The application of SLA research to interpreting

Williams, Sarah

doi:10.1080/0907676x.1994.9961219

Cited by 11 publications

(4 citation statements)

References 5 publications

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“…Proper use of language-specific cues is often a function of the interpreter' s directionality, that is, whether the source language is the interpreter's first, second, or third language (Williams, 1994;Mägiste, 1979;Fishman, 1980). We predict that the greater the interpreter' s proficiency in the source language, the greater the likelihood of his/her suppressing the inappropriate homonym.…”

Section: Homophones and Pseudo-homophonesmentioning

confidence: 99%

The proposed role of suppression in simultaneous interpretation

Gernsbacher

Shlesinger

1997

INTP

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In this paper we suggest that the cognitive mechanism of suppression attenuates interference in many language comprehension phenomena, and is particularly crucial when comprehension must share processing capacity with other cognitive tasks, as is manifestly the case in simultaneous interpreting. During lexical access, the mechanism of suppression attenuates the interference caused by the activation of other lexical information, such as the inappropriate meanings of homonyms. During anaphoric reference, the mechanism of suppression attenuates the interference caused by the activation of other potential referents. In this way, the referent to which the anaphor does refer becomes the most activated concept. During syntactic parsing, the mechanism of suppression attenuates the interference caused by a previous syntactic form. During metaphor comprehension, the mechanism of suppression attenuates the interference caused by a literal interpretation. During inferencing, the mechanism of suppression attenuates the interference caused by an initial but inappropriate inference. We propose therefore that suppression -a general, cognitive mechanism that attenuates interference -plays a crucial role in language comprehension and simultaneous interpretation.

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Section: Homophones and Pseudo-homophonesmentioning

confidence: 99%

The proposed role of suppression in simultaneous interpretation

Gernsbacher

Shlesinger

1997

INTP

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“…Research on bilingualism, in general, and on second-language acquisition, in particular, is apt to enhance our understanding of directionality (seeming differences between L2-into-Ll and Ll-into-L2 interpreting (e.g., Williams 1994;Galli 1990: 69;S. Lambert 1989: 14;Gass 1987: 343;Voss 1984: 83-113)), of interlanguage and interference (e.g., Gile 1995: 195), of inferential processes (e.g., Haastrup 1991), and of the relative effectiveness of alternative pedagogies (e.g., S. Lambert 1991; Kurz 1989Kurz , 1992Viezzi 1989Viezzi , 1990Schweda Nicholson 1990).…”

Section: The Didactic Paradigm(s)mentioning

confidence: 99%

Stranger in Paradigm

Shlesinger

1995

Target

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In the absence of a paradigm or some candidate for paradigm, all of the facts that could possibly pertain to the development of a given science are likely to seem equally relevant. (Kuhn 2 1970: 15) Abstract: Simultaneous interpreting holds rich potential for research whose results may shed light not only on the workings of this composite skill itself but also on other areas of study, including language processing, second language acquisition, mediated linguistic interaction, textlinguistics and translation theory. As more and more interpreters are university trained, the interest in less intuitive, more rigorous studies is bound to grow. This article explores potential interdisciplinary paradigms, the premise being that they will gradually evolve towards meeting the specific requirements of interpretation as an object of study.Résumé: L'interprétation simultanée représente un riche gisement pour une recherche dont les résultats sont susceptibles d'éclairer non seulement les mécanismes sous-tendant ce savoir-faire complexe, mais aussi d'autres domaines d'études, notamment le traitement langagier, l'acquisition des langues secondes, l'interaction verbale avec intermédiaire, la linguistique du texte et la théorie de la traduction. A mesure que le nombre d'interprètes formés dans le supérieur s'accroîtra, l'on s'intéressera davantage à des travaux moins intuitifs, plus rigoureux. Le présent article explore des paradigmes interdisciplinaires potentiels dans l'idée d'une évolution de ceux-ci vers une forme adaptée aux besoins spécifiques de l'interprétation comme objet de recherche.

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“…Although interpreting studies are to an extent interdisciplinary, "interpreter educators have often resisted contacts with the fields of foreign language teaching and Second Language Acquisition (SLA)" (Zannirato, 2008, p. 20). Most professional interpreters have one mother tongue and have subsequently acquired their knowledge of a second/third language (Williams, 1994). It is surprising that so little is known about how the active professional use of a foreign language is affected by the effects of anxiety (Blumenthal et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Language Labs and Translation Booths: Simultaneous Interpretation as a Learner Task

Yagi¹

2000

Language, Culture and Curriculum

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This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees' academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale , the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data.Students' t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender arnaiz-castro and perez-luzardo: anxiety and academic self-concept 58 difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.

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The application of SLA research to interpreting

Cited by 11 publications

References 5 publications

The proposed role of suppression in simultaneous interpretation

The proposed role of suppression in simultaneous interpretation

Stranger in Paradigm

Language Labs and Translation Booths: Simultaneous Interpretation as a Learner Task

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