Using Modern Simultaneous Interpretation Tools in the Training of Interpreters at Universities (original) (raw)
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Computer-assisted interpreting systems in the education of simultaneous interpreters
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The article deals with the analysis of the potential of existing terminology support systems for simultaneous interpreting and the experience of their use in universities. Based on the study the possibilities of their use in the educational process of domestic institutions of higher education in the training of interpreters were identified. It is proposed to choose the software products InterpretBank, Interplex, Interpreter’s Help for training simultaneous interpreters. It has been found that the proposed programmes contribute to the students’ ability to create their own glossaries on specific subjects, fill them in in different ways and use them directly when interpreting. The feasibility of practising CAI tools in a specialised simultaneous interpreting laboratory has been proved.
Training techniques in the education of simultaneous interpreters using specialised equipment
SHS Web of Conferences
The article deals with the search for ways to improve the training of simultaneous interpreters in accordance with modern requirements for their professional activities. It has been suggested that special training should be incorporated into the training of these professionals to develop and improve a range of specific abilities, skills and attitudes. They are classified into five groups (linguistic, cognitive, psychological, physical, technical). Particular attention is paid to the technological support for the work of the simultaneous interpreters. A training programme for simultaneous interpreters has been developed and its effectiveness has been tested. It is proposed to conduct training sessions under the modelling of real working conditions of simultaneous interpreters.
The Status of Interpreting in the Training of Interpreters, Types and Modalities
World Journal of English Language
Interpreting is the profession that facilitates communication in conferences. Its acquisition necessitates high training. Yet, in undergraduate studies, training is considered a prerequisite to further courses. The objective of the present study is to show the methods used in training interpreters, regardless of their academic level. The study develops the types and modes of interpreting and their ability to shift from type to modality or vis-à-vis the interpreter and the operational status, such as being 'retour' or 'cheval' interpreter. The academic programs must consider this changing ability and prepare the interpreters for them. The discussion progresses by looking at the interpreting processes and techniques. It also aims to clarify interpreting methods and types and their link to training status; examples of Qassim University (QU) training sessions will be given. The contrast between modes and types reveals the challenges and their changing ability, which is t...
The concept of competence in Translation Studies came to the fore in the 1990s although the first proposals were put forward in early 1970s.This term became so important that many universities around the world offering Translation/Interpreting programs tried to develop their curricula accordingly, a move forward that is still going on globally. However, what has been rather under-researched is the concept of Simultaneous Interpreting Competence. As a narrow part of a doctoral dissertation, the present study tried to develop an Interpreting Competence Model and apply it to professional simultaneous interpreters in Iran. To this end, the study included a conceptual and an empirical phase. In the conceptual phase, different translation competence models from the 1970s up to the present were compared and a Translation Competence Model was designed. Similarly, different interpreting competence models from 1930 up to the present were analyzed and an Interpreting Competence Model was developed. The conceptual phase concluded with the common and distinct competences required for professional translators and interpreters. In the empirical phase, the Simultaneous Interpreting Competence Model developed in the conceptual phase was applied to professional Interpreters. The case study included simultaneous interpreters from two Iranian news channels, PRESS TV and IRINN. The findings indicated that Iranian interpreters were lagging behind in certain sub-competences.
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From 17 to 26 January 2000 some 330 people from all over the world participated in an on-line symposium on the general topic of training translators and interpreters. The main topics of debate included the use of teamwork in the classroom, class size, the accreditation of translators, how to teach literary translation, the changing role of media translation, the place of interpreting, the importance of dealing with neologisms, and the general impact of technology. In all cases the focus was on the way recent changes in the profession are or should be producing innovations in the way translators and interpreters are trained.
Simultaneous Interpreting Competence: A Case Study
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The concept of competence in Translation Studies came to the fore in the 1990s although the first proposals were put forward in early 1970s.This term became so important that many universities around the world offering Translation/Interpreting programs tried to develop their curricula accordingly, a move forward that is still going on globally. However, what has been rather under-researched is the concept of Simultaneous Interpreting Competence. As a narrow part of a doctoral dissertation, the present study tried to develop an Interpreting Competence Model and apply it to professional simultaneous interpreters in Iran. To this end, the study included a conceptual and an empirical phase. In the conceptual phase, different translation competence models from the 1970s up to the present were compared and a Translation Competence Model was designed. Similarly, different interpreting competence models from 1930 up to the present were analyzed and an Interpreting Competence Model was devel...
