Электронная библиотека Финансового университета

     
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Оглавление

  • Conference Interpreting A Trainer’s Guide
  • Editorial page
  • Title page
  • LCC data
  • Authors’ bios
  • Table of contents
  • List of tables and figures
  • Abbreviations
  • General introduction
    • Acknowledgements
  • 1. Introduction to the Trainer’s Guide
    • Professionalism: the devil is in the detail
    • Revisiting testing and certification
    • Theory and research
  • 2. Teaching conference interpreting
    • 2.1 Introduction
      • 2.1.1 Overview
      • 2.1.2 Key pedagogical principles and rationale
    • 2.2 What makes a good instructor?
      • 2.2.1 Pedagogical and class management skills
      • 2.2.2 Feedback and demonstration expertise
      • 2.2.3 Human qualities
      • 2.2.4 Theoretical knowledge
      • 2.2.5 Training the trainers
      • 2.2.6 Postgraduate teaching assistants (TAs)
      • 2.2.7 Other auxiliary instructors
      • 2.2.8 Pedagogical coordination and cohesion
    • 2.3 The student’s experience
      • 2.3.1 Morale and motivation
      • 2.3.2 The learning curve
    • 2.4 Class design and configurations
      • 2.4.1 Types of class configuration
      • 2.4.2 Class size, composition and duration
      • 2.4.3 Diversity and class participation
      • 2.4.4 Language combination of instructors
      • 2.4.5 Team- or assisted teaching and ‘triangular’ classes
    • 2.5 The interpreting skills classroom
      • 2.5.1 Student-centred learning
      • 2.5.2 Putting yourself in the student’s place
      • 2.5.3 Learning what and learning how
      • 2.5.4 Teaching methods and classroom procedures
      • 2.5.5 Choosing the right materials
        • 2.5.5.1 Progression in materials
        • 2.5.5.2 Assessing speech difficulty
        • 2.5.5.3 Finding authentic speeches and maintaining a speech bank
      • 2.5.6 Topic and event preparation and brainstorming
      • 2.5.7 Student performance and discussion
        • 2.5.7.1 Taking turns and class involvement
        • 2.5.7.2 Discussion: staying focused
      • 2.5.8 Feedback
        • 2.5.8.1 General principles
        • 2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy
      • 2.5.9 Explanations, theory, metaphors and models
      • 2.5.10 Agreeing on terms
      • 2.5.11 Instructor demonstrations
      • 2.5.12 Combining teaching modes
    • 2.6 Expertise and deliberate practice
      • 2.6.1 Expert performance research
      • 2.6.2 Deliberate practice
      • 2.6.3 Private study and deliberate practice
    • 2.7 Summary
    • Appendix A
  • 3. Curriculum and progression
    • 3.1 Introduction
    • 3.2 Revisiting the standard training paradigm
      • 3.2.1 Origins: instinct and apprenticeship
      • 3.2.2 The call for a scientific basis for training
      • 3.2.3 Component-skills approaches
        • 3.2.3.1 Component skills (part-task) vs. holistic training
        • 3.2.3.2 Task analysis: models of interpreting
        • 3.2.3.3 What kind of task is interpreting?
        • 3.2.3.4 Conditions for effective part-task training
        • 3.2.3.5 Incremental realism and motivation
      • 3.2.4 What can be taught and how?
        • 3.2.4.1 Teaching interpreting ‘strategies’
        • 3.2.4.2 Bridging the declarative-procedural gap
      • 3.2.5 Apprenticeship, scientific teaching and student-focused learning
      • 3.2.6 Individual variability and flexibility
    • 3.3 Curriculum design
      • 3.3.1 Curriculum components
      • 3.3.2 Progression: steps to expertise
      • 3.3.3 Cross-cutting skills
      • 3.3.4 Bridging theory and practice
      • 3.3.5 Course duration and staging
        • 3.3.5.1 Why Consecutive and Sight Translation before SI?
