Remote Conference Interpreting Using ISDN Videotelephone: A Requirements Analysis and Feasibility Study

Böcker, Martin; Anderson, Donald G.

doi:10.1177/154193129303700305

Cited by 9 publications

(5 citation statements)

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“…2 What emerges from these studies is a tentative overall conclusion that even under extremely good technical conditions, conference interpreters who are not in the same location as the speakers experience more fatigue and stress and have a number of physiological and psychological complaints. While Böcker & Anderson (1993) and other earlier studies reported in Moser-Mercer (2005) and attributed such negative outcomes mainly to inferior technical conditions, Mouzourakis concludes that it has become clear that interpreter complaints were not only due to the inferior technological conditions, but also the result of a number of physiological (sore eyes, back and neck pain, headaches, nausea) and psychological complaints (loss of concentration and motivation, feeling of alienation) stemming from the remote interpreting conditions. These complaints resurfaced in subsequent experiments, conducted in a variety of technical conditions and by a number of multilingual organisations; it would thus be difficult to attribute them solely to a particular technical setup or even to the working conditions provided by a particular organisation.…”

Section: Introductionmentioning

confidence: 80%

“…In an early experiment of this type, carried out by the European Telecommunications Standards Institute (ETSI) in co-operation with AIIC in 1992, a conference situation was simulated by presenting pre-recorded video material (speeches, debates) to the participating interpreters via an ISDN connection (cf. Böcker & Anderson 1993). In a joint project of the International Telecommunication Union (ITU) and the École de Traduction et d'Interprétation at the University of Geneva (ETI) in 1999 the technical feasibility of remote conference interpreting and its impact on human factors such as stress and fatigue were compared with traditional conference interpreting in a controlled-experiment, also using ISDNbased VC technology for the remote interpreting part of the experiment (cf.…”

Section: Introductionmentioning

confidence: 99%

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Interpreting in small-group bilingual videoconferences

Braun

2007

INTP

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Section: Introductionmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Interpreting in small-group bilingual videoconferences

Braun

2007

INTP

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“…In interpreting studies, subjective methods can provide data on: (i) how interpreters allocate attention; (ii) problem-solving strategies used by interpreters; (iii) the effect of interpreting expertise; and (iv) general assessment of cognitive activities in interpreting (i.e., comprehension, translation, and production; Ivanova, 2000 ). In early studies of DI, subjective methods were used to investigate how transmission techniques are used by interpreters ( Böcker and Anderson, 1993 ; Mouzourakis, 1996 , 2006 ; Jones et al, 2003 ). Among them, Mouzourakis (2006) reviewed the large-scale DI experiments that were conducted at the United Nations and the European Union institutions in which the subjective data collected by questionnaire were used to indicate how the technical setup for sound and image transmission would impact interpreters’ perceptions of DI.…”

Section: Measurement Methodsmentioning

confidence: 99%

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

Zhu

Aryadoust²

2022

Front. Psychol.

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Distance Interpreting (DI) is a form of technology-mediated interpreting which has gained traction due to the high demand for multilingual conferences, live-streaming programs, and public service sectors. The current study synthesized the DI literature to build a framework that represents the construct and measurement of cognitive load in DI. Two major areas of research were identified, i.e., causal factors and methods of measuring cognitive load. A number of causal factors that can induce change in cognitive load in DI were identified and reviewed. These included factors derived from tasks (e.g., mode of presentation), environment (e.g., booth type), and interpreters (e.g., technology awareness). In addition, four methods for measuring cognitive load in DI were identified and surveyed: subjective methods, performance methods, analytical methods, and psycho-physiological methods. Together, the causal factors and measurement methods provide a multifarious approach to delineating and quantifying cognitive load in DI. This multidimensional framework can be applied as a tool for pedagogical design in interpreting programs at both the undergraduate and graduate levels. It can also provide implications for other fields of educational psychology and language learning and assessment.

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“…From the 1990s, a series of feasibility studies of video-mediated remote interpreting (in simultaneous mode) was organised by various institutions, including the European Telecommunications Standard Institute (ETSI) in 1993 (Böcker & Anderson 1993) Whilst the feasibility studies cited above involved comparisons of real-life or test performances in onsite and remote interpreting, a more recent study conducted by the Fraunhofer Institute for the Interpreting Service of the European Commission (SCIC) in 2010 aimed to define minimum standards for video and audio transmission in the context of remote simultaneous interpreting. This resulted in a comprehensive list of technological recommendations (Causo 2012).…”

Section: Ict-supported Interpretingmentioning

confidence: 99%

Translation, interpreting and new technologies

Carl¹,

Braun²

2017

The Routledge Handbook of Translation Studies and Linguistics

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The translation of written language, the translation of spoken language and interpreting have traditionally been separate fields of education and expertise, and the technologies that emulate and/or support those human activities have been developed and researched using different methodologies and by different groups of researchers. Although recent increase in synergy between these well-established fields has begun to blur the boundaries, this section will adhere to the three-fold distinction and begin by giving an overview of key concepts in relation to written-language translation and technology, including computer-assisted translation (CAT) and fully automatic machine translation (MT). This will be followed by an overview of spoken-language translation and technology, which will make a distinction between written translation products (speech-to-text translation, STT) and spoken translation products (speech-to-speech translation, SST). The key concepts of information and communications technology (ICT) supported interpreting, which is currently separate from the technological developments in written-and spoken-language translation, will be outlined in a third section and a fourth will provide an overview of current usages of translation and interpreting technologies. INTRODUCTION/DEFINITIONSThe translation of written language, the translation of spoken language, and interpreting have traditionally been separate fields of education and expertise, and the technologies that emulate and/or support those human activities have been developed and researched with different methodologies and by different groups of researchers. A recent increase in synergy effects between these well-established fields has begun to blur the boundaries. However, this section will adhere to the three-fold distinction and begin by giving an overview of key concepts in relation to written-language translation and technology, including computer assisted translation (CAT) and fully automatic machine translation (MT) in section 1.1. This will be followed by an overview of spoken-language translation and technology in section 2.2, where a distinction will be made according to whether the translation product is in a written form (speech-to-text translation, STT) or in a spoken form (speech-to-speech translation, SST). The key concepts of ICT-supported interpreting, which is currently separate from the technological developments in written-and spoken-language translation, will be outlined in section 1.3, followed by an overview of current usages of translation and interpreting technologies in section 1.4. Written-language translation and technologyThere is a great range of MT systems, based on different philosophies and computer algorithms, with different advantages and disadvantages, but a feature they all share is that they are normally used as fully automatic devices, translating a source text into a target language without human intervention. In contrast to this, human translation, or for short simply translation, is an exclusively human activit...

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Remote Conference Interpreting Using ISDN Videotelephone: A Requirements Analysis and Feasibility Study

Cited by 9 publications

References 0 publications

Interpreting in small-group bilingual videoconferences

Interpreting in small-group bilingual videoconferences

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

Translation, interpreting and new technologies

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