Conference interpreting : a trainer's guide /

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 Trainer's Guide
  • Editorial page
  • Title page
  • LCC data
  • Authors' bios
  • Table of contents
  • List of tables and figures
  • Abbreviations
  • General introduction
  • Acknowledgements
  • 1. Introduction to the Trainer's Guide
  • Professionalism: the devil is in the detail
  • Revisiting testing and certification
  • Theory and research
  • 2. Teaching conference interpreting
  • 2.1 Introduction
  • 2.1.1 Overview
  • 2.1.2 Key pedagogical principles and rationale
  • 2.2 What makes a good instructor?
  • 2.2.1 Pedagogical and class management skills
  • 2.2.2 Feedback and demonstration expertise
  • 2.2.3 Human qualities
  • 2.2.4 Theoretical knowledge
  • 2.2.5 Training the trainers
  • 2.2.6 Postgraduate teaching assistants (TAs)
  • 2.2.7 Other auxiliary instructors
  • 2.2.8 Pedagogical coordination and cohesion
  • 2.3 The student's experience
  • 2.3.1 Morale and motivation
  • 2.3.2 The learning curve
  • 2.4 Class design and configurations
  • 2.4.1 Types of class configuration
  • 2.4.2 Class size, composition and duration
  • 2.4.3 Diversity and class participation
  • 2.4.4 Language combination of instructors
  • 2.4.5 Team- or assisted teaching and 'triangular' classes
  • 2.5 The interpreting skills classroom
  • 2.5.1 Student-centred learning
  • 2.5.2 Putting yourself in the student's place
  • 2.5.3 Learning what and learning how
  • 2.5.4 Teaching methods and classroom procedures
  • 2.5.5 Choosing the right materials
  • 2.5.5.1 Progression in materials
  • 2.5.5.2 Assessing speech difficulty
  • 2.5.5.3 Finding authentic speeches and maintaining a speech bank
  • 2.5.6 Topic and event preparation and brainstorming
  • 2.5.7 Student performance and discussion
  • 2.5.7.1 Taking turns and class involvement
  • 2.5.7.2 Discussion: staying focused
  • 2.5.8 Feedback
  • 2.5.8.1 General principles.
  • 2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy
  • 2.5.9 Explanations, theory, metaphors and models
  • 2.5.10 Agreeing on terms
  • 2.5.11 Instructor demonstrations
  • 2.5.12 Combining teaching modes
  • 2.6 Expertise and deliberate practice
  • 2.6.1 Expert performance research
  • 2.6.2 Deliberate practice
  • 2.6.3 Private study and deliberate practice
  • 2.7 Summary
  • Appendix A
  • 3. Curriculum and progression
  • 3.1 Introduction
  • 3.2 Revisiting the standard training paradigm
  • 3.2.1 Origins: instinct and apprenticeship
  • 3.2.2 The call for a scientific basis for training
  • 3.2.3 Component-skills approaches
  • 3.2.3.1 Component skills (part-task) vs. holistic training
  • 3.2.3.2 Task analysis: models of interpreting
  • 3.2.3.3 What kind of task is interpreting?
  • 3.2.3.4 Conditions for effective part-task training
  • 3.2.3.5 Incremental realism and motivation
  • 3.2.4 What can be taught and how?
  • 3.2.4.1 Teaching interpreting 'strategies'
  • 3.2.4.2 Bridging the declarative-procedural gap
  • 3.2.5 Apprenticeship, scientific teaching and student-focused learning
  • 3.2.6 Individual variability and flexibility
  • 3.3 Curriculum design
  • 3.3.1 Curriculum components
  • 3.3.2 Progression: steps to expertise
  • 3.3.3 Cross-cutting skills
  • 3.3.4 Bridging theory and practice
  • 3.3.5 Course duration and staging
  • 3.3.5.1 Why Consecutive and Sight Translation before SI?
  • 3.3.5.2 Sight translation
  • 3.3.5.3 Working first into A, then into B
  • 3.3.6 Curriculum flexibility
  • 3.4 In-course assessment
  • 3.4.1 The Midpoint Exam: selection for SI training
  • 3.4.1.1 Rationale, criteria and procedure
  • 3.4.1.2 Test items
  • 3.4.1.3 Midpoint assessment criteria
  • 3.4.2 Assessment through the course: progression of constructs and criteria
  • 3.4.3 Other forms of in-course assessment
  • 3.4.3.1 Self- and peer-assessment.
