or hard of hearing students regularly enrolled, with the task of conducting the dialogue between teachers and students with deafness and / or hearing impairment. This study aims to analyze a strategy of continuing education for teachers interlocutors. Three PIs working in state schools in a midsize city of São Paulo participated in this research. The participants comprised a group of training who proposed hold discussions and reflections on the activities of PIs, based on theoretical studies and exchanges of experience. Training group meetings occurred weekly with an average duration of two hours each, totaling ten meetings. Data collected during the training group (open questionnaire, script analysis of the filming of the group, script analysis of the filming of the action of PI and training group transcripts) were discussed in three areas of analysis: 1) The role / function of PI in the classroom and school; 2) Challenges, possibilities and limits of action of PI; and 3) the training group as a space for dialogue / mediation among participants. Analysis of the sequences revealed the need for an area of continuing education among PIs in order to facilitate discussion and reflection on practice. The testimonies of PIs indicate the precariousness of education for deaf students in the reality experienced by the PIs and PRs, since there is not a guideline or a direction work, or even targets set to be followed. This shortcoming of goals and guidelines causes confusion among the doings of each professional. The solutions remain palliative, work is carried out without tenders or purpose, and there is not a policy to bilingual inclusion for the deaf. We therefore conclude that a commitment to quality education for the deaf student becomes practically impossible in the absence of Pedagogical Political support and an effective project that embases and pay attention in fact to the practice of principles of governing a bilingual education for the deaf in school.<br>Em meados da década de 1990, o Brasil torna-se signatário de documentos que assumem a Educação Inclusiva como tarefa fundamental para todo o país. A educação dos surdos, na perspectiva da Educação Inclusiva, advoga uma educação bilíngue e tange o envolvimento de diferentes profissionais. Entre os profissionais envolvidos, dá-se o destaque para a função do Professor Interlocutor de Libras (PI). O PI é uma das recentes funções que compõem o quadro de funcionários das Escolas Públicas estaduais de São Paulo. É previsto que ele atue nas unidades escolares da rede estadual de ensino que apresentarem alunos surdos ou com deficiência auditiva regularmente matriculados, com a função de realizar a interlocução entre professores e alunos com surdez e/ou deficiência auditiva. Esse estudo tem como objetivo geral analisar uma estratégia de formação continuada para professores interlocutores. Participaram desta pesquisa três PIs, atuantes nas Escolas Estaduais de uma cidade de porte médio do interior paulista. Os participantes compuseram um grupo de formação que propôs, com base em estudos teóricos e em trocas de experiências, realizar discussões e reflexões acerca da atuação dos PIs. Os encontros do grupo de formação aconteceram semanalmente com duração média de duas horas cada, totalizando dez encontros. Os dados coletados durante o grupo de formação (questionário aberto, filmagem, roteiro de análise das filmagens do grupo, atuação do PI, e transcrições do grupo de formação) foram discutidos em três eixos de análises: 1) O papel/função do PI em sala de aula e na escola; 2) Desafios, possibilidades e limites da atuação do PI; e 3) O grupo de formação enquanto espaço de interlocução /mediação entre os participantes. As analises das sequências revelaram a necessidade de um espaço de formação continuada entre PIs com a finalidade de possibilitar discussões e reflexões sobre a prática. Os depoimentos dos PIs indicam a precariedade do ensino para alunos surdos na realidade vivenciada pelos PIs e pelos PRs, já que não há uma diretriz ou uma orientação de trabalho, ou mesmo metas estabelecidas para serem seguidas. Essa lacuna de metas e diretrizes causa confusão entre os fazeres de cada profissional. As soluções continuam sendo paliativas, o trabalho é realizado sem propostas ou finalidade, e não há uma política que alicerce de fato a inclusão bilíngue para o surdo. Portanto, concluímos que assumir um compromisso de educação de qualidade para o aluno surdo torna-se extremamente complicado com a ausência do alicerce Político Pedagógico de um Projeto efetivo que embase e atente de fato às práticas dos princípios que regem uma educação bilíngue para o surdo na escola.
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Martinez, Villermosa Luz Marina. "Contribution à la didactique de la traduction spécialisée : le cas de la traduction médicale en espagnol (pratiques, outils, méthodes)." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL020.
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Le nombre de traductions médicales vers l’espagnol est en constante augmentation. Cependant, les traducteurs spécialisés dans ce domaine ne sont pas assez pour pouvoir combler les besoins du marché d’après les différentes enquêtes réalisées ces dernières années par des chercheurs espagnols. Considérant le manque d’études empiriques portant sur l’enseignement-apprentissage de la traduction médicale, ainsi que celui de la traduction spécialisée, nous nous sommes intéressés aux moyens de rapprocher les formations universitaires des conditions actuelles de l’activité professionnelle.Pour cette raison, l’objectif de la présente thèse est d’apporter une contribution à la didactique de la traduction spécialisée, notamment de la traduction médicale français-espagnol, grâce à la création d’une méthode d’enseignement-apprentissage qui permettra le transfert des compétences professionnelles pour les traducteurs listées par le Groupe d’expert EMT (European Master’s in Translation)<br>The number of medical translations to Spanish is constantly increasing. However, specialized translators in this field are not enough to meet the needs of the market according to the different surveys carried out in recent years by Spanish researchers. Considering the lack of empirical studies on the teaching-learning of medical translation, as well as that of specialized translation, we looked at ways to bring university courses closer to the current conditions of professional activity.For this reason, the purpose of the present thesis is intended to be a contribution to the didactics of specialized translation, especially French-Spanish medical translation, by creating a teaching-learning method that will allow transfer of professional skills for translators listed by the EMT Expert Group (European Master's in Translation)
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Carvalho, André dos Guimarães de. "O trabalho colaborativo do intérprete de libras no ensino de português para surdos na escola regular de educação básica." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4441.
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Previous issue date: 2014-12-16<br>The main focus of discussion in this research is the role of the interpreter/translator of Libras (Brazilian Sign Language) in regular educational schools. The problem which excited the investigation was the failure death students face when learning to read and write in Portuguese. The leading question was: what collaborative work can the interpreter/translator develop along with the other professionals in school, as to help dealing with this matter? The final “Educational Product” of this dissertation is a virtual forum of discussion in a site called Espaço Colaborativo Virtual Permanente, which has the purpose of debating and exchanging the experiences of all professionals working in the specialized educational environments at school, such as interpreters, translators, teachers, coordinators etc. In order to fulfill this goal, during the investigation, the specific objectives of the study were to identify and to develop pedagogical didactical approaches, inclusive and socializing activities and flexible contents for classrooms which welcome death and non-death students. The interpreter/translator of Libras in these classrooms also performed as the investigator of this research, by observing the answers of two death students to an interview, an evaluating test with words and figures, and her collaborative participation in a set of classes. The main results and analysis, achieved under the lights of Vygotsky (2005), Bakhtin (2003), Quadros (2004) and other theorists, aroused some possible collaborative strategies of the interpreter in these situations: production of texts that present images which are adaptive and contextualized to the reality of deaths, use of interlanguage comparative strategies (applying Libras and Portuguese) which highlight bicultural and bilanguage grammatical aspects of the translation process, creation of videos and datitological reinforcement with visual signs etc. In the end, it was possible to conclude that the performance of this educational professional goes far beyond the simple task of linearly interpreting and translating contents, explanations and exercises from one language to another, and that when he/she participates collaboratively with school colleagues during the planning, preparation and application of classroom activities, the interpreter/translator of Libras effectively contributes with the cognitive development of death students attending regular basic educational schools.<br>A convivência e incômodo com os frequentes fracassos dos alunos com surdez na aprendizagem da leitura e escrita do português em escolas regulares inclusivas desencadearam a necessidade deste estudo de caso, cujo foco central é a discussão sobre o papel do intérprete de Libras e, daí, suas ações colaborativas que podem contribuir para a superação de tais problemas. Esta dissertação teve como “Produto Educacional” final um fórum de discussão em um Espaço Colaborativo Virtual Permanente, cujo objetivo é possibilitar o debate e a troca de experiências continuadas entre os profissionais envolvidos no campo da inclusão (intérpretes de Libras, professores regentes e de Atendimento Educacional Especializado etc.). Para tanto, durante a pesquisa, os objetivos específicos foram identificar tipos de abordagens didático-pedagógicas, ações inclusivas e de socialização desenvolvidas, e flexibilizações curriculares pertinentes ao ambiente escolar. Dois alunos surdos foram investigados por uma intérprete de Libras utilizando como instrumentos de pesquisa uma entrevista, um teste avaliativo com palavras e figuras e a observação participante de um conjunto de aulas. Os principais resultados e análises, obtidos a partir das referências teóricas de Vygotsky (2005), Bakhtin (2003), Quadros (2004) entre outros, mostraram algumas possíveis estratégias colaborativas do profissional intérprete, tais como: construção de textos com imagens adaptativas e contextualizadas abordando temáticas que envolvem o cotidiano do aluno surdo, o uso de estratégias comparativas interlínguas (Libras e Língua Portuguesa) durante o processo tradutório favorecendo maior entendimento dos aspectos gramaticais biculturais e bilíngues, construção de vídeos adaptados, reforço datilológico seguido do sinal etc. Ao final, foi possível concluir que a atuação desse profissional vai muito além do mero ato de interpretar e traduzir conteúdos, explicações e exercícios em sala de aula, e que quando participa colaborativamente com os demais colegas envolvidos no planejamento, preparação e aplicação de atividades, o intérprete de Libras contribui efetivamente com o desenvolvimento cognitivo do aluno com surdez, na escola de ensino regular de educação básica.
