Basic Concepts and Models for Interpreter and Translator Training

Name: Basic Concepts and Models for Interpreter and Translator Training | Revised edition
Brand: John Benjamins Publishing Company
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<strong>Revised edition</strong>

Daniel Gile(Author)

John Benjamins Publishing Company

2nd Edition

Published on 25. November 2009

XV, 283 pages

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Basic Concepts and Models for Interpreter and Translator Training
Editorial page
Title page
LCC data
Table of contents
Preface to the revised edition
Acknowledgments
Introduction
Theoretical components in interpreter and translator training
1. The role of training in interpreting and translation
2. The components of Translation competence
3. The diversity of training requirements
3.1 Initial training programmes for newcomers to Translation
3.2 Conversion courses/further training/continuing education for practicing Translators
4. The need for optimization in formal Translator training
5. The process-oriented approach in Translator training
6. Potential benefits of theoretical components in interpreter and Translator training
7. Potential criteria and rules for theoretical components for training
8. Where and how to find theoretical components for Translator training
9. The models
10. This chapter's main ideas
Communication and quality in interpreting and translation
1. Introduction
2. Professional Translation: An act of communication
2.1 School Translation vs. Professional Translation
2.2 The actors' configuration in professional Translation
2.3 Awareness of Translation and its effects
3. Aims and intentions
3.1 Fundamental aims and intentions
3.2 Macro-level and micro-level aims
3.3 The communication actors' aims and professional loyalty
3.3.1 Convergence and divergence of aims
3.3.2 Professional loyalty
4. Content and packaging
5. Quality
5.1 The criteria
5.2 Discourse and quality components
5.3 The perception of quality: Positions
5.4 The perception of quality: Motivation and attention
5.5 Behavioural components of quality
6. Social status and quality
7. Teaching suggestions
8. What students need to remember
Appendix - A demonstration in the classroom for written translation
French translation
Source-language text
Fidelity in interpreting and translation
1. Introduction
2. An experiment in fidelity
2.1 Phase one: Verbalizing a simple idea
2.1.1 Framing Information
2.1.2 Linguistically/Culturally Induced Information
2.1.3 Personal Information
2.2 Phase two, version 1: Translating a simple statement
2.3 Phase two, version 2: Immediate replication
3. Principles of fidelity
3.1 The message
3.2 Framing Information
3.3 Linguistically/Culturally Induced Information
3.4 Personal Information
3.5 Conclusion
4. Secondary Information: An obstacle and a help
4.1 The language-specificity of LCII-generated problems
4.2 Interpreting vs. translation from the secondary information perspective
5. Teaching suggestions
5.1 The experiment
5.2 A road-map metaphor
6. What students need to remember
Appendix A
Appendix B
Comprehension of specialized discourse in interpreting and translation
1. Introduction
2. The Comprehension 'equation'
2.1 A basic 'equation'
2.2 Analysis
2.3 More about the relations in the comprehension 'equation'
2.3.1 Subjective aspects of comprehension
2.3.2 Linguistic knowledge
2.3.3 Extralinguistic knowledge
2.3.4 Analysis
3. Translation and the comprehension of specialized texts
3.1 An example
3.2 The layperson's comprehension
4. The Translator's comprehension requirements
5. The Translators' acquired specialized knowledge
6. Teaching the principles of comprehension
7. What students need to remember
A Sequential Model of translation
1. Introduction
2. The model
2.1 The comprehension phase
2.2 The reformulation phase
3. Comments
3.1 The Sequential Model and ordinary comprehension and production
3.2 The Model and translation as it is practiced
3.2.1 The processing of single vs. multiple Translation Units
3.2.2 Separation between comprehension and reformulation in the field and during training
3.2.3 Unsolved problems
3.2.4 Decision-making, risks, gains and losses
3.2.5 The linearity of the sequential process
3.2.6 Tests on groups of Translation Units
3.2.7 The Knowledge Base
3.3 Revision
4. Interpreting vs. translation in the light of the Sequential Model
5. Teaching the Model
5.1 Raising the students' awareness
5.2 Presenting the Model to students
5.3 The Sequential Model and error analysis
5.4 IPDR - Problem reporting by the students
5.5 The Sequential Model and professionalism
6. What students need to remember
Appendix A
Appendix B
Ad hoc Knowledge Acquisition in interpreting and translation
1. Introduction
2. Differences between interpreting and translation: A reminder
3. Information sources for ad hoc Knowledge Acquisition
3.1 Classification of information sources
3.2 Fundamental variables in the characterization of information sources in Translation work
3.3 Weaknesses and strengths of documents in the acquisition of terminological knowledge
4. Knowledge acquisition strategies in translation
