Conference interpreting : a complete course /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Setton, Robin (Autor), Dawrant, Andrew (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
Colección:Benjamins translation library.
Temas:
Congresses and conventions > Translating services.
Translating services > Handbooks, manuals, etc.
Translating and interpreting > Handbooks, manuals, etc.
Congrès et conférences > Services de traduction.
Services de traduction > Guides, manuels, etc.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Translating and interpreting.
Translating services.
Handbooks and manuals.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Conference Interpreting A Complete Course
  • Editorial page
  • Title page
  • LCC data
  • Authors' bios
  • Table of contents
  • List of tables and figures
  • Abbreviations
  • General introduction
  • Training interpreters: tradition and innovation
  • Progression and incremental realism
  • Full realism: going the last mile
  • 'Bi-active' SI
  • Teaching professionalism
  • Acknowledgements
  • 1. Introduction to the Complete Course
  • 2. The interpreter's job
  • 2.1 Introduction
  • 2.1.1 Defining the task
  • 2.1.2 Interpreting vs. written translation
  • 2.1.3 Why is it called 'interpreting'?
  • 2.1.4 How verbal communication works
  • 2.1.5 Mediated communication (with a change of language)
  • 2.1.6 Language: crucial but not sufficient
  • 2.1.7 The interpreter as mediator
  • 2.1.8 Mediation: neutral vs. affiliated roles
  • 2.2 Modes of interpreting
  • 2.2.1 Consecutive interpreting
  • 2.2.2 Simultaneous interpreting
  • 2.2.3 Sight translation
  • 2.2.4 Informal and makeshift arrangements
  • 2.2.4.1 Whispered interpretation ('chuchotage')
  • 2.2.4.2 'Bidule' interpreting
  • 2.2.5 Modes: mix and distribution
  • 2.3 Diversity in interpreting
  • 2.3.1 Domains and settings
  • 2.3.1.1 'Natural' and improvized interpreting
  • 2.3.1.2 Community-based and public-service
  • 2.3.1.3 Business and in-house interpreting
  • 2.3.1.4 Judicial, courtroom and legal interpreting
  • 2.3.1.5 Military and conflict interpreting
  • 2.3.1.6 Conference interpreting
  • 2.3.1.7 Diplomatic interpreting
  • 2.3.1.8 Broadcast and media interpreting
  • 2.3.1.9 Tele- or remote interpreting
  • 2.3.2 Sign(ed) language interpreting (SLI)
  • 2.3.2.1 Modality, mode, settings and role
  • 2.3.2.2 Professionalization and training
  • 2.3.3 Mediation in different modes and settings
  • 2.3.4 Diversity in interpreting: summary
  • 2.4 Common competencies: 'LKSP'
  • 2.5 Skillsets and settings.
  • 2.5.1 Common skills and specialization
  • 2.5.2 Hierarchical classifications
  • 2.5.3 Skillsets, settings and specialization
  • some caveats
  • 2.5.4 Professionalism, personality and adaptability
  • 2.5.5 Modularity and skillset-specific training
  • 2.6 The interpreter's language combination
  • 2.6.1 Language classification and combinations
  • 2.6.2 Getting there: from novice to journeyman
  • 2.7 Summary
  • Further reading
  • Appendix A
  • Appendix B
  • 3. Prerequisites and admission
  • 3.1 Introduction
  • 3.1.1 Who can be a conference interpreter?
  • 3.1.2 The course: what to expect
  • 3.2 Selection criteria
  • 3.2.1 Language proficiency
  • 3.2.1.1 The A language(s)
  • 3.2.1.2 Comprehension of B and C languages
  • 3.2.1.3 Active B language: 'Bcons' and 'Bsim'
  • 3.2.2 Verbal intelligence and communicative skills
  • 3.2.3 General knowledge
  • 3.2.4 Personal qualities
  • 3.2.5 Additional pluses
  • 3.3 The admission test
  • 3.4 How to prepare
  • 3.4.1 Realistic self-assessment: is this for me?