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Lebel, Josée. "Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607.
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Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright andsensitive to visitors’ needs, floor staff are rarely consulted in the planning,implementation, and modification phases of an exhibit. Instead, many developmentteams rely on costly third-party evaluations or skip the front-end and formativeevaluations all together, leading to costly errors that could have been avoided. This studywill seek to reveal a correlation between floor staff’s perception of visitors’ interactionswith an exhibit and visitors’ actual experiences. If a correlation exists, a recommendationcould be made to encourage planning teams to include floor staff in the formative andsummative evaluations of an exhibit. This is especially relevant to science centres withlimited budgets and for whom a divide exists between floor staff and management.In this study, a formative evaluation of one exhibit was conducted, measuring both floorstaff’s perceptions of the visitor experience and visitors’ own perceptions of the exhibit.Floor staff were then trained on visitor evaluation methods. A week later, floor staff andvisitors were surveyed a second time on a different exhibit to determine whether anincrease in accuracy existed.The training session increased the specificity of the motivation and comprehensionresponses and the enthusiasm of the staff, but not their ability to predict observedbehaviours with respect to ergonomics, learning indicators, holding power, and successrates. The results revealed that although floor staff underestimated visitors’ success ratesat the exhibits, staff accurately predicted visitors’ behaviours with respect to holdingpower, ergonomics, learning indicators, motivation and comprehension, both before andafter the staff training.
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Harmel, Alessandra Cani Gonzalez. "Aspectos da modalidade de educação à distância em curso de iniciação à tradução jurídica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-22032019-122407/.
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A pesquisa para desenvolvimento da presente dissertação teve como objetivo demonstrar o uso de recursos de tecnologia de informação e comunicação na modalidade de Educação à Distância (EAD) para a viabilização de um curso de tradução na área de especialidade jurídica no par de idiomas Inglês-Português. A proposta surgiu com base na necessidade e interesse de tradutores em formação, atuantes no mercado e estudiosos da tradução em se aperfeiçoarem nessa área cada vez mais exigente e competitiva. A dificuldade de locomoção de interessados, que estejam localizados em regiões que não contemplem a possibilidade de cursos em suas proximidades ou ainda a não compatibilidade de tempo em horários pré-estabelecidos por cursos presenciais propiciam a busca por alternativas que venham a satisfazer tal demanda. A pesquisa objetivou descrever e verificar a implantação e o desenvolvimento de um curso no que concerne a aspectos didático-pedagógicos para capacitação, aprimoramento, aperfeiçoamento e desenvolvimento de tradutores. Sua fundamentação teórica teve por base, entre outros, estudos de Knowles (1984) e Mendes (2012) no que tange aos princípios de Andragogia e ensino-aprendizagem de adultos, Presas (2000), Hurtado Albir (1999) e Pym (2006 a 2012) com relação à formação e treinamento de tradutores, Aubert (1998), Chaffey (1997) e Reichmann (2102), Sarcevic (1997) sobre tradução jurídica e Morán (2009), Mendes (2012) e Simão Neto (2002) sobre Educação à Distância. As ferramentas utilizadas na aplicação do curso à distância na fase piloto, assim como nas duas edições seguintes, foram as dos serviços Grupos do Google e Google Drive. Dentre os inscritos no EAD contamos com um total de 35 participantes e com 12 no curso presencial ofertado como grupo de controle para comparação. A descrição dos resultados revelará como se deu a interação e alguns aspectos sobre o desempenho dos participantes, assim como o nível de satisfação e de aproveitamento de acordo com a pesquisa de opinião realizada ao final do curso.<br>This thesis research aimed to demonstrate the use of information and communication technology in online learning by means of a course in the area of legal translation in the language pair English-Portuguese. It is based on the needs and interests of translators who are professional, scholars or in training and wish to improve in the translation area, which has become highly demanding and competitive. When the issue is either related to commuting for prospects that are located in areas which do not offer the intended courses nearby or conveniently located, or when course pre-established time table offers are not compatible, the search for alternatives to suit such demand begins. The research aimed to verify the viability and describe the implementation and development of a course as to didactical and pedagogical aspects in translators´ training, development and improvement. The studies of Knowles (1984) and Mendes (2012) with regard to the principles of Andragogy and adult learning-teaching; Presas (2000), Hurtado Albir (1999) and Pym (2006 to 2012) as to translator´s training; Aubert (1998), Chaffey (1997), Reichmann (2102), and Sarcevic (1997) for legal translation and Morán (2009), Mendes (2012) and Simão Neto (2002) for online learning, among others, are the theoretic basis for the research. The tools offered in the Google Groups and Google Drive services were used in the online course pilot, as well as the two subsequent versions. There was a total of 35 participants who enrolled for the online course and 12 participants for the face-to-face course offered as a means of comparison. The description of the results will reveal the participants´ interaction and some aspects of their performance as well as their level of approval and improvement according to the survey conducted at the end of the course.
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Paixão, Roberto Carlos Bastos da. "Um Brasil de várias línguas : professores, tradutores da praça e intérpretes da nação (1808-1828)." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4780.
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This Dissertation has as its objective a study of the historical-political-educational and linguistic aspects of the institutionalization of teaching foreign languages in Brazil. We consider, first, that the arrival of the Portuguese royal family to the country in 1808, under the protection of the British and the declaration of opening of ports to ships and foreign trade sparked a series of imperial decisions that marked the entry of that language in the context of the Brazilian education. The text, in its second stage, adjusts the focus on the codices of the National Archives, whose documentary examination drew some inferences to an analysis of the institutionalization process of the Teacher, Commerce Translator and the Interpreter of the Nation. As such, the design of the Dissertation sought to sketch a map of the foreign language teaching, and specifically the translation of written text and oral interpretation in English within the time frame of 1808-1828. The results of the survey in Rio de Janeiro National Archives (AN / RJ) are representative of the larger effort to improve the understanding and analysis aimed to rebuild a relevant stage in the midst of the development of the Brazilian educational process. This research exposes the techniques developed in the Activity Report at the N.A, and notes on other complementary activities at the PUC (Pontifical Catholic University of Rio de Janeiro) and CRB (Casa de Rui Barbosa).<br>A presente Dissertação tem como objeto de estudo aspectos histórico-político-educacionais e linguísticos relativos à institucionalização do ensino de idiomas estrangeiros no Brasil. Consideramos, inicialmente, que a chegada da Família Real portuguesa ao país, em 1808, sob a proteção dos ingleses e da decretação da abertura dos portos aos navios e ao comércio estrangeiro deflagrou uma série de decisões imperiais que marcaram a entrada do referido idioma no contexto educacional brasileiro. O texto, em seu segundo momento, ajusta o foco nos Códices do Arquivo Nacional, de cujo exame documental extraiu algumas inferências para uma análise do Processo de Institucionalização dos ofícios de Professor, Tradutor da Praça e Intérprete da Nação. De tal forma, o desenho da Dissertação buscou esboçar um mapa do ensino de idiomas estrangeiros, e, especificamente, da tradução do texto escrito e da interpretação oral em língua inglesa dentro do recorte temporal de 1808-1828. Os resultados da pesquisa realizada no Arquivo Nacional do Rio de Janeiro (AN/RJ) são representativos do esforço maior em aperfeiçoar a compreensão e análise voltada para a reconstrução de uma fase relevante no bojo do desenvolvimento do processo educacional brasileiro. A presente investigação expõe o Relatório de atividades técnicas desenvolvidas no Arquivo Nacional, além de anotações sobre outras atividades complementares realizadas na PUC (Pontifícia Universidade Católica do Rio de Janeiro) e CRB (Casa de Rui Barbosa).