4.1 Time considerations
4.2 Source selection
4.2.1 Starting-point sources, Intermediate sources and End-point sources
4.2.2 Access
4.2.3 Initial source acquisition
4.2.4 Library strategies
4.3 Bilingual and multilingual dictionaries
4.4 Electronic sources
4.5 Individually developed sources
4.6 Human sources
4.6.1 Experts
4.6.2 Fellow Translators
5. Ad hoc Knowledge Acquisition in interpreting
5.1. The baseline
5.2 Strategies
5.2.1 Three phases in ad hoc Knowledge Acquisition
5.2.2 Issues in conference preparation
5.2.3 Interpreter glossaries
5.2.4 Reference documents
6. Long-term Knowledge build-up in interpreters and translators
7. Teaching suggestions
8. What students need to remember
Appendix
The Effort Models of interpreting
1. Introduction
2. Automatic operations, processing capacity and interpreting Efforts
2.1. Automatic and non-automatic operations
2.2 Interpreting Efforts
2.2.1 The Listening and analysis Effort
2.2.2 The production Effort
2.2.3 The memory Effort
3. Working memory
4. An Effort Model of simultaneous interpreting
4.1. A first view of the model
4.2 Simplifications in the model
4.2.1 The sequential linearity simplification
4.2.2 The additivity simplification
5. Processing capacity-related problems in simultaneous interpreting
5.1. Operational requirements
5.2 Problem triggers
5.3 Failure sequences
5.4 Anticipation
5.4.1 Linguistic anticipation
5.4.2 Extralinguistic anticipation
6. An Effort Model of consecutive interpreting
7. Efforts in sight translation
8. Simultaneous interpreting with text
9. The Tightrope Hypothesis
10. The Effort Models and translation
11. Processing capacity and interpreting students
12. Teaching suggestions
13. The Effort Models and cognitive psychology
14. What students need to remember
Facing and coping with online problems in interpreting
1. Introduction
2. When do online problems arise?
2.1. Cognitive saturation and failure
2.1.1 Chronic reasons
2.1.2 Occasional reasons
2.2 Cognitive problem triggers
2.2.1 Problems arising from an increase in processing capacity requirements
2.2.2 Problems associated with signal vulnerability
3. Language-specificity related problems
3.1 Possible language-specific differences in speech perception
3.1.1 Differences in the perception of words
3.1.2 Grammatical redundancies
3.1.3 Syntactic structures
3.1.4 Sociolinguistic aspects
3.2 Possible language-specific differences in production
3.3 Culture-specific difficulties
3.4 Implications for training
4. The speaker factor
5. Tactics in simultaneous interpreting
5.1 Comprehension tactics
5.2 Preventive tactics
5.3 Reformulation tactics
6. 'Laws' in the selection of tactics in simultaneous interpreting
7. Tactics in consecutive interpreting, sight translation and simultaneous with text
8. Handling speaker errors
9. Coping tactics in translation
10. Teaching suggestions
11. What students need to remember
Language availability and its implications in conference interpreting (and translation)
1. Introduction
2. The students' command of their working languages
3. Language availability
3.1 Language production and availability
3.2 Language comprehension and availability
4. The Gravitational Model of language availability
4.1 Language constituents
4.2 The structure of the Gravitational Model of language availability
4.3 The dynamics of the Gravitational Model
4.4 Further assumptions about the dynamics of the Gravitational Model
4.4.1 The speed of availability changes
4.4.2 Active and passive availability
4.4.3 Oral and written availability
5. The Gravitational Model and conference interpreting
5.1 The interpreter's LC system
5.2 The interpreter's and translator's multilingualism
6. Directionality in interpreting and translation
7. Availability and speech production tactics
7.1 High-availability preferences
7.2 Translinguistic Equivalences
8. The Gravitational Model and language skills enhancement
8.1 The needs
8.2 Methods
9. Teaching suggestions
10. What students need to remember
Integrating more theory into training
1. Introduction: The advantages of a platform for introducing Translation theory to students
2. The IDRC framework: Interpretation, decisions, resources and constraints
2.1 Constraints and resources in Translation
2.2 Interpretation and decisions in Translation
2.1.1 Interpretation
2.1.2 Decisions
2.3 Structure of the IDRC framework
3. IDRC as a framework for the introduction of Translation theories
3.1 Viewing TS theories with IDRC
3.2 Translation theories viewed from the IDRC angle
3.2.1 The Translation's function and skopos theory
3.2.2 Prevailing norms and Toury's theory
3.2.3 Domestication vs. Foreignization and Lawrence Venuti
3.2.4 Cognitive issues and Interpretive Theory
3.2.5 Cognitive issues and Chernov's probabilistic prognosis theory
3.2.6 Cognitive issues, cognitive psychology, Relevance Theory and the Information Processing approach
3.2.7 Translation universals
4. Complementarity
5. Using IDRC in the classroom
5.1. The role of IDRC - a reminder
5.2 IDRC in the classroom
Glossary
Bibliography
Name index
Concept index
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