        • 3.3.5.2 Sight translation
        • 3.3.5.3 Working first into A, then into B
      • 3.3.6 Curriculum flexibility
    • 3.4 In-course assessment
      • 3.4.1 The Midpoint Exam: selection for SI training
        • 3.4.1.1 Rationale, criteria and procedure
        • 3.4.1.2 Test items
        • 3.4.1.3 Midpoint assessment criteria
      • 3.4.2 Assessment through the course: progression of constructs and criteria
      • 3.4.3 Other forms of in-course assessment
        • 3.4.3.1 Self- and peer-assessment
        • 3.4.3.2 Student portfolios and journals
    • 3.5 Pedagogy and curriculum: updating the apprenticeship model
      • 3.5.1 Existing weaknesses
      • 3.5.2 Summary of recommendations
    • Further reading
  • 4. Selection and admission
    • 4.1 Introduction
    • 4.2 Defining standards for admission
      • 4.2.1 Language proficiency
      • 4.2.2 The profile of a promising trainee: other criteria
    • 4.3 Entrance examinations
      • 4.3.1 General procedure and pre-screening
      • 4.3.2 The written exam
        • 4.3.2.1 Standardly scorable tests
        • 4.3.2.2 Performance tests
        • 4.3.2.3 Choice of tests and grading: the decision tree
      • 4.3.3 Oral test and interview
        • 4.3.3.1 Panel composition and qualifications
        • 4.3.3.2 Guidelines for speeches
        • 4.3.3.3 Live speech vs. video
        • 4.3.3.4 Rater training and preparation
        • 4.3.3.5 Oral exam procedure
        • 4.3.3.6 Adapting or varying test procedure (on the fly)
      • 4.3.4 Assessment, grading and deliberations
        • 4.3.4.1 Scoring procedure
        • 4.3.4.2 What to look for
        • 4.3.4.3 Final selection
      • 4.3.5 Candidate profiles
      • 4.3.6 Admission exams and pedagogy
    • 4.4 Research on aptitude testing: criticisms and solutions
      • 4.4.1 Consensus and best practices
      • 4.4.2 Criticisms of the traditional aptitude test
      • 4.4.3 The search for (more) objectivity
        • 4.4.3.1 An early experiment with psychometric testing
        • 4.4.3.2 Staggered or extended selection procedures
      • 4.4.4 Aptitude testing in practice - the challenge of feasibility
    • 4.5 Summary and recommendations
    • Further reading
    • Appendix A
    • Appendix B
    • Appendix C
  • 5. Initiation to interpreting
    • 5.1 Introduction
    • 5.2 Active Listening exercises
      • 5.2.1 Idiomatic Gist
      • 5.2.2 Listening Cloze
      • 5.2.3 Discourse Modelling and Outlining
    • 5.3 Concision and compression
    • 5.4 Deverbalization and interference-busting
    • 5.5 First steps in real interpreting
      • 5.5.1 Short Consecutive without notes
      • 5.5.2 Role and mediation: impartiality and fidelity
    • 5.6 Public Speaking and Delivery Skills
    • 5.7 Initiation: pedagogical notes
    • 5.8 The learning curve: a novelty bonus
    • 5.9 Initiation: structure and objectives
    • 5.10 Some basic theory for instructors (and students)
      • 5.10.1 A general theory of communication
      • 5.10.2 Language, context and communicative intent
      • 5.10.3 What makes a speech a speech? Function, rhetoric and genre
      • 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT)
    • 5.11 Summary
    • Further reading
  • 6. Teaching consecutive interpreting
    • 6.1 Introduction: teaching full consecutive
      • 6.1.1 Note-taking: doctrine and pedagogy
      • 6.1.2 Progression in consecutive
    • 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9)
      • 6.2.1 Student morale and the learning curve
      • 6.2.2 Demonstration: notes as a help and a hindrance
      • 6.2.3 The place of theory
    • 6.3 Note-taking: the ‘Standard Method’
      • 6.3.1 Cue-words and links
      • 6.3.2 Note-taking II: layout and information capture
      • 6.3.3 Note-taking III: Completing the Toolkit
    • 6.4 Coordination (mid- S1, weeks 10-13)
