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2022/2023

Contextualisation of the Discipline and Interpreting Techniques

Code: 44345 ECTS Credits: 9
Degree Type Year Semester
4316479 Conference Interpreting OB 1 A

Contact

Name:
Maria Pilar Garca Crecente
Email:
pilar.garcia.crecente@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Maria Guiomar Stampa Garcia-Ormaechea
Marta Arumi Ribas
Maria Pilar Garca Crecente

Prerequisites

None.

Objectives and Contextualisation

Contextualisation of the discipline

• To learn about the context of conference interpreting and its professional practice from a theoretical perspective.

• To receive an introduction to the main lines of research in conference interpreting.

• To obtain a theoretical basis for practical learning.

 

Interpreting techniques

• To receive an introduction to the main techniques necessary for conference interpreting.

• To acquire the basic techniques of interpreting.

• To acquire the strategies and skills specific to interpreting, beginning with practice in the mother tongue.

• To receive an introduction to the technique of note-taking in language A.

Competences

  • Act in accordance with the deontological principles of the profession.
  • Apply skills and strategies for concentration and memorising (in the short, medium and long term).
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Continue the learning process, to a large extent autonomously.
  • Identify and apply basic theory to conference interpreting as an academic discipline.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Understand, analyse and summarise discourses of a general and specialised nature in the working languages, focused on the practice of conference interpreting.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Learning Outcomes

  1. Act in accordance with the deontological principles of the profession.
  2. Apply techniques of discourse structure and analysis.
  3. Apply techniques of synthesis and reformulation.
  4. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  5. Continue the learning process, to a large extent autonomously.
  6. Engage in analytical, concentrated and selective listening.
  7. Explain the role and functions of large national and international organisations that rely on interpreters.
  8. Identify the main characteristics of the different modes of interpreting.
  9. Identify the main functions of the interpreter.
  10. Identify the main skills of the interpreter.
  11. Identify underlying cognitive processes in interpreting.
  12. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  13. Recognise specific interpreting problems in the different modes.
  14. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  15. Understand the main theoretical models of interpreting.
  16. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  17. Use short term memory.
  18. Use strategies of contextualisation and anticipation.
  19. Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Content

Contextualisation of the discipline

  • Interpreting modes and techniques.
  • The interpreter’s functions, competences and capabilities.
  • Lines of research in conference interpreting.
  • Cognitive processes in conference interpreting.

Interpreting techniques

  • Methodological principles of interpreting:

analytical, concentrated and selective listening;

concept maps;

short-term memory;

discourse structure and analysis;

discourse cohesion;

contextualisation and anticipation;

reformulation;

summarising.

  • Speaking in public: oral expression and communication techniques.
  • Linguistic correctness of oral discourse in the mother tongue.
  • Introduction to note-taking.

Methodology

Directed activities

Lectures with student participation

Practical sessions in classrooms

Assessment and self-assessment activities

Supervised and autonomous activities

Assignments

Reading articles

Tutorials

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.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures with student participation 22.75 0.91 15, 11, 10, 8, 9, 13
Practical sessions in classrooms 42.55 1.7 2, 3, 6, 17, 18
Type: Supervised      
Reading articles 30 1.2 15, 11, 10, 8, 9, 12, 4, 5, 13
Tutorials 6 0.24 1, 12, 14, 4, 5, 16, 19
Type: Autonomous      
Autonomous work individual and in group 110.7 4.43 1, 14, 4, 5, 16, 19

Assessment

 

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.  

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Memory and synthesis exercise A-A 30% 2 0.08 2, 3, 6, 17, 18
Memory and synthesis exercise English-Spanish 30% 1 0.04 2, 3, 6, 17, 18
Reading of articles 40% 10 0.4 1, 15, 7, 11, 10, 8, 9, 12, 14, 4, 5, 13, 16, 19

Bibliography

Contextualisation of the discipline

 

Baigorri Jalón, J. 2000. La interpretación de conferencias: el nacimiento de una profesión. De París a Nuremberg. Comares, Granada.

Baigorri Jalón, J. 2015. "The history of the interpreting profession". En Mikkelson, H. & Jourdenais, R. (eds.) The Routledge Handbook of Interpreting. London/New York, Routledge. Cap. 1.

Gambier, Y.; Daniel Gile i Christopher Taylor (eds). 1997. Conference Interpreting:Current Trends in Research. Proceedings of the International Conference on Interpreting: What do we know and how? Amsterdam/Philadelphia: John Benjamins.

Gile, D. 1995. Regards sur la recherche en interprétation de conférence. Lille:  Presses Universitaires de Lille.

Gile D. 1998. “Observational and experimental studies in the investigation of conference interpreting”, Target 10/1, pàgs. 69-93.

Gile, D. 2000. “The history of research into conference interpreting: a scientometric approach”. Target 10:1. 69-93.

Gile, Daniel. 2001. Consecutive vs. Simultaneous: Which is more accurate? Interpretation Studies (Japanese Assn. for Interpreting Studies) 1: 8–20. http://jaits.jpn.org/home/kaishi2001/pdf/03-danielgilefinal.pdf (Accessed July 24, 2015)

Gile, D. 2009. Basic Concepts and Models for Interpreter and Translator Training.Amsterdam/Philadelphia: John Benjamins.