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Kourouni, Kyriaki. "Translating under time constraints in an undergraduate context: a study of students' products, processes and learning styles." Doctoral thesis, Universitat Rovira i Virgili, 2012. http://hdl.handle.net/10803/84035.
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El presente estudio analiza de forma empírica si los estilos de aprendizaje se correlacionan significativamente con la calidad de traducción, cuando la tarea de traducción se desarrolla bajo restricciones de tiempo cada vez mayores. Además, el estudio vincula la práctica pedagógica con la realidad profesional, a la vez que potencia las sinergias entre dicha práctica pedagógica y la investigación empírica en el campo de la traducción. El estudio se construye gradualmente sobre el análisis de los patrones de rendimiento basado en el producto y los patrones de rendimiento basado en el proceso resultantes y luego destaca los vínculos pertinentes de la variable personal de estilos de aprendizaje. Todo ello sobre la base de los datos obtenidos sobre un total de 84 estudiantes universitarios de traducción de la Facultad de filología inglesa de la Universidad Aristóteles de Tesalónica en Grecia. Los resultados apuntan a un estilo de aprendizaje que se correlaciona significativamente con la calidad de la traducción cuando se trabaja con plazos de entrega relativamente más amplios y otro distinto cuando se aumentan las restricciones de tiempo. La evidencia empírica sugiere que los participantes experimentan un estado cognitivo de "shock" cuando sufren restricciones de tiempo cada vez mayores. Las conclusiones parecen indicar que es aconsejable favorecer un ambiente de aprendizaje que tenga en cuenta los diferentes estilos de aprendizaje de los estudiantes.<br>The present study examines empirically whether learning styles significantly correlate with translation quality when the translation task takes place under increasing time constraints. It strives to link pedagogical practice with professional reality, while promoting synergies between pedagogical practice and empirical translation research.
The study gradually builds on the analysis of emerging product- and process-based performance patterns and then highlights pertinent links with the personal variable of learning styles, on the basis of data collected from a total of 84 undergraduates studying translation at the School of English, Aristotle University of Thessaloniki, Greece. Results point to a learning style that correlates significantly with translation quality when working under a relatively relaxed deadline, and to a different one when time constraints increase. Empirical evidence also suggests that participants undergo a state of cognitive “shock” when under increasing time constraints. The conclusions seem to indicate it is worthwhile favoring a learning environment which will take into account students’ different learning styles.
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Almeida, Wolney Gomes. "O guia-intérprete e a inclusão da pessoa com surdocegueira." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/17566.
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Tese UFBA - Wolney Gomes Almeida.pdf: 2471703 bytes, checksum: 23770c177b858e57da51f3deca8873dd (MD5)<br>Refletir sobre a pessoa com surdocegueira e, sobretudo, o atendimento direcionado ao surdocego no contexto socioeducacional, constitui-se uma necessidade acadêmica, seja sobre a produção de conhecimentos teóricos quanto às intervenções práticas. Esta problemática configura os caminhos percorridos pela presente Tese de Doutorado, a fim de investigar a atuação do profissional Guia-intérprete no atendimento a pessoas com surdocegueira na cidade de Salvador-Ba, identificando os procedimentos de intervenção utilizados pelos profissionais, a partir das práticas comunicativas com surdocegos e caracterizando os fatores e aspectos que interferem em sua atuação profissional enquanto mediadores para a socialização do surdocego. A partir das contribuições teóricas sócio-interacionistas apresentadas por Vygosty (2007), este trabalho pauta suas reflexões, compreendendo que a relação do sujeito surdocego com o meio, constitui fator essencial para o desenvolvimento dos indivíduos, assim como apresenta Amaral (2002), Dorado (2004), Maia (2004), Cader-Nascimento (2007), Galvão (2010) e outros sobre a compreensão das formas de comunicação desenvolvidas entre os profissionais e os surdocegos, e a dinâmica do seu atendimento nos espaços sociais. A escolha metodológica define um caminho do estudo de caso, e a partir dos instrumentos de investigação definidos pela entrevista e observação direta, permite a análise sobre a falta de informações e de conhecimentos específicos sobre a deficiência como um fator determinante para o surgimento de barreiras de ordem estrutural, programática, atitudinal, arquitetônica, que atingem tanto à qualidade dos serviços prestados ao surdocego, quanto à realidade social deste indivíduo, constituindo assim uma realidade excludente e de segregação.<br>ABSTRACT Reflect on the person with deafblindness and especially the care directed to the deafblind in the social and educational context, constitutes an academic need, whether on produação of theoretical knowledge on the practical interventions. This issue sets the paths taken by this Doctoral Thesis in order to investigate the performance of professional guide-interpreter in caring for people with deafblindness in the city of Salvador, Bahia, identifying intervention procedures used by professionals from the communicative practices with deafblind and caracterizan factors and aspects that interfere with their professional work as mediators for the socialization of deafblind. From the socio-interactionist theoretical constribuições presented by Vygosty (2007) This work charted their thoughts, realizing that the relationship of the subject deafblind with the environment, an essential factor for the development of individuals, as well as presents Amaral (2002), Dorado (2004), Maya (2004), Cader-Birth (2007), Galvão (2010) and others to understand the forms of communication developed between professionals and deafblind and the dynamics of your atentimento in social spaces. The methodological choice defines a way of case study, and from research tools interviews and direct observation will allow the analysis of the lack of information and expertise on disability as a factor in the emergence of structural barriers, programmatic, attitudinal, architectural, which affect both the quality of services to deafblind, the social reality of this individual, thus providing an exclusive and segregation reality
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López, Garcia Verònica. "Lingüística de corpus aplicada a la didáctica de la traducción audiovisual." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665316.
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Vivimos en la era de la inmediatez informativa, que es también la de la inmediatez
en el ocio y el entretenimiento y los estudios y agencias de traducción deben traducir y doblar (o subtitular) series y documentales en tiempo récord, para lo cual es habitual el reparto de una misma serie entre varios traductores con los problemas de consistencia que esto acarrea.
Además, en ocasiones, en las llamadas comedias de situación (o sitcoms) existen expresiones recurrentes que acaban haciéndose populares o marcas de idiolecto que los guionistas utilizan para dibujar el carácter de algunos de los personajes. Estos elementos, dada su relevancia, deben mantenerse en las versiones traducidas de estas series.
Esta tesis presenta un método de análisis del guion basado en la lingüística de corpus que detecta de un modo semiautomático expresiones recurrentes y marcas idiolectales en guiones de series y documentales consiguiendo identificarlas, y así poder consensuar su traducción, antes de su reparto entre traductores.
Para ilustrar el método, este se aplica a las series Seinfeld y Little Britain.
Tras el éxito de la aplicación profesional de este método, esta tesis presenta también su aplicación didáctica mediante el diseño una unidad didáctica por tareas y sus dos pilotados con alumnos del Grado en Traducción e Interpretación de la Universitat Autònoma de Barcelona. Se presentan también los cambios que estos pilotados ocasionaron en la unidad didáctica inicial, así como los resultados de los cuestionarios en los que se recoge la autoevaluación de los estudiantes y su evaluación de la unidad didáctica (contenidos y organización).
Los objetivos de aprendizaje principales de dicha unidad son:
• Reconocer la importancia del análisis previo a la traducción
• Conocer aplicaciones avanzadas del procesador de textos (macros, operaciones con Regular Expressions, etc.)