      • 6.4.1 Focus and class procedure
      • 6.4.2 The learning curve: getting on the bicycle
      • 6.4.3 Coordination: pedagogy and feedback
      • 6.4.4 The method and the individual
    • 6.5 Experimentation through practice (late S1, early S2)
      • 6.5.1 Focus: adaptation and flexibility
      • 6.5.2 The learning curve: student and class morale
      • 6.5.3 Pedagogical focus and class organization
    • 6.6 Consolidation (from early/mid S2 through S3)
      • 6.6.1 The learning curve: resurfacing
      • 6.6.2 Consolidation: pedagogy and feedback
      • 6.6.3 ‘At the table’: adapting to setting and environment
      • 6.6.4 Consecutive and new technology
    • 6.7 Polishing and advanced consecutive (Year 2, S3-S4)
    • 6.8 Research and modelling
      • 6.8.1 Observational research: the role of notes
      • 6.8.2 Consecutive and memory
      • 6.8.3 Attention and processing capacity
        • 6.8.3.1 The Effort Model of Consecutive Interpreting
        • 6.8.3.2 Reducing cognitive load: knowledge and procedural skills
        • 6.8.3.3 Distributing effort between capture and delivery
      • 6.8.4 Technique, process and product in consecutive
    • 6.9 Summary
  • 7. Language, knowledge and working into B
    • 7.1 Introduction and overview
      • 7.1.1 Language and knowledge in interpreter training
      • 7.1.2 The directionality debate: ideals and reality
    • 7.2 Language enhancement in the curriculum
      • 7.2.1 LE classes for interpreters
      • 7.2.2 Feedback in interpreting skills classes
      • 7.2.3 Remedial coaching in tutorial format
      • 7.2.4 Independent study and practice
    • 7.3 Interpreting into B: needs, challenges and strategies
      • 7.3.1 Parameters for successful interpreting into B
        • 7.3.1.1 Quality of the B language
        • 7.3.1.2 Speech and event type
        • 7.3.1.3 Finding the right balance
      • 7.3.2 Timing and management of into-B training
      • 7.3.3 Common into-B problems and remedies
      • 7.3.4 SI into B: feedback
        • 7.3.4.1 Participation of ‘pure users’
        • 7.3.4.2 Relay interpreting from a pivot working into B
      • 7.3.5 Working into B in difficult conditions
    • 7.4 Knowledge Enhancement: general and special modules
      • 7.4.1 General domain modules: Law and Economics
      • 7.4.2 Talking the talk: the language of research reports and presentations
      • 7.4.3 Specialized knowledge and customized modules
    • 7.5 Some background science
      • 7.5.1 Language enhancement: the art of the possible
      • 7.5.2 Implicit and explicit competence
      • 7.5.3 Linguistic knowledge, pragmatic competence and motivation
      • 7.5.4 Selective activation in the multilingual brain
    • 7.6 Summary
    • Further reading
  • 8. Teaching simultaneous interpreting
    • 8.1 Introduction
      • 8.1.1 Prerequisites for SI training
      • 8.1.2 The instructor’s challenge
      • 8.1.3 The learning curve: discovering SI
    • 8.2 SI-Initiation
      • 8.2.1 Rationale and organization
      • 8.2.2 Orientation
      • 8.2.3 Initiation ‘Strand A’: Easy SI on line (weeks 2 and 3)
      • 8.2.4 Initiation ‘Strand B’: controlled input (classroom)
      • 8.2.5 Transition to real SI: Spoonfeeding
      • 8.2.6 Staffing and classroom procedure in SI-Initiation
      • 8.2.7 Feedback in SI-Initiation
      • 8.2.8 Variety and class momentum
    • 8.3 Coordination and Control (early/mid-semester 3)
      • 8.3.1 SI with help
      • 8.3.2 Take-off: Real SI on fresh trainer speeches
    • 8.4 Experimentation (and personal style)
      • 8.4.1 The learning curve: adapting to ‘natural terrain’
      • 8.4.2 Where to jump in and open grammar
      • 8.4.3 Time, effort and meaning
      • 8.4.4 Introduction to SI-text
      • 8.4.5 Practising with numbers
