Conference Interpreting - A Complete Course

Name: Conference Interpreting - A Complete Course | A Complete Course
Brand: John Benjamins Publishing Company
Price: 123.99 EUR
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A Complete Course

Robin Setton Andrew Dawrant(Author)

John Benjamins Publishing Company

1st Edition

Published on 15. February 2016

XXV, 448 pages

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978-90-272-6757-3 (ISBN)

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Intro
Conference Interpreting A Complete Course
Editorial page
Title page
LCC data
Authors' bios
Table of contents
List of tables and figures
Abbreviations
General introduction
Training interpreters: tradition and innovation
Progression and incremental realism
Full realism: going the last mile
'Bi-active' SI
Teaching professionalism
Acknowledgements
1. Introduction to the Complete Course
2. The interpreter's job
2.1 Introduction
2.1.1 Defining the task
2.1.2 Interpreting vs. written translation
2.1.3 Why is it called 'interpreting'?
2.1.4 How verbal communication works
2.1.5 Mediated communication (with a change of language)
2.1.6 Language: crucial but not sufficient
2.1.7 The interpreter as mediator
2.1.8 Mediation: neutral vs. affiliated roles
2.2 Modes of interpreting
2.2.1 Consecutive interpreting
2.2.2 Simultaneous interpreting
2.2.3 Sight translation
2.2.4 Informal and makeshift arrangements
2.2.4.1 Whispered interpretation ('chuchotage')
2.2.4.2 'Bidule' interpreting
2.2.5 Modes: mix and distribution
2.3 Diversity in interpreting
2.3.1 Domains and settings
2.3.1.1 'Natural' and improvized interpreting
2.3.1.2 Community-based and public-service
2.3.1.3 Business and in-house interpreting
2.3.1.4 Judicial, courtroom and legal interpreting
2.3.1.5 Military and conflict interpreting
2.3.1.6 Conference interpreting
2.3.1.7 Diplomatic interpreting
2.3.1.8 Broadcast and media interpreting
2.3.1.9 Tele- or remote interpreting
2.3.2 Sign(ed) language interpreting (SLI)
2.3.2.1 Modality, mode, settings and role
2.3.2.2 Professionalization and training
2.3.3 Mediation in different modes and settings
2.3.4 Diversity in interpreting: summary
2.4 Common competencies: 'LKSP'
2.5 Skillsets and settings
2.5.1 Common skills and specialization
2.5.2 Hierarchical classifications
2.5.3 Skillsets, settings and specialization - some caveats
2.5.4 Professionalism, personality and adaptability
2.5.5 Modularity and skillset-specific training
2.6 The interpreter's language combination
2.6.1 Language classification and combinations
2.6.2 Getting there: from novice to journeyman
2.7 Summary
Further reading
Appendix A
Appendix B
3. Prerequisites and admission
3.1 Introduction
3.1.1 Who can be a conference interpreter?
3.1.2 The course: what to expect
3.2 Selection criteria
3.2.1 Language proficiency
3.2.1.1 The A language(s)
3.2.1.2 Comprehension of B and C languages
3.2.1.3 Active B language: 'Bcons' and 'Bsim'
3.2.2 Verbal intelligence and communicative skills
3.2.3 General knowledge
3.2.4 Personal qualities
3.2.5 Additional pluses
3.3 The admission test
3.4 How to prepare
3.4.1 Realistic self-assessment: is this for me?
3.4.2 General advice and information to applicants
3.4.3 How to prepare
3.4.4 Personal study: some recommendations
3.4.4.1 Understanding factors in comprehension difficulty
3.4.4.2 Working with a partner
3.5 Studying in the B-language country
3.6 Summary
Further reading
4. Initiation to interpreting
4.1 Introduction
4.2 From Active Listening to Discourse Modelling
4.2.1 Active Listening
4.2.1.1 Ways of listening
4.2.1.2 Mobilizing relevant knowledge
4.2.1.3 Empathy and the speaker's communicative intent
4.2.1.4 Imagination
4.2.2 Exercises for Active Listening
4.2.2.1 Idiomatic Gist (B/C-into-A)
4.2.2.2 Listening Cloze
4.2.3 Discourse modelling and outlining
Discourse outlining
Discourse outlining: procedure
4.2.4 Concision, compression, summary and gisting
4.2.4.1 Compression exercise
4.2.4.2 (Optional) resequencing exercise
4.3 'Deverbalization' and interference-busting
4.3.1 Deverbalization and the Théorie du sens
4.3.2 Introduction to Sight Translation
4.4 Short Consecutive without notes
4.4.1 Materials and classroom procedure
4.4.2 Dos and don'ts: ground rules of interpreting
4.4.3 Role and mediation issues (impartiality and fidelity)
4.4.3.1 Over-translation and under-translation
4.4.3.2 The interpreter's role: basics
4.5 Public Speaking and delivery skills
4.5.1 Components of Public Speaking
4.5.1.1 Delivery ('ethos')
4.5.1.2 Structure and signposting ('logos')
4.5.1.3 Language, expression, rhetoric ('pathos')
4.5.2 Public Speaking: summary