• Analizar corpus de textos con gestores de corpus
La unidad didáctica muestra también la versatilidad del método, haciendo que los estudiantes lo apliquen al análisis del guion de la película Casablanca y mostrando como su aplicación habría evitado alguno de sus más sonados errores de traducción.<br>We live in the era of instant news, which is also the era of instant entertainment and leisure activities. This means that translation agencies and recording studios have to translate and dub (or subtitle) series and documentaries in record time. In order to beat deadlines, a single series is often shared out among several translators, leading to multiple problems of coherence.
Furthermore, some series, for example some sitcoms, frequently include recurring expressions that become popular in everyday speech, or idiolect markers used by scriptwriters to portray the personality of some of the characters. These expressions, are often so significant that they should also be recurring in the translated versions of these series.
This thesis presents a script analysis method based on corpus linguistics that detects these recurring expressions and idiolect markers semi-automatically in the scripts of series and documentaries. Once they have been identified, a translation can be agreed upon before the series is divided up among the team of translators. The series Seinfeld and Little Britain have been used to illustrate the method.
Having successfully created and applied this corpus-based method in a professional context, the author designed the application of the method to teaching translation through a task-based teaching unit. The thesis presents this and two pilot tests carried out with students from the undergraduate degree in Translation and Interpreting at the Universitat Autònoma de Barcelona. The thesis also describes the changes introduced to the original teaching unit after the pilot tests, the results of the questionnaires used to collect the students’ own self-assessment as well as their assessment of the teaching unit (content and organisation).
The main learning objectives of this unit are:
- To understand the importance of pre-translation analysis
- To know and use advanced applications of MS Word (macros, operations with Regular Expressions, etc.)
- To analyze corpus using a corpus manager (AntConc)
One of the corpus used by the students in the teaching unit, the script of Casablanca, illustrates the versatility of the method. The students realise that by using the method, some of the most notorious translation errors in this famous film could have been avoided.
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Berber-Irabien, Diana. "Information and communication technologies in conference interpreting." Doctoral thesis, Universitat Rovira i Virgili, 2010. http://hdl.handle.net/10803/8775.
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New technologies, more specifically, Information and Communication Technologies (ICTs), are today indispensable in all professions. It is undeniable, however, that some professions have been affected to a greater extent than others. <br/>This study describes ICTs used in conference interpreting, in both professional and educational settings. It also records the interpreters' and interpreter trainers' perceptions of ICTs, especially in terms of improving the quality of their performance and their professionalism. The data has been collected through two global surveys, both conducted mainly through questionnaires and personal interviews, and triangulated with in situ observations. <br/>As to the results of the research, it was found that variation in use was not always due to generational or regional differences as had been expected. Conference interpreter trainers, on their part, are identifying different ways to overcome budgetary restrictions to allow students to learn about ICTs in order to better prepare them for the labor market.<br>Las nuevas tecnologías, especialmente las Tecnologías de la Información y la Comunicación (TICs), son actualmente un componente indispensable de todas las profesiones. Sin embargo, es innegable que hay profesiones que han resultado más beneficiadas por las TICs que otras. La presente investigación describe las TICs utilizadas en la interpretación de conferencias, tanto en el ámbito profesional como en el formativo. Registra asimismo la percepción y actitud de los intérpretes y de los formadores de intérpretes de conferencia hacia las TICs, en cuanto a mejorar la calidad de su desempeño y su profesionalismo. Para recoger la información, se llevaron a cabo dos encuestas a nivel global por medio de cuestionarios, complementadas con una serie de entrevistas y observaciones.<br/>En cuanto a los resultados de la investigación, se encontró que la variación en el uso no era siempre resultado de diferencias generacionales o regionales. Los formadores de intérpretes de conferencia, por su parte, están encontrando nuevas formas de superar las restricciones presupuestales para que sus estudiantes aprendan sobre el uso de las TICs, con el objeto de prepararlos mejor para su inserción en el mercado laboral.
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Pagura, Reynaldo José. "A interpretação de conferências no Brasil: história de sua prática profissional e a formação de intérpretes brasileiros." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-09022011-151705/.
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Embora o ato de traduzir a interação oral entre duas ou mais pessoas seja algo infinitamente antigo, a interpretação de conferências, como profissão, remonta ao início do Século XX, com as Conferências de Paz realizadas em Paris, ao final da Primeira Guerra Mundial. A profissão se consolida com a criação da Liga das Nações e, posteriormente, da Organização das Nações Unidas e com o aumento do número de congressos e reuniões científicas internacionais, além da criação de diversos organismos internacionais após a Segunda Guerra Mundial. No Brasil, a interpretação desponta como profissão na segunda metade da década de 40 do século passado e vai-se consolidando aos poucos, ao longo das décadas seguintes. O presente trabalho tem como objetivo narrar e analisar criticamente a história da profissão no Brasil, a partir de depoimentos de seus diversos participantes, a saber intérpretes de conferência e formadores de intérpretes. O arsenal teórico que subsidia a coleta e análise das entrevistas parte de pressupostos da História Oral, sem, contudo, se limitar a tal abordagem teórica, inserindo-se na grade área de Estudos da Tradução, utilizando a visão do pesquisador insider proposta por Koskinen (2008). O ecletismo da metodologia abrange, ainda, a análise crítica de elementos da mídia, de correspondências por correio eletrônico e de informações de websites de alguns cursos de formação. A pesquisa inclui os primeiros eventos importantes e a criação da Associação Profissional de Intérpretes de Conferência (APIC), em 1971, em relato de sua idealizadora e primeira presidente, Ulla Schneider e das demais fundadoras vivas. O trabalho, tentando suprir uma lacuna nos Estudos da Interpretação no Brasil e em língua portuguesa como um todo, inclui ainda outras questões contemporâneas pertinentes à profissão, tais como o relacionamento entre intérpretes e desses com agenciadores e organizadores de eventos, além de apresentar uma visão de como a mídia brasileira vê os intérpretes. Inclui também uma panorâmica de grandes eventos internacionais realizados no Brasil, na voz de uma das principais coordenadoras de intérpretes, Simone Troula. Todo um capítulo é dedicado à formação de intérpretes no Brasil, não só em seu aspecto histórico, mas também no que tange à formação hoje em dia, comparando e contrastando os programas existentes no Brasil a seus congêneres internacionais. O trabalho finaliza com uma breve visão de possíveis cenários da profissão, a partir de novos elementos como a interpretação remota, a realização de eventos monolíngues, sobretudo em inglês, e a atuação cada vez maior de agenciadores de intérpretes. Conclui-se o estudo com algumas sugestões para pesquisas futuras em relação à área de estudo abordada.<br>Although oral translation between people interacting in different languages has existed since times immemorial, conference interpreting as a profession appears in the beginning of the 20th century, with the Paris Peace Conferences, at the end of the First World War. The profession develops at the League of Nations and, later, at the United Nation Organization. It is also fostered by the multiplication of international conferences and technical meetings, as well as the creation of a myriad international organizations, after the Second World War. In Brazil, conference interpreting appears as a profession in the 1940s and slowly grows in the following decades. This research aims at critically narrating the history of this profession in Brazil, from interviews given by its participants, namely conference interpreters and interpreter trainers. Interviews were carried out and analyzed under the light of Oral History methods. This work, however, does not confine itself to the Oral History methodology but rather fits into the field of Translation Studies, relying also on Koskinens (2008) view of the insider researcher. The several sources of data for this study also include samples from the press, e-mail correspondence and information gathered from websites of training institutions. This dissertation deals with the first interpreted events in Brazil and the creation of the Professional Association of Conference Interpreters (APIC), in 1971, from interviews by its main creator and first president, Ulla Schneider, and the other living founders. Trying to bridge a gap in Interpreting Studies in Brazil and in the Portuguese language in general, this work includes other present issues relating to the profession, such as relationships between interpreters and between them and translation agencies and event organizers, as well as a brief analysis of how the Brazilian press sees interpreters. It also includes an overview of some important international conferences held in Brazil through the voice of one of the most important chief interpreters in these events, Simone Troula. A whole chapter is dedicated to interpreter training in Brazil, covering not only its history but other issues pertaining interpreting training these days, comparing and contrasting Brazilian programs with their international counterparts. The work concludes with a brief view of possible future scenarios for the profession, focusing on new elements such as remote interpreting, monolingual conferences, held mostly in English, and the ever-growing role played by translation agencies and professional conference organizers. It closes with some suggestions for further research in interpreting as a field of study.