  • 3.4.2 General advice and information to applicants
  • 3.4.3 How to prepare
  • 3.4.4 Personal study: some recommendations
  • 3.4.4.1 Understanding factors in comprehension difficulty
  • 3.4.4.2 Working with a partner
  • 3.5 Studying in the B-language country
  • 3.6 Summary
  • Further reading
  • 4. Initiation to interpreting
  • 4.1 Introduction
  • 4.2 From Active Listening to Discourse Modelling
  • 4.2.1 Active Listening
  • 4.2.1.1 Ways of listening
  • 4.2.1.2 Mobilizing relevant knowledge
  • 4.2.1.3 Empathy and the speaker's communicative intent
  • 4.2.1.4 Imagination
  • 4.2.2 Exercises for Active Listening
  • 4.2.2.1 Idiomatic Gist (B/C-into-A)
  • 4.2.2.2 Listening Cloze
  • 4.2.3 Discourse modelling and outlining
  • Discourse outlining
  • Discourse outlining: procedure
  • 4.2.4 Concision, compression, summary and gisting
  • 4.2.4.1 Compression exercise.
  • 4.2.4.2 (Optional) resequencing exercise
  • 4.3 'Deverbalization' and interference-busting
  • 4.3.1 Deverbalization and the Théorie du sens
  • 4.3.2 Introduction to Sight Translation
  • 4.4 Short Consecutive without notes
  • 4.4.1 Materials and classroom procedure
  • 4.4.2 Dos and don'ts: ground rules of interpreting
  • 4.4.3 Role and mediation issues (impartiality and fidelity)
  • 4.4.3.1 Over-translation and under-translation
  • 4.4.3.2 The interpreter's role: basics
  • 4.5 Public Speaking and delivery skills
  • 4.5.1 Components of Public Speaking
  • 4.5.1.1 Delivery ('ethos')
  • 4.5.1.2 Structure and signposting ('logos')
  • 4.5.1.3 Language, expression, rhetoric ('pathos')
  • 4.5.2 Public Speaking: summary
  • 4.6 Putting it all together: listening, capturing and speaking
  • 4.6.1 Consecutive without notes: materials, procedure and feedback
  • 4.6.2 Initiation: objectives
  • 4.7 Self-directed learning: first steps
  • 4.7.1 Independent study and practice
  • 4.7.1.1 The art of oralising
  • 4.7.1.2 Group practice
  • 4.8 Bridging gaps: some theory for students
  • 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering
  • 4.8.2 Interpreting as 'communication-plus': a model
  • 4.8.3 Linguistic interference
  • 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful?
  • 4.8.5 Knowledge: how much do we need to interpret?
  • Specialized and technical knowledge and interpreting
  • 4.9 Summary
  • Further reading
  • 5. Consecutive interpreting
  • 5.1 Introduction
  • 5.1.1 History and specificity
  • 5.1.2 Long vs. short consecutive
  • 5.1.3 How does full consecutive (with notes) work?
  • Consecutive interpreting: a simple model
  • 5.1.4 Overview: consecutive expertise in five stages
  • 5.2 Introduction to Note-Taking (S1 weeks 5/6-9)
  • 5.3 Note-taking I: Cue-words and links
  • 5.3.1 Materials and classroom procedure.
