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2022/2023

Simultaneous Interpreting: German-Spanish

Code: 44355 ECTS Credits: 6
Degree Type Year Semester
4316479 Conference Interpreting OT 1 2

Contact

Name:
Maria Guiomar Stampa Garcia-Ormaechea
Email:
guiomar.stampa@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Marta Arumi Ribas

Prerequisites

Students must have previously taken the Contextualisation of the Discipline and Interpreting Techniques module and the German-Spanish Consecutive Interpreting module.

Objectives and Contextualisation

To receive a practical introduction to simultaneous interpreting.

Competences

  • Automate strategies for problem solving and decision making under pressure of time.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Comprehend competently on a formal and professional level in language C.
  • Continue the learning process, to a large extent autonomously.
  • 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.
  • Speak competently on a formal and professional level in language A.
  • Use sight translation techniques at a professional level.
  • Use simultaneous interpreting techniques at a professional level.
  • Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Learning Outcomes

  1. Apply comprehension strategies in language C.
  2. Apply problem-solving strategies in simultaneous interpreting.
  3. Automate strategies for problem solving and decision making under pressure of time.
  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. Efficiently apply problem solving strategies in sight translation.
  7. Identify the underlying cognitive processes in simultaneous interpreting.
  8. Infer meaning from the context of the discourse.
  9. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  10. Produce a coherent and cohesive discourse in Language A.
  11. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  12. Understand shades of meaning in the discourse of language C.
  13. Understand the intention of the speaker.
  14. Use appropriate registers in language A.
  15. Use coherent, fluent discourse with the appropriate intonation in language A.
  16. Use language that is rich in vocabulary and rhetorical resources in language A.
  17. Use new technology applied to the professional practice of simultaneous interpreting.
  18. Use the voice as a professional work tool.
  19. Work in a team, generating synergies in working environments involving different people to work in a coordinated and collaborative way.

Content

Preparatory exercises for simultaneous interpreting: dichotic listening, dividing attention, automatising strategies.

Text analysis exercises geared to the sight translation of general texts.

Sight translation.

Simultaneous interpreting of speeches of up to 6/7 minutes in length on general subject matter.

Methodology

Directed activities

 Practical sessions in classrooms

Assessment and self-assessment activities

 Supervised activities

 Tutorials                                                                                                                                                                            

Autonomous work

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      
Classroom practice 27.5 1.1 6, 1, 2, 15, 12, 13, 7, 8, 10, 14, 18, 17, 16
Tutorials 2 0.08 6, 1, 2, 15, 12, 13, 7, 8, 10, 14, 18, 17, 16
Type: Supervised      
Material preparation and revision 19 0.76 3, 9, 11, 4, 5, 19
Type: Autonomous      
Autonomous practice 97.5 3.9 3, 9, 11, 4, 5, 19

Assessment

4/5-minute German-Spanish simultaneous interpreting test on general subject matter

30%

German-Spanish sight translation test

30%

6/7-minute German-Spanish simultaneous interpreting test on general subject matter

40%

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
4/5-minute German-Spanish simultaneous interpreting test on general subject matter 30% 1 0.04 1, 2, 15, 12, 13, 7, 8, 10, 14, 18, 17, 16
6/7-minute German-Spanish simultaneous interpreting test on general subject matter 40% 2 0.08 1, 2, 15, 12, 13, 7, 8, 10, 14, 18, 17, 16
German-Spanish sight translation test 30% 1 0.04 6, 1, 15, 3, 12, 13, 8, 10, 9, 11, 4, 5, 19, 14, 18, 16

Bibliography

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.

doi: 10.1075/btl.57

 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. doi: 10.7202/003453ar

 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.), Routledge

Encyclopedia of Translation Studies, 40–45. Shanghai: Shanghai Foreign Language Education

Press.

 Gillies, A. (2013). Conference Interpreting : A student’s practice book. Londres: Routledge.

Jiménez Ivars, A. (2008). “Sight Translation and Written Translation. A Comparative Analysis of Causes of Problems, Strategies and Translation Errors within the PACTE Translation Competence Model.” Forum 6, 2, 79-104.

 Jiménez Ivars, A. & Hurtado Albir, A. 2003. “Variedades de traducción a la vista. Definición y clasificación”, Trans nº 7, 47-57.

 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 und

Dolmetschens, 59–71. Frankfurt am Main: Peter Lang. (English edition: 2002. Simultaneous

interpreting: Interdependence of variables in the interpreting process, interpreting models and

interpreting strategies. In Franz Pochhacker and Miriam Shlesinger (eds.), The Interpreting

Studies Reader, 110–119. London: Routledge.)

 Kohn, Kurt and Sylvia Kalina. 1996. The strategic dimension of interpreting. Meta 41 (1): 118–138.

doi: 10.7202/003333ar

 Kurz, Ingrid. 2003. Physiological stress during simultaneous interpreting: A comparison of experts

and 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. doi: 10.7202/037040ar

 Lambert, S. (2004). “Shared Attention during Sight Translation, Sight Interpretation and Simultaneous Interpretation.” Meta 49: 2, 294-306.

Lederer, M. (1981). La traduction simultanée. París: Minard.

 Martin, A. (1993). “Teaching Sight Translation to Future interpreters.” En Picken, C. (ed.) La Traduction au Coeur de la Communication. Proceedings of the XIII FIT World Congress. Londres: Institute of Translation and Interpretation, 398-405.

 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.) doi: 10.1075/intp.3.2.03set

 Setton, Robin. 1999. Simultaneous Interpretation: A Cognitive-pragmatic Analysis. Amsterdam:

John Benjamins. doi: 10.1075/btl.28

 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).

 Sunnari, Marianna. 1995. Processing strategies in Simultaneous Interpreting: ‘Saying it All’ vs.

Synthesis. In Jörma Tommola (ed.), Topics in Interpreting Research, 109–119. Turku: University

of Turku, Centre for Translation and Interpreting.

 Weber, Wilhelm K. 1990. The importance of sight translation in an interpreter training program.

In David Bowen and Margareta Bowen (eds.), Interpreting – Yesterday, Today, and Tomorrow,

44–52. Binghamton: SUNY. doi: 10.1075/ata.iv.10web

 

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.