      • 8.4.6 Experimentation: common problems, diagnosis and treatment
    • 8.5 Consolidation - from basic to confident SI
      • 8.5.1 The learning curve: new horizons
      • 8.5.2 International community-speak: acclimatization
      • 8.5.3 SI-Text (continued)
      • 8.5.4 Consolidating the product
      • 8.5.5 Stronger and weaker students
    • 8.6 Teaching SI: themes and controversies
      • 8.6.1 Modelling the SI process
        • 8.6.1.1 SI and the théorie du sens (ITT)
        • 8.6.1.2 The Effort Model of SI
      • 8.6.2 Component skills and SI
      • 8.6.3 Preparatory exercises for SI: a controversy
    • 8.7 Teaching SI: summary
    • Further reading
    • Appendix A
    • Appendix B
  • 9. Reality and advanced tasks
    • 9.1 Introduction
      • 9.1.1 The last mile
      • 9.1.2 User orientation
      • 9.1.3 Complex but routine tasks vs. hazards and impossible conditions
      • 9.1.4 Overview of the final semester
    • 9.2 Competence for the real world: complex but routine tasks
      • 9.2.1 Extending comprehension and knowledge
      • 9.2.2 Completing the skill-set
      • 9.2.3 Compression and Abstracting (cf. CC-9.2.4)
      • 9.2.4 Pedagogy and feedback
    • 9.3 Making life easier: preparation and teamwork
      • 9.3.1 Conference preparation (Semesters 3 and 4)
      • 9.3.2 Teamwork
    • 9.4 Simulation and reality
      • 9.4.1 The mock conference
      • 9.4.2 Internships and on-site visits with dumb booth practice
      • 9.4.3 Mentoring and apprenticeship (‘Y3 and Y4’)
    • 9.5 Expertise and survival
      • 9.5.1 Expertise in interpreting
      • 9.5.2 Crisis management and coping tactics
      • 9.5.3 ‘Tough Love’ Crisis Management Drill
    • 9.6 Hazards and impossible conditions
      • 9.6.1 Expertise and its limits
      • 9.6.2 What is difficult and why?
        • 9.6.2.1 Speed and density
        • 9.6.2.2 Unfamiliar or technical subject-matter
        • 9.6.2.3 Register, eloquence and style
        • 9.6.2.4 Linguistically deviant or incoherent speech
        • 9.6.2.5 SI from recited text - but without the text
        • 9.6.2.6 Multiple channels or ‘mixed-media’ interpreting
        • 9.6.2.7 Screened-off: tele- and remote interpreting
        • 9.6.2.8 SI-text from an unknown language (with the help of a translation)
    • 9.7 Last-mile feedback
    • 9.8 Summary
    • Further reading
    • Appendix
  • 10. Professionalism and ethics
    • 10.1 Introduction
    • 10.2 Confidentiality and integrity
      • 10.2.1 Confidentiality
      • 10.2.2 Integrity and conflicts of interest
    • 10.3 Neutrality and the interpreter’s role
      • 10.3.1 ‘Loyalty’: Speaker vs. Client
      • 10.3.2 The interpreter’s role: scope and balance
    • 10.4 Fidelity, optimization and mediation
      • 10.4.1 Fidelity
      • 10.4.2 Default, constrained and optimized interpreting
      • 10.4.3 Interactions with setting, mode and role
      • 10.4.4 Formal optimization
      • 10.4.5 Content Optimization
        • 10.4.5.1 Content Optimization (1): CLARIFYING by
        • 10.4.5.2 Content optimization (2): CORRECTING obvious (factual) speaker errors
        • 10.4.5.3 Content optimization (3): FILTERING
      • 10.4.6 Optimizing the communication process
      • 10.4.7 Optimization: weighing risks and benefits
    • 10.5 The scope of mediation
      • 10.5.1 ‘Strong’ mediation: advocacy and arbitration
      • 10.5.2 Judging our own usefulness
      • 10.5.3 Knowing the audience (‘audience design’)
    • 10.6 Summary
    • Further reading
  • 11. Testing and certification
    • 11.1 Introduction
    • 11.2 The Professional Examination in Conference Interpreting (PECI)
      • 11.2.1 Current status, functions and standards
      • 11.2.2 Should schools act as credentialling authorities?
      • 11.2.3 How well do training programs fulfil the credentialling function?