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Balcázar, Casas Adriana Grace, and Polanco Luis Angel Mejer. "Estrategias de enseñanza de la destreza de comprensión auditiva en un curso de inglés y uno de interpretación de un programa peruano de formación de intérpretes." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/657273.
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Este estudio analiza las estrategias de enseñanza para desarrollar la destreza de comprensión auditiva en dos cursos en la formación de intérpretes de un programa de Traducción e Interpretación de una universidad peruana: el último curso de inglés para traductores e intérpretes (Inglés TI5) y el primer curso de interpretación (Taller de Interpretación 1). Empleando un enfoque cualitativo, la información se recogió mediante las guías de observación de clases y de entrevistas. El análisis de las estrategias de enseñanza en ambos cursos muestra que el desarrollo en las actividades de escucha comprende tres fases: materiales, procesos cognitivos y retroalimentación. Los resultados de esta investigación muestran que el desarrollo por fases tiene una orientación distinta en ambos cursos. Finalmente, las conclusiones muestran el impacto de las estrategias de enseñanza para desarrollar la destreza de comprensión auditiva en inglés de los estudiantes de este programa.<br>This study describes and analyses the teaching strategies in two courses that develop listening comprehension skills for future interpreters at a Translation and Interpreting Program in a Peruvian university. The highest level of English for translators (Inglés TI5) and the first level of the interpreting training (Taller de Interpretación 1) were surveyed under the principles of a qualitative approach. Data have been gathered by means of observation sheets and semi-structured interviews. The comparative analysis shows that the listening activities in both courses comprise three developmental stages: instructional material, cognitive processes, and feedback. Findings reveal that the three developmental stages are quite different in the English and Interpreting courses. This difference may have an effect on students to develop listening comprehension skills as trainees in the Translation and Interpreting Program.<br>Tesis
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Léchauguette, Sophie. "Traduire des livres : parcours de formation à la traduction pragmatique pour l'édition." Thesis, Bordeaux 3, 2015. http://www.theses.fr/2015BOR30056/document.
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La traduction pragmatique n’est pas le domaine réservé des traducteurs travaillant dans les secteurs économiques en dehors de l’édition. De nombreux traducteurs d’édition sont aussi des traducteurs pragmatiques. Dans ce domaine, leur spécialisation ne se confond pas avec le domaine dans lequel ils travaillent. Leur métier est méconnu et il n’existe aucune formation pour préparer les aspirants traducteurs à cette spécialisation. Cette recherche s’efforce de combler cette lacune. Elle commence par décrire les ouvrages pragmatiques afin de montrer que dans ce secteur, la réflexion traductive porte sur le texte dans sa mise en page. L’unité de traduction s’hybride, puisqu’elle est composée de rubriques textuelles aux fonctions communicatives précises et d’éléments visuels. Il s’ensuit que la réflexion traductive demande une approche multisémiotique qui s’appuie sur une connaissance approfondie du livre pris comme un espace signifiant dont le texte n’est qu’une composante parmi d’autres. La connaissance du livre est au cœur de la spécialisation des traducteurs pragmatiques actifs dans l’édition. Le milieu de l’édition attend des auteurs et traducteurs un travail de rédacteurs. Les tapuscrits fournis sont relus et corrigés, voire partiellement réécrits pour les améliorer, par les correcteurs. Il n’y a plus un auteur mais une fonction auteur qui réunit les différents intervenants de la chaîne du livre. L’apprentissage du métier doit donc comporter une part de socialisation seconde, intégrée aux exercices de traduction proposés, pour préparer les aspirants traducteurs à s’insérer dans cette équipe. Tout en se perfectionnant en traduction, les jeunes traducteurs doivent se muer en collaborateurs fiables capables de prendre part au processus de fabrication du livre en agissant en tant que médiateur culturel. Leur action s’exprime principalement par l‘écriture de la traduction mais aussi par leurs commentaires sur la fabrication du livre<br>Pragmatic translation is thought as the area of specialized translators working for clients outside of the publishing industry, which is deemed to contract literary translators. This is true to some extend. However a large sector of the publishing industry is not concerned with literature but with pragmatic books dealing with all sorts of topics. Many pragmatic translators working for the publishing industry are in fact specialized in translating pragmatic books, not texts. They have to understand the way pragmatic books, made of visual and linguistic messages, convey information to their readers to translate them. This aspect of translation is little known and, outside the study of translation for advertising, research investigating the interaction of texts and iconography is scarce. There is even less on translator training. This thesis endeavours to contribute the observations of a professional translator turned translator trainer. It begins by describing the layout of pragmatic books and showing how the translator must take in the text and the iconography to make sense of the message. The double page is a visual unit splitting the information between text and images. As a result, a translation unit is a mix of texts and images. It follows that translators have to approach the translation of books as a multisemiotic activity. Therefore, when translating pragmatic books, translators have to consider them as signifying space in which textual units are no longer the only source of information. The core of the specialisation of pragmatic translators working in the publishing industry is a profound understanding of how books communicate meaning. Publishers expect both authors and translators to be able to write following style specifications for a given book series. Tapuscrits are proofread and sometimes partially rewritten to be put in agreement with the social communicative norms. At the end of the process leading to the publication of a book, the published text is a collective product and no longer the text originally provided by its “author”. To translate in this context, trainees must learn how to work in a team, albeit working from home. Translation training, at this point, aims at turning students into independent professional able to rewrite and adapt texts, taking into account the visual around, to accommodate readers’ expectations as defined by publishers. As they strive to improve their translation techniques, soon to be translators also need to learn to become cultural mediator and to criticize the books they are translating so as to improve them if need be. Invisible to readers, their contribution to the making of a book, appears in the writing of the translation and in comments on the book itself; and it is very visible to publishers they work for
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Farías, Córdova Rocío Adriana, and Ramos Diana Lucía Wiesse. "Perdidos en las emociones y la traducción: regulación de emociones en estudiantes de traducción." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656221.
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Esta investigación analiza las estrategias que los estudiantes de traducción de una universidad peruana emplean para regular sus emociones. Los resultados muestran los generadores de emociones más comunes: la recepción de calificaciones menores a aquellas esperadas, la falta de confianza en sus bagajes conceptuales y temáticos, aspectos de la metodología de la clase y la relación con docentes y compañeros. Los estudiantes inician con el uso de estrategias disfuncionales, como la rumiación y la autoculpa; sin embargo, llegan a usar estrategias funcionales para cumplir con los objetivos del curso, como la refocalización de los planes.<br>This research analyzes the strategies that translation students of a Peruvian university use to regulate their emotions. The results show the most common scenarios: getting lower grades than expected, the lack of confidence in their conceptual and thematic background, aspects of the course methodology, and their relationships with their professors and classmates. The students’ process starts with the use of maladaptive strategies, such as rumination and self-blame. However, students continue their process and then use adaptive strategies to fulfill their goals, such as refocusing on planning.<br>Tesis
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GUO, CONG, and 郭聰. "Action Research on the Specialized Turn in Translator and Interpreter Education: The Case of “International Medical Translator and Interpreter Training”." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3f9xs3.
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博士<br>輔仁大學<br>跨文化研究所比較文學與跨文化研究博士班<br>107<br>In the context of globalization, the international exchange continues to expand and deepen. Translation and interpreting both play essential roles in the globalization process. However, there is currently a phenomenon of oversupply in the fields of general translation and interpreting, accompanied by a lack of talents in specialized fields such as medicine, law and finance. In this regard, translation education faces enormous challenges. In coping with the situation, translation education should actively seek to transform itself and play a more significant and energetic role in building relationships with those specialized fields that require translation services and within the processes of globalization.