4.6 Putting it all together: listening, capturing and speaking
4.6.1 Consecutive without notes: materials, procedure and feedback
4.6.2 Initiation: objectives
4.7 Self-directed learning: first steps
4.7.1 Independent study and practice
4.7.1.1 The art of oralising
4.7.1.2 Group practice
4.8 Bridging gaps: some theory for students
4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering
4.8.2 Interpreting as 'communication-plus': a model
4.8.3 Linguistic interference
4.8.4 Interpreting and transcoding: are 'ready equivalents' useful?
4.8.5 Knowledge: how much do we need to interpret?
Specialized and technical knowledge and interpreting
4.9 Summary
Further reading
5. Consecutive interpreting
5.1 Introduction
5.1.1 History and specificity
5.1.2 Long vs. short consecutive
5.1.3 How does full consecutive (with notes) work?
Consecutive interpreting: a simple model
5.1.4 Overview: consecutive expertise in five stages
5.2 Introduction to Note-Taking (S1 weeks 5/6-9)
5.3 Note-taking I: Cue-words and links
5.3.1 Materials and classroom procedure
5.3.2 How to note links
5.3.3 Choosing the right cue-word: exercise
5.4 Note-taking II: the standard method
5.4.1 Origins and key features
5.4.2 Layout
Exercise: 'Slow notes'
5.4.3 Information capture
5.4.3.1 Simplification
5.4.3.2 Abbreviation
5.4.3.3 Symbols, sketches and combinations
5.4.4 Note-taking III: completing the toolkit
5.4.5 Demonstration and practice
5.5 Coordination (mid-S1)
5.5.1 Objectives, materials and focus
5.5.2 Making choices in real time
5.5.3 The method and the individual
5.5.4 Group practice
5.6 Experimentation (late S1, early S2)
5.6.1 Focus: adaptation and flexibility
5.6.2 Materials and objectives
5.6.3 Time and motion: varying the 'Ear-Pen Span'
5.6.4 Class organization and feedback
5.6.5 Exercise: Real Consecutive (end of Semester 1)
5.6.6 Experimentation: summary
5.7 Consolidation (mid-S2 onwards)
5.7.1 Focus, objectives and materials
5.7.2 Coherence: leveraging the consecutive mode
5.7.3 Precision
5.8 Polishing and Advanced Consecutive (Year 2, S3-S4)
5.8.1 Focus, objectives and materials
5.8.2 Polishing the product
5.8.3 Coping with pressure
5.8.4 Optimizing communication
5.8.4.1 Degrees and types of optimization
5.8.4.2 Stronger forms of mediation
5.9 Summary
Further reading
Appendix A
Appendix B
Appendix C
6. Sight translation
6.1 Introduction
6.2 Steps to full Sight Translation
6.2.1 Controlled Sight Translation
6.2.2 Full Sight Translation
6.2.3 Sight Translation into B and as preparation for SI
6.2.4 Word order, context and 'syntacrobatics'
6.3 Pedagogical ST variations as preparation for SI (S2 and S3)
6.3.1 Pre-segmented Sight Translation: chunking and joining
6.3.2 Imposed starts and constructions
6.3.3 'Consecutive from text'
6.4 Summary
Further reading
7. Language and knowledge enhancement
7.1 Introduction and overview
7.2 Language enhancement for interpreters: specificity and goals
7.2.1 Specificity of LE for interpreting
7.2.2 Goals of L(K)E for interpreting
7.2.3 Independent study and practice
7.3 Comprehension (B and C languages)
7.3.1 Objectives
7.3.2 Reading for language and knowledge enhancement
7.3.3 Listening
7.4 Production (A and B languages)
7.4.1 Enriching the A language
7.4.2 Strengthening the B language: exercises and activities
7.4.2.1 Imitation and immersion
7.4.2.2 Remedial linguistic polishing
7.4.2.3 Deverbalization and interference-proofing
7.4.2.4 Linguistic feedback on interpreting performance
7.4.2.5 Written translation into B
7.5 Lexical availability: managing words
7.5.1 Building the 'bilingual phrasebook'
7.5.2 How to (re-)learn words
7.5.3 Using advanced second-language learning textbooks or media
Further reading
Appendix A
8. Simultaneous interpreting (SI)
8.1 Introduction
8.1.1 The SI set-up
8.1.2 The origins and history of SI
8.1.3 How does SI work?
8.1.4 SI training in five stages: An overview
8.2 SI-Initiation: discovering SI
8.2.1 Orientation
8.2.1.1 Settling in: the booth, equipment and manners
8.2.2 Initiation 'Strand A': easy SI on line
8.2.3 Initiation 'Strand B': controlled input (off-line)
8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2])
8.2.3.2 Chunk-by-chunk interpreting (oral input)
8.2.3.3 Circle Game (Interpreters' 'Consequences')
8.2.4 Transition to real SI: Spoonfeeding
8.3 Coordination and control (around 3-5 weeks)
8.3.1 Faster Spoonfeeding
8.3.2 SI with Training Wheels (Consecutive first)
8.3.3 'Simultaneous Consecutive'
8.3.4 Take-off: real SI on fresh trainer speeches
8.3.5 Coordination and control: summary
8.3.6 Supervision and independent practice
8.4 Experimentation (and personal style)