    • 11.3 Basic requirements in testing
      • 11.3.1 Essential attributes of a good test
        • 11.3.1.1 Reliability
        • 11.3.1.2 Validity
        • 11.3.1.3 Accountability, transparency, feasibility
      • 11.3.2 Criterion-referenced performance tests
        • 11.3.2.1 Validity in criterion-referenced performance tests
        • 11.3.2.2 Reliability in criterion-referenced performance tests
        • 11.3.2.3 ‘Open’ and ‘closed’ skills
    • 11.4 Current PECI practices and problems
      • 11.4.1 Problems with PECI procedures
      • 11.4.2 Discussion of main issues
      • 11.4.3 Some expedients adopted in schools
    • 11.5 A case-study in standardization: the FCICE
      • 11.5.1 Background and description
      • 11.5.2 Discussion and review
    • 11.6 Applying best CRT practices to conference interpreter certification: a first attempt
      • 11.6.1 The test development process
      • 11.6.2 Defining the test’s purpose
      • 11.6.3 The test framework: delineating the domain
        • 11.6.3.1 Tasks to be performed: modes and language directions 
        • 11.6.3.2 Input speeches: genres, subject-matter and delivery
        • 11.6.3.3 Parameters of delivery
        • 11.6.3.4 Covering interpreting pitfalls: known local hazards
        • 11.6.3.5 Working and environmental conditions
        • 11.6.3.6 Assessment criteria
      • 11.6.4 Writing detailed test specifications
      • 11.6.5 Reliability: scoring system and rater qualification
        • 11.6.5.1 Holistic and analytic scoring
        • 11.6.5.2 Assessment criteria: A closer look at Fidelity, Expression and Delivery
        • 11.6.5.3 Developing scoring guides
        • 11.6.5.4 Benchmark performances
        • 11.6.5.5 Rater training and IRR
        • 11.6.5.6 Exam administration
      • 11.6.6 Scoring and reaching a final decision
        • 11.6.6.1 Scoring test performances
        • 11.6.6.2 Score resolution and review procedure
        • 11.6.6.3 Determining PECI outcomes: applying a cut score
      • 11.6.7 Exam retakers
      • 11.6.8 Testing professionalism
    • 11.7 Discussion
      • 11.7.1 Standard-setting
      • 11.7.2 A role for continuous assessment?
      • 11.7.3 Analytic and holistic scoring: adapting method to purpose
      • 11.7.4 Testing and task difficulty
      • 11.7.5 Certification at different levels
      • 11.7.6 Responsibility for credentialling
      • 11.7.7 Consulting assessment experts, assessing test properties
    • 11.8 Conclusion and recommendations
      • 11.8.1 Short-term measures to improve school-based PECIs:
      • 11.8.2 Longer-term recommendations to improve interpreter testing:
    • Further reading
  • 12. Theory and research in interpreter training
    • 12.1 Introduction
      • 12.1.1 Theory and practice in the curriculum
      • 12.1.2 Theory for students
      • 12.1.3 Theory for instructors and course designers
      • 12.1.4 Theory for (future) researchers
    • 12.2 What theory and where do we find it?
