Degree | Type | Year | Semester |
---|---|---|---|
4316479 Conference Interpreting | OT | 1 | 1 |
Students must take this module at the same time as taking the Contextualisation of the Discipline and Interpreting Techniques module.
To receive a practical introduction to consecutive interpreting from language C, German.
Directed activities
Practical sessions in classrooms
Assessment and self-assessment activities
Supervised and autonomous activities
Autonomous work
Tutorials
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom practice | 27.5 | 1.1 | 1, 2, 3, 7, 8, 9, 11, 13, 14, 15 |
Type: Supervised | |||
Task preparation and revision | 20 | 0.8 | 1, 2, 3, 4, 7, 8, 9, 11, 10, 12, 13, 14, 15 |
Tutorials | 2 | 0.08 | 10, 12, 5, 6, 16 |
Type: Autonomous | |||
Autonomous practice | 97.5 | 3.9 | 4, 10, 12, 5, 6, 16 |
Memory test / English-Spanish consecutive interpreting test, without notes |
40% |
3-minute beginner-level English-Spanish consecutive interpreting test on general subject matter |
40% |
Note-taking |
20% |
Students may retake or compensate for failed or missed assessment activities provided that those they have actually performed account for at least 66.6% (two thirds) of the final mark and that they have a weighted mark of 3.5 or over. Students may not retake assessment activities in which they are found to have engaged in misconduct (plagiarism, copying, personation, etc.).
When publishing final marks prior to recording them on transcripts, lecturers will inform students, in writing, of the procedure to follow to retake or compensate for assessment activities. Lecturers may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities.
In the case of retaking or compensating for an activity, the highest final mark that can be obtained is 5. If the assessment activities a student has performed account for 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript.
Students who engage in misconduct in an assessment activity will receive a mark of 0 for the activity in question. Misconduct in more than one assessment activity will result in a final mark of 0 for the module.
NB: All information on assessment, assessment activities and their weighting is merely a guide. The lecturer responsible for the module will provide full information when teaching begins.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
3-minute beginner-level English-Spanish consecutive interpreting test on general subject matter | 40% | 1 | 0.04 | 1, 2, 3, 7, 8, 9, 11, 13, 14, 15 |
Memory test / German-Spanish consecutive interpreting test, without notes | 40% | 1 | 0.04 | 1, 2, 3, 4, 8, 11, 10, 12, 5, 6, 16, 13, 14, 15 |
Note taking | 20% | 1 | 0.04 | 7, 9 |
Bowen, David and Margareta Bowen. 1984. Steps to Consecutive Interpreting. Washington: Penn
and Booth.
Dam, Helle V. 2004. Interpreters’ notes: On the choice of language. Interpreting 6 (1): 3–17.
doi: 10.1075/intp.6.1.03dam
Gillies, andrew: note-taking for consecutive interpreting. manchester, uk & northampton ma, st. jerome publishing, 2005
Herbert, j. (1965). manuel de l’interprète, librairie de l’université de genève. ginebra: georg & cie s.a.
Ilg, Gérard and Sylvie Lambert. 1996. Teaching consecutive interpretation. Interpreting 1 (1):
69–99. doi: 10.1075/intp.1.1.05ilg
Ilg, Gérard. 1982. L’interprétation consécutive: la pratique. Paralleles 5: 91–109.
Ilg, Gérard. 1988. La prise de notes en interprétation consécutive. Une orientation générale.
Paralleles 9: 9–13. Iliescu, C. (2001). introducción a la interpretación: la modalidad consecutiva. publicaciones de la universidad de alicante: alicante
Jones, Roderick: conference interpreting explained. translation theories explained. manchester, st. jerome publishing,1998
Liu, Minhua. 1994. Transition from preparatory exercises to consecutive interpretation: Principles and techniques. Fu Jen Studies 27: 104–116. (Reprinted as an appendix in Liu 2008).
Matyssek, H. (1989). handbuch der notizentechnik für dolmetscher. heidelberg: julius groos verlag.
Myers, Laura. 1976. Introduction to Consecutive Interpretation. Unpublished MA thesis. Monterrey:MIFS (Middlebury Institute of Foreign Studies).
Nolan, J. (2005). interpretation techniques and exercises. texas: multilingual matters.
Rozan, Jean-François: la prise de notes eninterprétation consécutive. ginebra, université de genève,1979
Salaets, H. (2017) “link words in note-taking and student interpreter performance: an empirical study”, international journal of interpreter education, 8(2), 20-33.