Conference Interpreting – A Trainer’s Guide

Setton, Robin; Dawrant, Andrew

doi:10.1075/btl.121

Cited by 92 publications

(60 citation statements)

References 196 publications

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“…It has been used in aptitude tests for candidates to conference interpreting programmes (Moser, 1983;Russo & Salvador, 2004). It is also applicable as an exercise in introductory and more advanced interpreter training courses (Bartłomiejczyk, 2015;Gillies, 2001;Setton & Dawrant, 2016). Professional interpreters use it as an interpreting strategy (Liontou, 2012) or a reformulation tactic (Gile, 2009) for example to help the interpreter express the source text meaning when lacking the proper term, to express an idea more succinctly or to interpret idioms (Chmiel, 2015;Tzou, Vaid, & Chen, 2016).…”

Section: Paraphrasingmentioning

confidence: 99%

Paraphrasing in respeaking – comparing linguistic competence of interpreters, translators and bilinguals

et al. 2017

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+48 22 5526033 Paraphrasing in respeakingcomparing linguistic competence of interpreters, translators and bilingualsRespeaking is a method of producing subtitling for live events and TV programmes.Respeakers repeat speakers' utterances so that they may be changed by speech recognition software into subtitles for the deaf and hard of hearing. Respeakers need to paraphrase the text so that it conforms with temporal and spatial constraints of subtitling. Due to the similarities between respeaking, interpreting and translation, we tested interpreters, translators and bilingual controls on a paraphrasing task to see if interpreters or translators would manifest any advantage thanks to experience.Following a respeaking training, the participants were asked to paraphrase sentences with semantic redundancies, oral discourse markers and false starts in a simultaneous and delayed condition. Contrary to our predictions, we found that experience did not modulate paraphrasing quality or speed in general, but interpreters did outperform other groups when eliminating semantic redundancies, which were also the most difficult reformulations to tackle for all participants. The data suggest that while interpreters and translators are not better predisposed to become respeakers than regular bilinguals, at least as regards the paraphrasing performance, certain aspects of the interpreting experience (the need to express meaning concisely within time constraints) may offer slight advantage in producing well-formed respoken subtitles.

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Section: Paraphrasingmentioning

confidence: 99%

Paraphrasing in respeaking – comparing linguistic competence of interpreters, translators and bilinguals

et al. 2017

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“…In any field of interpreter training based on skill development through various forms of interpreting exercises, the provision of effective feedback plays a central role (Kwark & Hong 2012;Lim 2014;Setton & Dawrant 2016). Feedback in the course of interpreter training can take many forms, but is basically teacher-generated, peer-generated or self-generated.…”

Section: Introductionmentioning

confidence: 99%

Feedback on feedback: Guiding student interpreter performance

Lee

2018

Trans-Int

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Feedback is an essential part of all types of teaching and learning and interpreter training is no exception. This paper examines the theoretical and practical aspects of the feedback that student interpreters receive and give according to a questionnaire-based online survey of fifty-eight students enrolled at a conference interpreter training programme in Seoul. The results indicate that the participants generally appreciate the feedback generated by teachers and peer interaction. However, they value and trust teacher feedback far more than peer feedback, considering it more comprehensive, authoritative and hence most effective. The data analysis also reveals that students seek teacher attention and support relating to both academic and emotional needs. The findings indicate that teachers need to facilitate students' learning through feedback, and that feedback is a complex task which requires further scholarly attention.

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“…The sentences were then recorded by an American native speaker; the speed of delivery was 98 words per minute which is considered easy to comprehend and interpret (Setton & Dawrant 2016;Seeber 2017b).…”

Section: Agentless Passive Structurementioning

confidence: 99%

The eye or the ear?

Chmiel

Janikowski

Cieślewicz

2020

INTP

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In the current study we set out to investigate source language interference in the visual modality (in sight translation – ST) and in the auditory modality (in simultaneous interpreting – SI). We probed interpretations of cognates, interlingual homographs and passive structures in single sentence contexts as performed from English to Polish by 47 advanced interpreting trainees. We also analysed temporal measures: ear-voice span (in SI) or eye-voice span (in ST) as well as total translation time. The results showed a higher level of interference in ST in the case of homographs and a mixed pattern of results for the remaining measures. We also obtained interesting task-independent results, namely an 80% rate of global passive retention testifying to a high level of syntactic priming in both modes of interpreting. We discuss these results in the context of different types of interference occurring in interpreting and conclude that there might be a similar global level of interference in the two tasks, however with differing underlying patterns. This is the first study to date to directly compare interference levels between ST and SI in such controlled conditions. Our results contribute to the understanding of complex linguistic processes occurring across modalities in interpreting tasks.

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Conference Interpreting – A Trainer’s Guide

Cited by 92 publications

References 196 publications

Paraphrasing in respeaking – comparing linguistic competence of interpreters, translators and bilinguals

Paraphrasing in respeaking – comparing linguistic competence of interpreters, translators and bilinguals

Feedback on feedback: Guiding student interpreter performance

The eye or the ear?

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