  • 3.4.3.2 Student portfolios and journals
  • 3.5 Pedagogy and curriculum: updating the apprenticeship model
  • 3.5.1 Existing weaknesses
  • 3.5.2 Summary of recommendations
  • Further reading
  • 4. Selection and admission
  • 4.1 Introduction
  • 4.2 Defining standards for admission
  • 4.2.1 Language proficiency
  • 4.2.2 The profile of a promising trainee: other criteria
  • 4.3 Entrance examinations
  • 4.3.1 General procedure and pre-screening
  • 4.3.2 The written exam
  • 4.3.2.1 Standardly scorable tests
  • 4.3.2.2 Performance tests
  • 4.3.2.3 Choice of tests and grading: the decision tree
  • 4.3.3 Oral test and interview
  • 4.3.3.1 Panel composition and qualifications
  • 4.3.3.2 Guidelines for speeches
  • 4.3.3.3 Live speech vs. video
  • 4.3.3.4 Rater training and preparation
  • 4.3.3.5 Oral exam procedure
  • 4.3.3.6 Adapting or varying test procedure (on the fly)
  • 4.3.4 Assessment, grading and deliberations
  • 4.3.4.1 Scoring procedure
  • 4.3.4.2 What to look for
  • 4.3.4.3 Final selection
  • 4.3.5 Candidate profiles
  • 4.3.6 Admission exams and pedagogy
  • 4.4 Research on aptitude testing: criticisms and solutions
  • 4.4.1 Consensus and best practices
  • 4.4.2 Criticisms of the traditional aptitude test
  • 4.4.3 The search for (more) objectivity
  • 4.4.3.1 An early experiment with psychometric testing
  • 4.4.3.2 Staggered or extended selection procedures
  • 4.4.4 Aptitude testing in practice
  • the challenge of feasibility
  • 4.5 Summary and recommendations
  • Further reading
  • Appendix A
  • Appendix B
  • Appendix C
  • 5. Initiation to interpreting
  • 5.1 Introduction
  • 5.2 Active Listening exercises
  • 5.2.1 Idiomatic Gist
  • 5.2.2 Listening Cloze
  • 5.2.3 Discourse Modelling and Outlining
  • 5.3 Concision and compression
  • 5.4 Deverbalization and interference-busting
  • 5.5 First steps in real interpreting.
  • 5.5.1 Short Consecutive without notes
  • 5.5.2 Role and mediation: impartiality and fidelity
  • 5.6 Public Speaking and Delivery Skills
  • 5.7 Initiation: pedagogical notes
  • 5.8 The learning curve: a novelty bonus
  • 5.9 Initiation: structure and objectives
  • 5.10 Some basic theory for instructors (and students)
  • 5.10.1 A general theory of communication
  • 5.10.2 Language, context and communicative intent
  • 5.10.3 What makes a speech a speech? Function, rhetoric and genre
  • 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT)
  • 5.11 Summary
  • Further reading
  • 6. Teaching consecutive interpreting
  • 6.1 Introduction: teaching full consecutive
  • 6.1.1 Note-taking: doctrine and pedagogy
  • 6.1.2 Progression in consecutive
  • 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9)
  • 6.2.1 Student morale and the learning curve
  • 6.2.2 Demonstration: notes as a help and a hindrance
  • 6.2.3 The place of theory
  • 6.3 Note-taking: the 'Standard Method'
  • 6.3.1 Cue-words and links
  • 6.3.2 Note-taking II: layout and information capture
  • 6.3.3 Note-taking III: Completing the Toolkit
  • 6.4 Coordination (mid- S1, weeks 10-13)
  • 6.4.1 Focus and class procedure
  • 6.4.2 The learning curve: getting on the bicycle
  • 6.4.3 Coordination: pedagogy and feedback
  • 6.4.4 The method and the individual
  • 6.5 Experimentation through practice (late S1, early S2)
  • 6.5.1 Focus: adaptation and flexibility
  • 6.5.2 The learning curve: student and class morale
  • 6.5.3 Pedagogical focus and class organization
  • 6.6 Consolidation (from early/mid S2 through S3)
  • 6.6.1 The learning curve: resurfacing
  • 6.6.2 Consolidation: pedagogy and feedback
  • 6.6.3 'At the table': adapting to setting and environment
  • 6.6.4 Consecutive and new technology
  • 6.7 Polishing and advanced consecutive (Year 2, S3-S4)
  • 6.8 Research and modelling.
  • 6.8.1 Observational research: the role of notes
  • 6.8.2 Consecutive and memory
  • 6.8.3 Attention and processing capacity
  • 6.8.3.1 The Effort Model of Consecutive Interpreting
  • 6.8.3.2 Reducing cognitive load: knowledge and procedural skills
  • 6.8.3.3 Distributing effort between capture and delivery
  • 6.8.4 Technique, process and product in consecutive
  • 6.9 Summary
  • 7. Language, knowledge and working into B
  • 7.1 Introduction and overview
  • 7.1.1 Language and knowledge in interpreter training
  • 7.1.2 The directionality debate: ideals and reality
  • 7.2 Language enhancement in the curriculum
  • 7.2.1 LE classes for interpreters
  • 7.2.2 Feedback in interpreting skills classes
  • 7.2.3 Remedial coaching in tutorial format
  • 7.2.4 Independent study and practice
  • 7.3 Interpreting into B: needs, challenges and strategies
  • 7.3.1 Parameters for successful interpreting into B
  • 7.3.1.1 Quality of the B language
  • 7.3.1.2 Speech and event type
  • 7.3.1.3 Finding the right balance
  • 7.3.2 Timing and management of into-B training
  • 7.3.3 Common into-B problems and remedies
  • 7.3.4 SI into B: feedback
  • 7.3.4.1 Participation of 'pure users'
  • 7.3.4.2 Relay interpreting from a pivot working into B
  • 7.3.5 Working into B in difficult conditions
  • 7.4 Knowledge Enhancement: general and special modules
  • 7.4.1 General domain modules: Law and Economics
  • 7.4.2 Talking the talk: the language of research reports and presentations
  • 7.4.3 Specialized knowledge and customized modules
  • 7.5 Some background science
  • 7.5.1 Language enhancement: the art of the possible
  • 7.5.2 Implicit and explicit competence
  • 7.5.3 Linguistic knowledge, pragmatic competence and motivation
  • 7.5.4 Selective activation in the multilingual brain
  • 7.6 Summary
  • Further reading
  • 8. Teaching simultaneous interpreting
  • 8.1 Introduction.

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