With the advancement of medical technology, capital financing, and the establishment of a transnational regulatory system, the flows of international patients and medical professionals are increasing. Taiwan is well situated to develop international medical care in terms of its geography, transportation infrastructure, medical technology, medical care, and excellent medical services. However, such new forms of border crossing medical practice come with new challenges, many of which are related to language and culture. Due to the high degree of accuracy and expertise required for effective communication in medicine and other related fields, the threshold for becoming a master translator and interpreter in this area is high. In order to create a language-barrier-free environment in Taiwan for international patients, there needs to be an equivalent amount of highly qualified and specialized language service providers to meet demand. Furthermore, the internationalization of the medical industry also requires the development of specialized language service talents.
This research focuses on providing insight into the education of international medical translators and interpreters based on the pragmatism ideas in education and interdisciplinary knowledge production. The study seeks to contextualize the translation industry within the international and globalized flows of the contemporary medical landscape. This research uses both qualitative and quantitative methods to explore four critical issues of international medical translator and interpreter training, providing a theoretical and practical basis for understanding the specialized turn in translator and interpreter education. The research questions are:
1. What is the difference between the international medical translator and interpreter education and the previous master’s program in translation studies? What are the features of the former?
2. What motivations do learners from different backgrounds hold? How should their motivations be explained?
3. What are the elements in the international medical language service provider’s competence framework? What is the relationship between the various compositions?
4. What learning outcomes have the international medical language service training produced? What is the relationship between different learner motivations, curriculum design, and training outcomes?
The primary data collection methods in this study are interviews and questionnaires. The data collection period was from June 2017 to March 2019. The research subjects are the stakeholders of the education system, including the full-time professors, industry teachers, students, medical translators and interpreters, international medical practitioners, as well as the curricula and two models of intra-organizational training and thematic training.
This study finds that the international medical translator and interpreter education is guided by social needs and contextualized problem solving, and aimed at developing specialist language service competences within the medical field. This educational program is characterized by synergistic knowledge production through co-teaching between medical professionals and professors in translation and interpreting, and other relevant subjects. This educational model advocates the teaching methods of mutual learning and incorporates international standards and formative assessment, thereby reconstructing the curriculum, the learners' composition, and the competence training objectives and methods. It is able to respond to social needs rapidly. Therefore, it is a globalized and pragmatic interdisciplinary knowledge production system. Translator and interpreter education should serve the needs of professional fields and respond to social development. It also should consider the actual conditions of educational institutions when carrying out reforms.
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Magaia, Armando Adriano. "In search of effective training models for Mozambican translators and interpreters." Thesis, 2018. http://hdl.handle.net/10500/25292.
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Although Eduardo Mondlane University (UEM) has the longest history of BA Honours level translator and interpreter training in Mozambique, the university still lacks an effective model for the development of translation and interpreting competence in students. To address this problem, the present study seeks to find a practical model for the training of Mozambican professional translators and interpreters at BA Honours level that can guide the design of conducive curricula. The critical question the study attempts to answer is: What model for developing translation and interpreting competence could lead to an effective curriculum design that best meets the employment needs of Mozambican students? To this end, the study has been designed as action-research because this design enables better understanding and improvement of training processes (Cravo & Neves 2007). Three data collection tools are used to generate both qualitative and quantitative data from over 120 participants, namely: (i) a survey, (ii) an English translation test and (iii) a sample of archived Portuguese translations produced by former students. The survey findings suggest the need for a model whereby translators and interpreters are trained simultaneously within the same programme. Moreover, the results of macro- and micro-textual analysis show that, overall, the translation competence of former students is poor, suggesting that the current curriculum at UEM is failing to produce BA Honours translation/interpreting professionals. The proposed solution would be a curriculum based on a new integrated translation and interpreting competence development model with the following four pillars: communicative competence, general knowledge, strategic competence and service provision.<br>Nangona iyunivesithi iEduardo Mondlane University (UEM) inembali kwizifundo zesidanga esiphakamileyo (BA Honours) kuqeqesho lwabaguquleli neetoliki eMozambique, le yunivesithi ayikabi namzekelo unguwo nosebenzayo ekuphuhliseni izakhono zokuguqula nokutolika kubafundi bayo. Ukukhawulelana nale ngxaki olu phando lujolise ekufumaneni owona mzekelo usebenzayo onokusetyenziswa nonokuthi ube sisikhokelo kuyilo lwekharityhulam yesidanga esiphakamileyo iBA Honours esithatha iminyaka emine ekuqeqesheni abafundi babe ngabaguquleli neetoliki eziphume izandla zaseMozambique. Umbuzo ongundoqo nozanywa ukuphendulwa lolu phando ngulo: Ngowuphi umzekelo wokuphuhlisa izakhono zokuguqulela nokutolika onokukhokelela kuyilo lwekharityhulam esebenzayo nefezekisa iimfuno zengqesho zabafundi baseMozambique? Kungoko olu phando luye lwasebenzisa indlela yokuphanda ekuthiwa yi-action research eyenza kube lula ukuqonda nokuphucula iinkqubo zoqeqesho (Cravo & Neves 2007). Kuye kwasetyenziswa iindlela ezintathu zophando ukufumana ulwazi kubathathi-nxaxheba abali-120 ezizezi: (1) uvavanyo lwezimvo, (ii) uvavanyo lwenguqulelo yesicatshulwa esibhalwe ngesiNgesi kunye (iii) neenguqulelo zesiPhuthukezi ezenziwe ngabafundi bangaphambili ezigciniweyo. Iziphumo zeemvavanyo zezimvo zibonisa ukuba kufuneka kukho umzekelo onokusetyenziswa ekuqeqesheni abaguquleli neetoliki ngaxeshanye phantsi kwenkqubo enye. Ukongeza koku, iziphumo zohlalutyo lwesicatshulwa zibonise ukuba izakhono zokuguqulela zabafundi bangaphambili azikho mgangathweni, nto leyo ethetha ukuba ikharityhulam esetyenziswayo eUEM iyasilela ekukhupheni abaguquleli neetoliki ezinobuchule neziziincutshe. Isisombululo esicetyiswayo ke ngoko, sesokuba kubekho ikharityhulam ehlangeneyo eza kuphuhlisa izakhono zabaguquleli neetoliki esekelwe kwiintsika ezine ezizezi: isakhono sonxibelelwano, ulwazi jikelele, isakhono sobuchule kunye nokunikezwa kweenkonzo.<br>Nakuba iNyuvesi i-Eduardo Mondlane University (i-UEM) isinomlando omude kakhulu wokuqeqesha abahumushi notolika ezingeni leziqu ze-BA Honours eMozambique, le nyuvesi ayikabi nayo indlela esebenzayo yokuthuthukisa amakhono ezitshudeni kwezokuhumusha nokutolika. Ukubhekana nale nkinga lolu cwaningo kuhloswe ngalo ukuthola indlela esebenzayo yokuqeqesha ongoti babahumushi notolika baseMozambique ezingeni leziqu ze-BA Honours (iziqu zeminyaka emine) ezingahlahla indlela yokuklama uhlelo lwezifundo olungasiza kule nkinga. Umbuzo omkhulu lolu cwaningo oluzama ukuwuphendula ngothi: Iyiphi indlela yokuthuthukisa amakhono okuhumusha nokutolika engaholela ekuklanyweni kohlelo lwezifundo olungahlangabezana nezidingo zokuqasheka kwezitshudeni zaseMozambique? Ukufeza le nhloso, lolu cwaningo lusebenzisa uhlelo lokucwaninga olubizwa nge-action-research ngoba luyasiza ekuqondeni kangcono nasekuthuthukiseni inqubo yokuqeqesha (Cravo & Neves 2007). Kusetshenziswa amathuluzi amathathu okuqoqa imininingobunjalo nemininingobuningi evela kubabambiqhaza abangaphezu kwabayi-120, okuyilokhu: (i) ngohlolocwaningo (i-survey), (ii) ngesivivinyo sesihumusho sesiNgisi (iii) nangesampula lezihumusho zesiPutukezi zabafundi baphambilini. Okutholakale kulo uhlolocwaningo kuveza isidingo sendlela yokuqeqesha abahumushi notolika kanyekanye ohlelweni lokufundiswa olufanayo. Ngaphezu kwalokho, imiphumela yokuhlaziywa kwemibhalo nezimo eyabhalwa ngaphansi kwazo ibonisa ukuthi, ngokubanzi, amakhono okuhumusha abafundi baphambilini awamahle, okuyinkomba yokuthi uhlelo lwezifundo lwamanje e-UEM luyehluleka ukukhiqiza ongoti bokuhumusha nokutolika ezingeni le-BA Honours. Isixazululo esiphakanyiswayo ngesendlela entsha esuselwa ekuthuthukiseni amakhono edidiyela ukuhumusha nokutolika, enalezi zinsika ezine ezilandelayo: amakhono kwezokuxhumana, ulwazi ngokubanzi, ikhono lokusebenzisa amasu, nokuhlinzekwa kwezidingo.<br>Linguistics and Modern Languages<br>D. Phil. (Languages, Linguistics and Literature)
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Liao, Hsing-hsien, and 廖幸嫺. "Quality Standards and Training for Television News Interpreting: From the Perspective of Television News Translators and Interpreters." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/39548591688131191449.
