Degree | Type | Year | Semester |
---|---|---|---|
4316479 Conference Interpreting | OT | 2 | 1 |
To have attended the following modules of the first year: Techniques of interpretation and contextualization of the discipline; Consecutive Interpreting English-Spanish; Simultaneous Interpreting English-Spanish.
To consolidate the techniques of simultaneous interpretation and apply them to speeches of greater duration and thematic complexity.
Simultaneous interpretating practice (English, French or German). Simultaneous interpreting exercises of up to 15 minutes duration.
Directed activities:
-Practical sessions
Supervised and autonomous activities
-Autonomous Practice
-Tutorials
-Seminars
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, 2, 3, 7, 6, 4, 20, 19, 18 |
Type: Autonomous | |||
Autonomous | 85.5 | 3.42 | 2, 3, 7, 6, 4, 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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Selfevaluation of a minimum of 3 exercises of simultaneous interpreting English-Spanish - in the portfolio | 10% | 5 | 0.2 | 8, 2, 3, 6 |
Selfevaluation of a minimum of 3 exercises of simultaneous interpreting French or German -Spanish - in the portfolio | 10% | 5 | 0.2 | 8, 2, 3, 6 |
Simultaneous Interpreting 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 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.