Prolonged turns in interpreting

Moser-Mercer, Barbara; Künzli, Alexander; Korac, Marina

doi:10.1075/intp.3.1.03mos

Cited by 158 publications

(36 citation statements)

References 8 publications

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“…The ability to manage stress or anxiety 2 is an important predictor of interpretation competence (Alexieva 1997;Coughlin 1988;Moser-Mercer, Kunzli, et al 1998) and an essential element for successful interpretation performance (Cooper, Davis, et al 1982;Gile 1995;Herbert 1952;Keiser 1977;Klonowicz 1991Klonowicz , 1994Moser-Merser 2003;Roland 1982;Seleskovitch 1978). In fact, the ability to control anxiety was one of the primary criteria for selecting interpreters at the Nuremberg Trials, the symbolic birthplace of simultaneous interpretation (Gaiba 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moser-Mercer, Kunzli et al (1998) defined anxiety as one of the three stress emotions (i.e., anxiety, depression, and aggressiveness), and employed a questionnaire, which "presented the subjects with prototypical stressful situation-sequences" (Moser-Mercer, Kunzli et al 1998: 57), to measure five conference interpreters' psychological stress (while using cortisol levels to assess their physiological stress). Results showed that the participants' psycho-physiological stress increased in the first 30 minutes, but decreased after more than 30 minutes, while interpretation quality deteriorated dramatically during the second 30 minutes.…”

Section: Literature Reviewmentioning

confidence: 99%

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Foreign Language Anxiety in Taiwanese Student Interpreters

Chiang

2009

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Although anxiety has been found to be a key variable in both interpretation performance and second language (L2) acquisition, there has been virtually no dialogue between these two fields. In order to bridge this gap, this study investigated Taiwanese undergraduate student interpreters’ foreign language (FL) anxiety using Horwitz, Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale. Results showed that (1) Taiwanese student interpreters did have FL anxiety despite the language facility expected from them; (2) the scope of their FL anxiety was slightly less prevalent than regular Asian L2 learners, as widespread as American L2 learners, and more far-reaching than European L2 learners; and (3) the level of their FL anxiety was slightly less severe than in most of the university students from several cultural groups with various L2s, except for American college students of Arabic and Russian. Implications for pedagogy and future research are suggested.Bien que le rôle déterminant de l’anxiété ait été démontré autant en situation d’interpération que dans le cadre de l’acquisition d’une langue seconde (L2), pratiquement aucun dialogue n’a été établi entre ces deux domaines. Afin de combler ce vide, la présente étude analyse l’anxiété liée à l’usage d’une langue étrangère (LE) chez des étudiants en interprétariat de Taïwan au cours de leurs premières années universitaires. La mesure de l’anxiété est fondée sur l’échelle d’anxiété en classe de langue étrangère mise au point par Horwitz, Horwitz et al. (1986). Les résultats ont révélé : a) que malgré leur aptitude pour les langues, qui était attendue, ces étudiants éprouvaient une anxiété liée à l’usage d’une LE ; b) que la prévalence de cette anxiété était lègèrement moins importante que chez des apprenants asiatiques en L2, aussi importante que chez des apprenants américains en L2 et beaucoup plus importante que chez les apprenants européens en L2 ; c) que leur anxiété était légèrement moins intense que chez la plupart des étudiants d’appartenances culturelles diverses, toutes langues cibles confondues, à l’exception des étudiants américains de l’arabe et du russe. Enfin, la présente étude discute des implications pédagogiques de ces résultats et propose des orientations de recherches futures

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Foreign Language Anxiety in Taiwanese Student Interpreters

Chiang

2009

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“…Researchers have long been interested in the role of anxiety or stress in interpretation performance because it has the potential to interfere with the task of interpretation (Alexieva 1997;Cooper, Davis et al 1982;Coughlin 1988;Gile 1995;Herbert 1952;Keiser 1977;Klonowicz 1991Klonowicz , 1994Moser-Mercer, Künzli et al 1998;Moser-Mercer 2003;Roland 1982;Seleskovitch 1978). Although anxiety is one of the most widely discussed affective variables in the literature on interpretation, there has been no consensus on its definition and measurement.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

Chiang

2010

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Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

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“…Seguindo a mesma perspectiva de Barik (1975), Napier (2004) em sua pesquisa, que trata especificamente sobre as omissões, faz um apanhado mais amplo de estudos que olham para as omissões com destaque para os trabalhos de Altman (1989), Cokely (1992), Moser-Mercer et al (1998), Russell (2002 e destaca o estudo de Kopczynski (1980), que divide a categoria de omissões, proposta por Barik (1975), em omissões obrigatórias e opcionais, sendo que as omissões obrigatórias acontecem pela diferença de estrutura linguística entre a LF e a LA, porém não é apresentada a definição das omissões opcionais.…”

Section: Visão Tradicionalunclassified

Omissões na interpretação simultânea

Barbosa¹

2015

Cad. de Trad.

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Resumo: Este artigo tem o objetivo de explorar pesquisas que tiveram como objeto de estudo as omissões na Interpretação Simultânea (IS), tanto nas Línguas Orais (LO) quanto nas Línguas Sinalizadas (LS), apresentando quais os conhecimentos existentes sobre este fenômeno que é intrínseco ao trabalho do intérprete profissional, contribuindo para as discussões sobre o assunto na área dos Estudos da Interpretação (EI) no Brasil e ainda oferecendo conhecimento para a formação destes profissionais. Palavras-chave: Estudos da Interpretação. Interpretação Simultânea. Omissões. OMISSION IN SIMULTANEOUS INTERPRETINGAbstract: The aim of this article is to explore researches which the main purpose is to study the existant omissions between the Interpretation given at the same time during some presentation in oral language (OL) and sign language (SL), showing this relevant phenomenon, intrinsic to the work of a professional interpreter, that contributes for the discussions on the subject in the area of the Interpretation Study (IS) in Brazil and still offering knowledge for the formation of these professional.

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Prolonged turns in interpreting

Cited by 158 publications

References 8 publications

Foreign Language Anxiety in Taiwanese Student Interpreters

Foreign Language Anxiety in Taiwanese Student Interpreters

Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

Omissões na interpretação simultânea

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