Electronic catalog

DDC 418/.02

    100 Years of Conference Interpreting : : A Legacy / / edited by Kilian G. Seeber. - Newcastle upon Tyne : : Cambridge Scholars Publishing,, ©2021. - 1 online resource. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/32F720A0-6278-4302-B4F1-ADFDA7BF437C. - ISBN 1527568784 (electronic book). - ISBN 9781527568785 (electronic bk.)
Description based on online resource; title from digital title page (viewed on April 30, 2021).
Параллельные издания: Print version: :

100 Years of Conference Interpreting : [Электронный ресурс] : A Legacy / / edited by Kilian G. Seeber., ©2021. - 1 online resource с.

DDC 418/.02071
S 50
Setton, Robin,.
    Conference interpreting : : a complete course / / Robin Setton ; Andrew Dawrant. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2016]. - 1 online resource. - (Benjamins Translation Library ; ; v.120). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/40EBB9D0-F85A-4F8B-960E-6EDCC9C3D3BF. - ISBN 9789027267573 (pdf). - ISBN 902726757X (pdf)
Print version record and CIP data provided by publisher.
Параллельные издания: Print version: : Setton, Robin. Conference interpreting. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]. - ISBN 9789027258618
    Содержание:
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.

Setton, Robin,. Conference interpreting : [Электронный ресурс] : a complete course / / Robin Setton ; Andrew Dawrant., [2016]. - 1 online resource. с. (Введено оглавление)

DDC 418/.02071
S 50
Setton, Robin,.
    Conference interpreting : : a trainer's guide / / Robin Setton ; Andrew Dawrant. - Amsterdam ; ; Philadelphia : : John Benjamins Publishing Company,, [2016]. - 1 online resource. - (Benjamins Translation Library ; ; v.121). - Includes bibliographical references and index. - URL: https://library.dvfu.ru/lib/document/SK_ELIB/65AB26F0-016A-453C-8E15-3B5B0D8E9397. - ISBN 9789027267566 (pdf). - ISBN 9027267561 (pdf)
Print version record and CIP data provided by publisher.
Параллельные издания: Print version: : Setton, Robin. Conference interpreting. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]. - ISBN 9789027258632
    Содержание:
Intro -- 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.

Setton, Robin,. Conference interpreting : [Электронный ресурс] : a trainer's guide / / Robin Setton ; Andrew Dawrant., [2016]. - 1 online resource. с. (Введено оглавление)