Gile, D, Helle V. Dam, Friedel Dubslaff, Bodil Martinsen i Anne Schjoldager. 2001.Getting Started in Interpreting Research. Methodological reflections, personal accounts and advice for beginners. John Benjamins.

Gran, L. i Maurizio Viezzi. 1995. “Development of Research Work at SSLM,Trieste”. Target 7:1. 107-118.

Jones, R. 1998. Conference Interpreting Explained . Manchester, St. Jerome.

Kurz, I. 1996. Simultandolmetschen als Gegenstand der interdisziplinären

Forschung. Wien: WUV-Universitätsverlag.

Moser-Mercer, Barbara. 1997. Beyond curiosity: Can interpreting research meet the challenge?In Joseph H. Danks, Gregory M. Shreve, Stephen B. Fountain and Michael K. McBeath(eds.), Cognitive Processes in Translation and Interpretation, 176–195. London: Sage.

Nicodemus, B. i Laurie Swabey. 2011. Advances in interpreting research. JohnBenjamins.

Pöchhacker F. 1995. “Writings and research on interpreting: a bibliographicanalysis”. The Interpreters’ Newsletter 6, pàgs. 17-31.

Pöchhacker, Franz and Miriam Shlesinger (eds.). 2002. The Interpreting Studies Reader. London:Routledge.

Pöchhacker F. 2004. Introducing Interpreting Studies. Londond/New York, Routledge.

Pöchhacker, Franz. 2008. Interpreting as mediation. In Carmen Valero-Garcés and AnneMartin(eds.), Crossing Borders in Community Interpreting: Definitions and Dilemmas, 9–26.Amsterdam:John Benjamins. doi: 10.1075/btl.76.02poc

 

Recursos electrònics:

 

http://aiic.net/page/341/interpreting-research/lang/1

The CIRIN Bulletin http://www.cirinandgile.com/

The AIIC Bibliography http://www.aiic.net/en/prof/research/default.htm

 

Interpreting techniques

 

Baddeley, Alan. 2004.  (New Illustrated Edition). London: Carlton Your Memory: A User's Guide Books.Briz, Antonio (coord.): Saber hablar. Madrid, Instituto Cervantes, Aguilar,2008

Carnegie, Dale. 2005. . London: Penguin Books. Public Speaking for Success

Carston, Robyn. 2002. . Thoughts and Utterances: The Pragmatics of Explicit Communication Oxford: Blackwell. doi: 10.1002/9780470754603

Ilg, Gérard. 1988. La prise de notes en interprétation consécutive. Une orientation générale. 9: 9-13. Paralleles

Jones, Roderick. 1998/2002. . Manchester: St. Jerome. Conference Interpreting Explained

Kintsch, Walter. 1998. . Cambridge: Cambridge University Comprehension: A Paradigm for Cognition Press.

Kohn, Kurt and Sylvia Kalina. 1996. The strategic dimension of interpreting.  41 (1): 118-138. Meta doi: 10.7202/003333ar

Lucas, Stephen E. 2004.  (8th Edition). New York: McGraw Hill. The Art of Public Speaking

Matyssek, Heinz. 1989/2006. . Handbuch der Notizentechnik: ein Weg zur sprachabhangigen Notation Tübingen: Julius Groos.

Mayberry, Marshall R., Matthew W. Crocker and Pia Knoeferle. 2009. Learning to attend: A connectionist model of situated language comprehension.  33: 449-496. Cognitive Science doi: 10.1111/j.1551-6709.2009.01019.x

Phelan, Mary: The Interpreter's Resource. Clevedon; Buffalo; Toronto; Sydney: Multilingual Matters, 2001

Rozan, Jean-François. 1956. . Geneva: Georg. La prise de notes en interpretation consecutive

Sachs, Jacqueline S. 1967. Recognition memory for syntactic and semantic aspects of connected discourse. Perception 2: 437-442. doi: 10.3758/BF03208784and Psychophysics

Seleskovitch, Danica. 1975.  Langage, langues et memoire. Etude de la prise de notes en interpretation . Paris: Minard Lettres Modernes.consecutive

Seleskovitch, Danica. 1977. Take care of the sense and the sounds will take care of themselves or Why interpreting is not tantamount to translating languages. The Incorporated Linguist16: 27-33.

Taylor, Christopher. 1989. Textual memory and the teaching of consecutive interpretation. In

Laura Gran and John Dodds (eds.), , The Theoretical and Practical Aspects of Teaching Interpretation 177-184. Udine: Campanotto.

van Dijk, Teun and Walter Kintsch. 1983. . New York: Strategies of Discourse Comprehension Academic Press.

Yates, Frances A. 1966. . Chicago: University of Chicago Press.

 

 

Software

LMS: Moodle

Text processor: Word (or similar)
Pdf reader: Acroboat Reader (or similar)
Browser: Chrome (or similar)
Audio editor: Audacity (or similar)

zoom platform (with interpreting function)

Notability: for notetaking with Ipads.