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碩士<br>國立臺灣師範大學<br>翻譯研究所<br>93<br>Need for television interpreting has increased since the Gulf War of 1991. Breaking news in other parts of the world has also generated greater demand for use of television interpreting services. As television interpreting is considered to be a highly difficult type of interpreting, it is important to establish a standard for quality in television interpreting, and to determine if special training is required to provide quality television interpreting services. There have been many empirical studies and discussions about live television interpreting, most of which approach television interpreting from the perspective of users, i.e. television audiences. This study intends to explore views of quality and hiring decisions from the perspective of television news translators and interpreters. A questionnaire survey of 11 television news translators and interpreters shows that (1) Television news stations prefer in-house translators to professional interpreters for breaking news interpreting. (2) Training of interpreting is recommended for potential television news interpreters. (3) Special training focusing on television interpreting should be offered by educational institutions. The study also shows that working experience and training in interpreting affect the views of quality and hiring decision in television interpreting. The study also presents lists of quality standards and training curriculum from the perspective of television news translators and interpreters.
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Hsu, Frieda, and 許玉雯. "A Preliminary Study of Internet Use by Taiwanese Translators/Interpreters with Graduate Level T&I Training." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/29010955347712536358.
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Lindquist, Peter P. "Identification of interpreter training needs through copus-based analysis." Doctoral thesis, 2004. http://hdl.handle.net/10045/3666.
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Tu, Hui-Ling, and 杜慧玲. "A Study on the Legal Interpreter Training Program—Interpreters’ Perspectives." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/aju5zc.
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碩士<br>國立臺灣師範大學<br>翻譯研究所<br>107<br>According to The International Bill of Human Rights, everyone charged with a criminal offence has the minimum right to have the free assistance of an interpreter if he cannot understand or speak the language used in court. Without court interpretation, justice could not be served for the aforementioned party in the judicial system. Taiwan has adopted the scheduled court interpretation system since 2008, and has gradually provided the training program for court interpreters. However, whether the program is sufficient for court interpreters and whether the program corresponds to the ability court interpreters value or equip with are worth examining. This study adopted the quantitative method to analyze eight items in court interpretation, including the language proficiency, the equivalence in translation, the explanation for language and cultural differences, the role neutrality, confidentiality, legal knowledge, continued refinement of court interpreting skills, and professional appearance of a court interpreter. In a questionnaire, court interpreters were asked to rate the eight items from three aspects—the importance, their ability to meet the requirements, and the training from the program—on the 5-point Likert Scale. Repeated measured ANOVA and LSD were employed to analyze the data. The results showed the statistically significant difference between the mean of each item from the three aspects. The court interpreters were also interviewed to further explore their expectation for the adjustment to the program. Lastly, the study offers advice on the current program for court interpretation based on the quantitative results and qualitative interviews.
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Huang, Tzu-ling, and 黃子玲. "A Study of Applying Portfolio Assessment in an Interpreter Training Course." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/00365091203734553092.
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碩士<br>國立臺灣科技大學<br>應用外語系<br>95<br>The purpose of the study is to investigate the feasibility of integrating portfolio assessment with quality assessment as an alternative evaluation method in an interpreter training course. Based on the theories of Smith and Tillema’s training portfolio and Riccardi’s interpretation quality evaluation sheet, an action research project was conducted at a sight translation class in an extension MA program at a university in Taiwan. The participants consisted of seven students, one teacher, and the researcher herself.
The data were collected from questionnaires, a pre-test and a post-test, grades of in-class role-play activities, class observations, interviews, and the students’ training portfolios. The results of the existing study confirm that process-oriented portfolio assessment, integrated with performance-based quality assessment, benefits both teachers and students in evaluating and presenting actual learning process and in identifying oral interpreting quality of each student in interpretation course.
The major benefits of applying portfolio assessment in interpretation courses are summarized as follows: (a) Portfolio assessment makes students feel less threatened than quality assessment. (b) Portfolio assessment impels students to witness and experience the importance of preparatory work as professional interpreters would do in real working situations. (c) Portfolio assessment allows students to review and maintain feedbacks provided by teachers and classmates in order to inspire further improvements.
Nevertheless, portfolio assessment is a time-consuming evaluation method because both students and teachers have to invest more time in coordinating and reviewing their portfolios; therefore, clear criteria and guidelines relating to the requirements of students’ portfolios should be designed well in advance. Additionally, it might prove to be a “heavy” assessment approach caused by the bulky portfolios; thus, the use of digital containers, such as floppy disks or CDs, or the technology of web blogs, is suggested to be instead of A4-size folders or ring binders. Moreover, portfolio assessment is recommended to be applied at elementary interpretation courses with minimal-sized classes in consideration of the workload of teachers and the academic pressures on students.
The present study may well be regarded as a pilot study in the implementation of portfolio assessment in interpretation studies. Further extensive and objective experiments are required to probe into larger-sized classes with digital devices, and without the assistance of any third party for collecting ample detached results and findings in order to establish a constructive and applicable alternative evaluation method for both interpreting educators and learners.
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Rekhovskaya, Anna, and 安娜. "Language Choice in Consecutive Interpretation Note-taking for Mixed-language Interpreter Training." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/38632993653316257034.
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碩士<br>國立臺灣科技大學<br>應用外語系<br>100<br>ABSTRACT
Whether interpreters’ notes should be taken in the source language (SL) or the target language (TL) during consecutive interpreting note-taking remains a controversial issue and this issue lies at the heart of this study. This study attempts to answer the following research questions: (1) Do the participants use SL or TL in CI note-taking?; (2) Do the participants use English exclusively as one possible option in their language choice?; (3) Do the participants use their A-language (native language) or B-language (foreign language)?; and (4) What are the participants’ perceptions governing their language choice in CI note-taking?
Data was collected from quantitative and qualitative analysis of participants’ note language choices based on their consecutive interpretation note-taking sheets, post-implementation questionnaire, and semi-structured open-ended interviews. Three Russian, three Taiwanese, and two Indonesian students participated in the study. Traditional categories of SL, TL and two categories of A and B-language as proposed by Dam (2004b) were applied to investigate the students’ preferences regarding the choice of language in note-taking.
The results of the study showed that participants prefer to use SL in consecutive interpreting note-taking regardless of the interpreting direction. Notes taken in TL within-and-between subject analysis are only 14%; whereas, notes taken in SL are 85.7% for all word-based notes. For notes taken in A and B-languages, the SL ranges between 73.3% (A=SL) and 92.7% (B=SL) in the final results. English as an alternative choice for note-taking was found to be strong in English into A-language interpretation, which took up 93.4% percent; but was found to be weak, 6%, in A-language into English interpretation. Furthermore, participants claimed that the choice of language in CI note-taking more likely depends on personal English proficiency and note-taking skills. Thus, more training on note-taking in consecutive interpretation for further self-development is needed.
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SUN, NING-YEE, and 孫寧一. "The Learning Experience of Circumstantial Bilinguals in a Blackboard-Enhanced Interpreter Training Course." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40220108071092987254.