8.4.1 Starting and staying free: open grammar
8.4.2 Time, rhythm and lag
8.4.3 Framing and filling: using placeholders
8.4.4 Introduction to SI-text
8.4.5 Practising with numbers
8.4.6 Independent practice in SI
8.5 Consolidation: from basic to confident SI
8.5.1 Overview and objectives
8.5.2 Knowledge and preparation
8.5.3 International community-speak: talking the talk
8.5.4 SI technique and 'oral translation'
8.5.5 SI-Text (continued)
8.5.6 Consolidating the product
8.5.7 Consolidation: summary
8.6 Understanding SI: some theory
8.6.1 'Multitasking' and expertise
8.6.2 Lag (décalage, EVS)
8.6.3 Word-order - a problem for SI?
8.6.4 Anticipation
8.7 Summary: learning to do SI
Further reading
9. Reality and advanced tasks
9.1 Introduction
9.1.1 Preparing for reality
9.1.2 User orientation
9.1.3 Advanced 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 User orientation
9.2.3 Completing the skillset
9.2.3.1 Consecutive and ST: hybrids and variations
9.2.3.2 SI-text: speech delivered from a written text
9.2.3.3 Relay interpreting: giving and taking
9.2.4 Compression and abstracting
9.2.5 Making life easier: preparation and teamwork
9.2.5.1 Conference preparation (Semesters 3 and 4)
9.2.5.2 Teamwork
9.2.6 Simulation and reality
9.3 Expertise and survival
9.3.1 Crisis management and coping tactics
9.3.2 What to do if you don't know (or are unsure)
9.3.3 Explaining the problem: on-line disclaimers and transparency
9.3.4 Survival: a matter of conditions and conscience
9.4 Hazards and impossible conditions
9.4.1 Multiple channels or 'mixed-media' interpreting
9.4.2 Screened-off: tele- and remote interpreting
9.4.3 SI-text from an unknown language (with the help of a translation)
9.5 Summary
Further reading
10. Professionalism and ethics
10.1 Introduction
10.1.1 From skills to professionalism
10.1.2 Professionalization and professionalism
10.1.2.1 Craft professionalism
10.1.2.2 Moral and ethical professionalism
10.1.2.3 Practical or 'service' professionalism
10.2 Working conditions and performance
10.2.1 The interdependence of conditions and quality
10.2.2 Working conditions in conference interpreting
10.2.3 Client relations, education and expectations
10.2.3.1 Guidance for event organizers, speakers and users
10.2.3.2 Ideal conditions and reality: room for compromise?
10.2.4 Professionalism: a virtuous circle
10.3 Professional conduct, ethics and standards
10.3.1 Introduction
10.3.2 Universal and near-universal principles
10.3.2.1 Confidentiality
10.3.2.2 Competence
10.3.2.3 Integrity
10.3.3 Neutrality and the interpreter's role
10.3.3.1 The shared or neutral interpreter
10.3.3.2 The attached or affiliated interpreter
10.3.3.3 Ambivalent and unstructured situations
10.3.3.4 The interpreter's visibility
10.3.4 Morality, conscience and individual preference
10.4 Fidelity and optimization
10.4.1 Fidelity
10.4.2 Optimization vs. 'strong mediation'
10.5 Summary
Further reading
Appendix A
11. Introduction to professional practice
11.1 Introduction
11.2 Organization and practice of the profession
11.2.1 Where does work come from?
11.2.1.1 Consultant interpreters
11.2.1.2 Colleagues
11.2.1.3 Agencies
11.2.1.4 Direct clients
11.2.1.5 'Co-opetition': managing business relationships with collaborators-cum-competitors
11.2.2 Inquiries, offers, contracts and schedule management
11.2.2.1 Options, firm offers, contracts
11.2.2.2 The contract: standard and special provisions
11.2.2.3 Recording of interpretation and copyright provisions
11.2.2.4 Accepting and refusing assignments: criteria
11.2.2.5 When client requests conflict with quality
11.2.3 Key interactions
11.2.3.1 Interaction with meeting organizers
11.2.3.2 Interaction with delegates
11.2.3.3 Interaction with colleagues
11.2.4 Freelancing as a business
11.2.4.1 Marketing, networking, personal branding (CVs, social media etc.)
11.2.4.2 Setting fees
11.2.4.3 Negotiating skills
11.2.5 Joining a secretariat, group or agency
11.2.6 Working for international organizations
11.2.7 Career paths: freelance vs. staff or in-house interpreter
11.3 Lifestyle and career: tips and recommendations
11.3.1 Stress management, health and wellbeing
11.3.1.1 Stress factors and health hazards
11.3.1.2 Vicarious trauma
11.3.1.3 Gender issues and harassment
11.3.2 Developing a specialization
11.3.3 Financial management
11.3.4 Giving back to the profession
11.3.5 Pro bono work
11.4 Concluding remarks
Further reading
Appendix
References
Name index
CC-TG subject index

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Conference Interpreting - A Complete Course

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