Degree | Type | Year | Semester |
---|---|---|---|
4316479 Conference Interpreting | OT | 2 | 2 |
To have attended the following modules of the first year: Techniques of interpretation and contextualization of the discipline; Consecutive Interpreting; Simultaneous Interpreting, in the corresponding language combinations.
Strenghten the practice of simultaneous interpretation and confront the student with speeches of greater specialization and duration.
Specialised simultaneous interpreting practice (English, French or German).
Specialised simultaneous interpreting exercises up to 20 minutes long (English, French or German). .
Directed activities:
-Practical sessions
Supervised and autonomous activities
-Autonomous Practice
-Tutorials
-Seminars
Autonomous Practice
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Directed | 27.5 | 1.1 | 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 10, 12, 5, 6, 4, 20, 15, 19, 18, 17 |
Type: Supervised | |||
Supervised | 25 | 1 | 8, 1, 2, 16, 13, 14, 7, 9, 11, 4, 15, 19, 18, 17 |
Type: Autonomous | |||
Autonomous | 75.5 | 3.02 | 8, 1, 2, 16, 13, 14, 7, 9, 11, 4, 15, 19, 18, 17 |
Apart from the reflections in the portfolio, this module is evaluated through a final exam, which will consist of the two tests previously specified.
The final exam is evaluated by a committee composed of the master's trainers as well as other active interpreters from the collaborating European institutions and freelance interpreters from the private market.
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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Selfevaluation of a minimum of 3 simultaneous interpreting exercises English-Spanish, in the portfolio | 10% | 10 | 0.4 | 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 4, 20, 15, 19, 18, 17 |
Selfevaluation of a minimum of 3 simultaneous interpreting exercises French or German-Spanish, in the portfolio | 10% | 10 | 0.4 | 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 4, 20, 15, 19, 18, 17 |
Simultaneous interpreting exam English-Spanish | 40% | 1 | 0.04 | 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 10, 12, 5, 6, 4, 20, 15, 19, 18, 17 |
Simultaneous interpreting exam French or German - Spanish | 40% | 1 | 0.04 | 8, 1, 2, 16, 3, 13, 14, 7, 9, 11, 10, 12, 5, 6, 4, 20, 15, 19, 18, 17 |
Bowen, David and Margareta Bowen. 1984. Steps to Consecutive Interpreting. Washington: Penn and Booth. Chernov, Ghelly V. 2004. Inference and Anticipation in Simultaneous Interpreting. Edited with critical foreword and notes by Robin Setton and Adelina Hild. Amsterdam: John Benjamins.
Cheung, Andrew Kay-fan. 2008. Simultaneous interpreting of numbers: An experimental study. Forum 6 (2): 23-38. Collados Aís, Á. (2000): La evaluación de la calidad en interpretación simultánea: La importancia de la comunicación no verbal, Granada, Editorial Comares
Déjean le Féal, Karla. 1997. Simultaneous interpretation with 'training wheels'. Meta 42 (4):616-621. Dam, Helle V. 2004. Interpreters' notes: On the choice of language. Interpreting 6 (1): 3-17. doi: 10.1075/intp.6.1.03dam
Gaiba, Francesca. 1998. The Origins of Simultaneous Interpretation: The Nuremberg Trial. Ottawa:University of Ottawa Press. Gile, Daniel. 2004. Conference and simultaneous interpreting. In Mona Baker (ed.), RoutledgeEncyclopedia of Translation Studies, 40-45. Shanghai: Shanghai Foreign Language EducationPress.
Gillies, A. 2013. Conference Interpreting : A student's practice book. Londres: Routledge. Jerome Publishing.
Kalina, Sylvia. 2000. Interpreting competence and how it is acquired. The Interpreters' Newsletter 10: 3-32.
Kirchhoff, Hella. 1976. Das Simultandolmetschen: Interdependenz der Variablen im Dolmetschprozess.In H. W. Drescher and S. Scheffzeck (eds.), Theorie und Praxis des Uebersetzens undDolmetschens, 59-71. Frankfurt am Main: Peter Lang. (English edition: 2002. Simultaneousinterpreting: Interdependence of variables in the interpreting process, interpreting models andinterpreting strategies. In Franz Pochhacker and Miriam Shlesinger (eds.), The InterpretingStudies Reader, 110-119. London: Routledge.)
Kohn, Kurt y Sylvia Kalina.1996. The strategic dimension of interpreting. Meta 41 (1): 118-138.
Kurz, Ingrid. 2003. Physiological stress during simultaneous interpreting: A comparison of expertsand novices. The Interpreter's Newsletter 12: 51-67.
Lambert, Sylvie. 1989. Simultaneous interpreters: One ear may be better than two. TTR : Traduction,Terminologie, Redaction 2 (1): 153-162.
Lederer, M. 1981. La traduction simultanée. París: Minard.
Setton, Robin. 1998. Meaning assembly in simultaneous interpretation. Interpreting 3 (2): 163-200. (Reprinted in abridged form in Pöchhacker, Franz and Miriam Shlesinger (eds.), 2002. The Interpreting Studies Reader, 178-202. London: Routledge.)
Setton, Robin. 1999. Simultaneous Interpretation: A Cognitive-pragmatic Analysis. Amsterdam:John Benjamin.
Setton, Robin. 2005. So what is so interesting about simultaneous interpreting? SKASE (Online)Journal of Translation and Interpretation 1 (1): 70-85. http://www.skase.sk/Volumes/JTI01/doc_pdf/06.pdf (Accessed July 24, 2015). 5
Setton, Robin and Dawrant, Andrew (2016). Conference Interpreting: A Complete Course. Amsterdam: John Benjamins.
Sunnari, Marianna. 1995. Processing strategies in Simultaneous Interpreting: 'Saying it All' vs.Synthesis. In Jörma Tommola (ed.), Topics in Interpreting Research, 109-119. Turku: Universityof Turku, Centre for Translation and Interpreting.
LMS: Moodle
Text processor: Word (or similar)
Pdf reader: Acroboat Reader (or similar)
Browser: Chrome (or similar)
Audio editor: Audacity (or similar)
In case of online classes, zoom platform (with interpreting function)
Notability: for notetaking with Ipads.