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碩士<br>國立臺灣科技大學<br>應用外語系<br>100<br>Researchers generally believed that bilinguals could serve as interpreters and that bilingual individuals through training could become excellent interpreters and interpreter trainers. However, hardly has any study investigated the implications of bilinguals receiving interpreter training. This study attempted to bridge the gap by investigating the learning experience of three circumstantial bilingual students among other EFL (English as a Foreign Language) students in an interpreter training course of an MA program at a university of science and technology in Northern Taiwan. This course was unique in that it utilized Blackboard Learning Management System (Bb LMS) to provide the source language input in the classroom which included audio, video, and text materials. Bb LMS operated as an open-access forum and retained materials and tasks that encouraged the students to make decisions about their own paths and their own learning. The instructor acted as a facilitator who cued, modeled, and provided additional source language input. Qualitative research methods and grounded theory methodology were employed to collect and analyze the data to complete this study. The data consisted of the written and spoken output of the participants, audio and video recordings of classroom interactions, students’ interactions on Bb LMS, interviews of the instructor and the participants, and the students’ electronic portfolios on Bb LMS. This study investigated what had occurred during training sessions and described the circumstantial bilingual students’ emic experience in the Bb LMS-enhanced interpreter training course and their responses to it. The results of this study indicate that the circumstantial bilingual students’ demands of interpreter training weigh as much as their EFL peers’ and that the training is an anxiety-provoking process instead of a simple task. In other words, the circumstantial bilingual students are not eminently better interpreters than their EFL peers. It is thus suggested that interpreting, like language learning, is a skill rather than a gift. In addition to the presentation of the findings, pedagogical implications of this study are also enumerated.
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LIU, I.-HSIANG, and 劉奕翔. "The Effectiveness of an Assistance System for Interpreter Training: A Case Study with Interpreting Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sh9yng.
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碩士<br>文藻外語大學<br>多國語複譯研究所<br>107<br>Interpreting is a highly demanded job which requires concentration, excellent language abilities and the capability to overcome high pressure that accompanies the job. Interpreter training institutes tend to use interpretation exams to assess interpreting students’ performance and to ensure that students can meet the needs of the industry. Without a doubt, one must invest a formidable amount of time in practising interpreting if one wants to pass the exam. In hopes of assisting students in practising interpreting, this study aims to implement an assistance system for interpreter training which takes usability and affordability into account. This system utilizes online speech recognition services and JavaScript. Via this system, the student's output for the pre-set video will be transcribed and converted into a subtitle file nearly on-the-fly. The subtitle file will then be merged with professional interpreter's output and later presented to the students on the same video. Therefore, students can visually compare both outputs and learn how to improve their performance. A single-group pretest-posttest design, a semi-structured interview and text analysis were employed to explore whether the system has achieved the purpose set forth in this study. The experiment and text analysis show that the result from pretest to posttest is statistically significantly improved. The interviewees also recognise the usability of the system and its suitability on practising. However, with the hindrance of the poor performance of Mandarin speech recognition as well as the small sample size, it cannot be suggested that the speech-recognition-based assistance system for interpreter training can practically improve its users' output.
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LU, EN-HUI, and 盧恩慧. "A Study of Tribe Ecotourism Guide interpreter Training -Taking Pingtung’s “Valley Glaze Bridge” as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bze6cj.
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碩士<br>國立屏東大學<br>科普傳播學系數理教育碩士班<br>106<br>The Valley Glaze Bridge on the Tunxi River is also a suspension bridge with a long history. In the early days, it connected Sandimen, Majia, and Wutai, and it was a business travel and sightseeing route. In terms of geographic location, historical significance, and regional tourism industry development, the Sandimen Suspension Bridge plays a key role. Due to the damaging disasters in the original township, the county government actively sought funding to build a suspension bridge based on the characteristics of the old Sandimen Bridge.
This research is based on the training of the eco-tourism guide commentator of the Pingtung County Government. The study aims to conduct research using A Study of Tribe Ecotourism Guide Commentator Training -Taking Pingtung’s “Valley Glaze Bridge” as an example in order to develop a training eco-tourism guide model. The model that can be operated through the ecological environment of the Valley Glaze Bridge integrates the education and training of the eco-tourism guide and surveys the local eco-tourist to gather consensus.
The researcher used the collection of relevant literature, including academic and non-academic related works, as a basis for discussion. Then, the researcher reviewed the literature and provided the proposal and formation of the organization, along with how to promote the Valley Glaze Bridge and the in-depth tourism of the original township. As noted above, A Study of Tribe Ecotourism Guide Commentator Training -Taking Pingtung’s “Valley Glaze Bridge” was used as an example. In the interviews, the trainers, the local industry and the heads of the public departments were mainly guided by the Valley Glaze Bridge. Semi-structured in-depth interviews were conducted and the interview data was analyzed.
After the Pingtung County Government saw the bridge’s crisis, the researcher concluded that the “Valley Glaze Bridge” plan and management vision has turned the crisis into a positive attraction. In order to prevent the suspension bridge from becoming a temporary tourist boom, we should take advantage of this attraction, continue to train on-site guides, and make plans to bring tourists to the tribe. Therefore, it is necessary to increase the gradual improvement of the long-term inconvenience caused by transportation in the original town of Pingbei. In the future, in addition to the Valley Glaze Bridge, there will be fixed-point commentators. The feeders connecting the Sandimen Township and the Majia Township should also be trained as vehicles. Passengers can provide commentary services, cultural introductions and tourist information about neighboring tribes. In the future, they will develop into three-town scenic spots and tourist attractions such as Sandimen Township, Majia Township and Wutai Township, and eco-tourism guides will help visitors experience a variety of different tribal tour.
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Lu, Jia-Lin, and 呂佳霖. "Explore the Content and Related Issues of the Training Program for the Educational Sign Language Interpreter." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/69509261373350125870.
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碩士<br>中原大學<br>教育研究所<br>94<br>There are more and more students who have hearing loss studying in the hearing campus. In 1997, sign language interpreting had become one of the support systems for special educational students, but there is no any plan for training the educational sign language interpreters. This study invited some people good in interpreting or educating to understand their opinion about the educational sign language interpreter training content and other related issues.
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Ou, Der-shiaw, and 歐德孝. "Action Research on Little Min Nan Interpreter Training Curriculum -A Case Study of Jhuwan Elementary School, Penghu." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/03591142572959116336.
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碩士<br>國立臺南大學<br>教育學系課程與教學（澎湖）碩士班<br>95<br>This action research aims to explore the whole construction process of the Little Min Nan Interpreter Training Curriculum put together by Jhuwan Elementary School, Penghu, as a part of its school-based curriculum development, digging deep into both the design and the practice of the program. The design of the program began with a thorough historic study on the school-based curriculum development, and then wide varieties of interpreter-training-course-design-related researches were referenced before the school completed its own little interpreter training program design. On the other hand, since the first day the program was put into practice, the teachers as well as the students have come through a series of struggles trying hard to work out the problems that popped out. In spite of all the perspirations, everyone involved in the program has been contributing a great deal with a view to preserving the local culture and the unique tones in the dialect, cultivating new bloods for local tourism advancement, establishing a value system shared among all the school members, as well as pushing forward the school local culture curriculum development. In addition, of course, the research himself also wishes to broaden his views in curriculum development both theoretically and empirically. The following are some concluding remarks:
1.Tracing back along the history of Jhuwan Elementary School’s school-based curriculum development, “native plants” and “community life” can be found as the two major focuses, and the flexible classes have been taken for such teaching courses three times a semester on average. This action research has served as a thorough document file holder that keeps track of the whole process.
2.The Little Min Nan Interpreter Training Program proves to be a reasonable curriculum framework design with a good training course mechanism and good contents.
3.In the program design process, the school teachers faced such problems as unfamiliarity with some specific Min Nan terms, hardships in choosing suitable songs, skepticism about the VEE-MAP theory, and difficulties getting learned senior citizens involved to help solve problems.
4.In real practice, obstacles the teachers and students have come across include acquisition problems of the unique Min Nan tones to Jhuwan Village, the heavy load on the lower graders the program causes, and the middle and higher graders’ lack of time to practice.
5.Both the teachers and students have reported that the student-centered type of learning is quite creative and that the group learning design is very effective.
6.At the end of this thesis, some practical suggestions will be offered respectively to Jhuwan Elementary School itself, to other schools interested in developing such training courses, and to the bureau of education.