  • 5.3.2 How to note links
  • 5.3.3 Choosing the right cue-word: exercise
  • 5.4 Note-taking II: the standard method
  • 5.4.1 Origins and key features
  • 5.4.2 Layout
  • Exercise: 'Slow notes'
  • 5.4.3 Information capture
  • 5.4.3.1 Simplification
  • 5.4.3.2 Abbreviation
  • 5.4.3.3 Symbols, sketches and combinations
  • 5.4.4 Note-taking III: completing the toolkit
  • 5.4.5 Demonstration and practice
  • 5.5 Coordination (mid-S1)
  • 5.5.1 Objectives, materials and focus
  • 5.5.2 Making choices in real time
  • 5.5.3 The method and the individual
  • 5.5.4 Group practice
  • 5.6 Experimentation (late S1, early S2)
  • 5.6.1 Focus: adaptation and flexibility
  • 5.6.2 Materials and objectives
  • 5.6.3 Time and motion: varying the 'Ear-Pen Span'
  • 5.6.4 Class organization and feedback
  • 5.6.5 Exercise: Real Consecutive (end of Semester 1)
  • 5.6.6 Experimentation: summary
  • 5.7 Consolidation (mid-S2 onwards)
  • 5.7.1 Focus, objectives and materials
  • 5.7.2 Coherence: leveraging the consecutive mode
  • 5.7.3 Precision
  • 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4)
  • 5.8.1 Focus, objectives and materials
  • 5.8.2 Polishing the product
  • 5.8.3 Coping with pressure
  • 5.8.4 Optimizing communication
  • 5.8.4.1 Degrees and types of optimization
  • 5.8.4.2 Stronger forms of mediation
  • 5.9 Summary
  • Further reading
  • Appendix A
  • Appendix B
  • Appendix C
  • 6. Sight translation
  • 6.1 Introduction
  • 6.2 Steps to full Sight Translation
  • 6.2.1 Controlled Sight Translation
  • 6.2.2 Full Sight Translation
  • 6.2.3 Sight Translation into B and as preparation for SI
  • 6.2.4 Word order, context and 'syntacrobatics'
  • 6.3 Pedagogical ST variations as preparation for SI (S2 and S3)
  • 6.3.1 Pre-segmented Sight Translation: chunking and joining
  • 6.3.2 Imposed starts and constructions
  • 6.3.3 'Consecutive from text'
  • 6.4 Summary
  • Further reading.
  • 7. Language and knowledge enhancement
  • 7.1 Introduction and overview
  • 7.2 Language enhancement for interpreters: specificity and goals
  • 7.2.1 Specificity of LE for interpreting
  • 7.2.2 Goals of L(K)E for interpreting
  • 7.2.3 Independent study and practice
  • 7.3 Comprehension (B and C languages)
  • 7.3.1 Objectives
  • 7.3.2 Reading for language and knowledge enhancement
  • 7.3.3 Listening
  • 7.4 Production (A and B languages)
  • 7.4.1 Enriching the A language
  • 7.4.2 Strengthening the B language: exercises and activities
  • 7.4.2.1 Imitation and immersion
  • 7.4.2.2 Remedial linguistic polishing
  • 7.4.2.3 Deverbalization and interference-proofing
  • 7.4.2.4 Linguistic feedback on interpreting performance
  • 7.4.2.5 Written translation into B
  • 7.5 Lexical availability: managing words
  • 7.5.1 Building the 'bilingual phrasebook'
  • 7.5.2 How to (re- )learn words
  • 7.5.3 Using advanced second-language learning textbooks or media
  • Further reading
  • Appendix A
  • 8. Simultaneous interpreting (SI)
  • 8.1 Introduction
  • 8.1.1 The SI set-up
  • 8.1.2 The origins and history of SI
  • 8.1.3 How does SI work?
  • 8.1.4 SI training in five stages: An overview
  • 8.2 SI-Initiation: discovering SI
  • 8.2.1 Orientation
  • 8.2.1.1 Settling in: the booth, equipment and manners
  • 8.2.2 Initiation 'Strand A': easy SI on line
  • 8.2.3 Initiation 'Strand B': controlled input (off-line)
  • 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2])
  • 8.2.3.2 Chunk-by-chunk interpreting (oral input)
  • 8.2.3.3 Circle Game (Interpreters' 'Consequences')
  • 8.2.4 Transition to real SI: Spoonfeeding
  • 8.3 Coordination and control (around 3-5 weeks)
  • 8.3.1 Faster Spoonfeeding
  • 8.3.2 SI with Training Wheels (Consecutive first)
  • 8.3.3 'Simultaneous Consecutive'
  • 8.3.4 Take-off: real SI on fresh trainer speeches.

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