The article presents how computer-assisted translation tools (CAT) and modern Internet technologies have been incorporated into the translation and interpreting education. The paper is the outcome of the authors’ involvement in the translation industry (where both of them run their own translation and interpreting businesses), as well as in the translation and interpreting training. Thus, the practical approach to teaching translation and interpreting prevails over the more theory-oriented approaches. The article starts with an overview of market needs and the way translation and interpreting education responds to them. The next sections present certain aspects of instrumental competence as well as cognitive and psychological skills in translation and interpreting, respectively. Finally, the major part of the paper presents the methods and manners in which CAT tools and ICT have been incorporated into the translation and interpreting training at the undergraduate level.
Creativity and Innovation in Training English Language Professionals The idea of this volume of CTTL emerged in the ESSE10 (The European Society for the Study of English) conference in August 2010 in Turin, Italy, where the contributors gave papers in the seminar Creativity and Innovation in Training English Language Professionals. The convenors were Dr Anca Greere from Universitatea Babeş-Bolyai, Romania, Dr Mari Pakkala-Weckström from the University of Helsinki, Finland, and Professor Viviana Gaballo from Università di Macerata, Italy. This seminar, in turn, was a continuation of an earlier seminar in the previous ESSE9 conference in 2008, in Aarhus, Denmark (the papers of this seminar are published in Viviana Gaballo (ed). 2009 English in Translation Studies: Methodological Perspectives. eum x Translation Studies). The call for papers for the 2010 seminar was as follows: The seminar invites contributions on topics related to curriculum development, syllabus compilation, methodological planning, materials development and pedagogical interaction tailored to higher education and continuous professional development training in the areas of the ever-growing language industry and its English language component. Language professions such as translator, terminologist, reviser, interpreter, subtitler, dubber etc. are making their way into the curriculum of many European programmes with English Current Trends in Translation Teaching and Learning Vol. IV 2 being omnipresent in the language combinations offered to trainees. To meet the demands of the market and the expectations of trainees without forfeiting academic, research oriented goals, such programmes frequently exhibit an innovative academic/vocational perspective in the variety of training methodologies applied. We welcome debates on methodologies in English specialized professional training displaying adaptability to professional profiles and respective professional competences. The seminar attracted seven papers dealing with several areas of the language industry and education. In the fruitful discussions following the papers, many differences but also similarities between the various programmes and institutions arose. Five of the papers presented at the seminar are published in the present volume. Clare Donovan (ESIT-Sorbonne Nouvelle, Paris) discusses the implications of the increasing use of English as a lingua franca for conference interpreter training in her contribution. She argues that interpreting is still much in demand for several different reasons: institutional, sociological, and political. The standard and quality of the service provided have increased, making greater demands on training institutions. Mike Garant and Juha Eskelinen’s article (University of Helsinki) presents a learner survey of a pilot project for teaching translation based on social constructivism. Ana María Martín Castillejos and María Paz Kindelán Echevarría (Technical University of Madrid – UPM) discuss the role of emotions in the cognitive process of the Spanish students of English at the School of Architecture in Madrid, and the importance of using transfers and code switching in the classroom as part of the process to create trust, essential to consolidate the language learning process in view of developing professional communication skills. In her contribution, Amanda Murphy (Catholic University in Milan) makes a case for the inclusion of modules on how to revise English texts in language programs that prepare students for the professional world, particularly for EU institutions. She presents the use of EuroCom, a parallel monolingual corpus of specialised texts provided by the Editing Unit of the Directorate General for Translation of the European Commission for developing skills in editing specialized texts for students studying International Management at the Catholic University in Milan. Finally, Mari Pakkala-Weckström (University of Helsinki) compares the working methods of two differently evaluated groups of students attending translation courses from English into Finnish at the University of Helsinki. The study strongly implies that the students who were evaluated on a continuous basis spent more time on their homework than those who were evaluated on the basis of an end-of term exam. After a double blind review process, selected papers were published in this volume. There is also a companion website located at: http://www.cttl.org. We would like to express our heartfelt thanks to the following individuals: the writers for submitting their contributions to a blind review process, because without their courage and effort an edited collection like this would not bepossible, and the members of the editorial review board for their thoughtful and timely reviews. I would also like to thank Anni Koho and Evelina Schmuckli for their editorial assistance and Dan Holt for his proofreading and typesetting. We hope the readers will find reading Current Trends in Translation Teaching and Learning both interesting and rewarding. Mikel Garant & Mari Pakkala-Weckström