      • 12.2.1 The discipline of Interpreting Studies
      • 12.2.2 A general theory of communication and cognition
        • 12.2.2.1 Origins and overview of Relevance Theory (RT)
        • 12.2.2.2 Key RT concepts for interpreting
        • 12.2.2.3 Relevance and (written) translation
        • 12.2.2.4 Relevance and quality in interpreting
        • 12.2.2.5 The goal of interpreting
      • 12.2.3 Linguistics and translation
      • 12.2.4 Functionalist approaches to translation
      • 12.2.5 Models of interpreting
      • 12.2.6 Language selection and interference
    • 12.3 Theory and Practice: a mini-syllabus
      • 12.3.1 Focus and timing
      • 12.3.2 On the scene: interpreting as live situated communication
      • 12.3.3 Prerequisites, constraints and potentials: what can be done and how
      • 12.3.4 Modes of interpreting
      • 12.3.5 Settings, situations and the interpreter’s role (mediation)
      • 12.3.6 The interdependence between quality and conditions
    • 12.4 Postgraduate studies and research
      • 12.4.1 The MA thesis
      • 12.4.2 PhD-level studies
        • 12.4.2.1 Institutional challenges and disciplinary positioning
        • 12.4.2.2 Aims and content
        • 12.4.2.3 A syllabus for a PhD in Interpreting Studies
    • 12.5 Summary: theory in interpreter training
    • Further reading and materials
    • Appendix
  • 13. Institutional issues
    • 13.1 Introduction
    • 13.2 Existing models and best practices
      • 13.2.1 Conference interpreter training: the standard (AIIC) model
      • 13.2.2 Establishment, status and autonomy
      • 13.2.3 Leadership, faculty and staffing
      • 13.2.4 Course design and structure
        • 13.2.4.1 Relationship with other Translation specialisations
        • 13.2.4.2 The curriculum for interpreter training
        • 13.2.4.3 Extensions and repeat years
      • 13.2.5 Student selection, testing and certification
        • 13.2.5.1 Admissions procedures
        • 13.2.5.2 Midpoint assessment: checking readiness for SI training
        • 13.2.5.3 Degree and graduation requirements
      • 13.2.6 Responsibilities of a vocational course and external relations
        • 13.2.6.1 Transparency: target skillset and market demand
        • 13.2.6.2 Committing to improving quality
        • 13.2.6.3 Relations with the market and the profession
      • 13.2.7 Best practices: summary
    • 13.3 Challenges, constraints and responses
      • 13.3.1 General challenges to best practices
      • 13.3.2 Establishment and status - launching and maintaining a CITP
        • 13.3.2.1 Emerging markets and quality standards
        • 13.3.2.2 Market (mis)match
        • 13.3.2.3 Establishment and autonomy: forestalling problems
        • 13.3.2.4 External challenges: noise and mixed signals
        • 13.3.2.5 Funding models: private vs public
      • 13.3.3 Leadership, faculty and staffing
        • 13.3.3.1 Faculty credentials
        • 13.3.3.2 Timetable flexibility
      • 13.3.4 Course design and structure
        • 13.3.4.1 Relationship with other Translation specializations
        • 13.3.4.2 Keeping the curriculum focused
      • 13.3.5 Student selection, testing and certification
        • 13.3.5.1 Admissions procedures
        • 13.3.5.2 Restrictions on in-course testing
        • 13.3.5.3 Streaming
        • 13.3.5.4 Degree and graduation requirements
        • 13.3.5.5 Pressure on selection and testing: summary
      • 13.3.6 Responsibilities of a vocational training course
        • 13.3.6.1 Responsibility to a sponsor or host institution
        • 13.3.6.2 Responsibility to users and the profession: quality and gatekeeping
        • 13.3.6.3 External relations
    • 13.4 Summary
    • Further reading
  • 14. Lifelong and teacher training
    • 14.1 Introduction
    • 14.2 Initial or basic training in interpreting
      • 14.2.1 Preparation for professional training
      • 14.2.2 Initiation to interpreting for mature students
    • 14.3 Further training: upgrades and refreshers
      • 14.3.1 Adding or upgrading Skills
      • 14.3.2 Adding or upgrading languages
        • 14.3.2.1 Adding a C language
        • 14.3.2.2 Upgrading and activating: C to B and Bcons to Bsim
      • 14.3.3 Expanding or adding domain knowledge
      • 14.3.4 Ancillary competencies: technology, voice, stress, career
    • 14.4 Evaluating upgrade and refresher courses
      • 14.4.1 ‘Area Studies’: cultural-linguistic refreshers
      • 14.4.2 Upgrades with practice and feedback
      • 14.4.3 Initiation to new technology
    • 14.5 Training of Trainers (ToT)
      • 14.5.1 A ToT syllabus: outline and components
      • 14.5.2 Methodology
    • 14.6 Training interpreters for non-conference settings
      • 14.6.1 Community interpreting
      • 14.6.2 Interpreting in conflict situations
    • 14.7 Summary and recommendations
    • Further reading
  • 15. Conclusions and future prospects
    • The spectre of automatic translation
    • Remote interpreting
    • English as lingua franca
    • Responses
    • A stronger and more flexible (traditional) skillset
    • Multiskilling
    • Diversification and ‘full service’
    • Futurology and interpreter training
  • References
  • Name index
  • CC-TG subject index

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