Dane szczegółowe książki

Foreword by Daniel Gile 10
Preface by the Editors 12
Interpreter Training and Interpreting Studies - Which is the Chicken and which is the Egg? 18
1. Early Interpreting and Interpreter Schools: On-the-job Training 18
2. Practice and Theory: Training and Reflection 21
3. Extra- and Interdisciplinarity: Approaches to Explaining Interpreting 25
4. Interpreting Studies: A Foundation for Training 26
5. Conference Interpreter Training: Trends and Adjustments 30
6. Theory and Practice: the Future of the Profession 33
References 36
Aptitude 47
1. Introduction 47
2. What is Aptitude? 48
3. Aptitude Model for Interpreting 49
3.1 Simultaneous Interpreting 50
3.2 Consecutive Interpreting 50
4. Aptitude Testing 52
4.1 Aptitude model for interpreting 52
4.2 Suggestions for aptitude tests 58
4.2.1 Cloze 58
4.2.2 Paraphrasing (Test in a Booth) 58
4.2.3 SynCloze (Test in a booth) 58
4.2.4 Cue-based impromptu speech 58
4.2.5 Cognitive Shadowing (Test in a booth) 59
4.2.6 Personalized cloze (Test in the booth) 59
5. Conclusion 60
References 61
The Sense and Senselessness of Preparatory Exercises for Simultaneous Interpreting 67
1. Introduction 67
2. Dual-Task Training 67
3. Shadowing 69
4. Cloze 74
5. Fairy Tales 76
6. Summary 77
References 80
Speeches 82
Capacity Management in Interpretation: Efforts, Directionality, and Language Pair Considerations 84
1. Introduction 84
2. Capacity Allocation in the Interpreting Process: Daniel Gile's Effort Models 85
3. Shifts in Capacity Allocation: Directionality and Language Pairs 89
3.1 Directionality-Related Considerations 90
3.2 Language Pair-Specific Considerations 95
4. Capacity Allocation in the Class Room: Teaching Suggestions 98
4.1 Linguistic Expertise 99
4.2 Extra-Linguistic Knowledge 101
4.3 Presentation 102
4.4 Analysis 103
4.5 Note-Taking 107
4.6 Memory 108
5. Final Thoughts 110
References 111
Easy? Medium? Hard? The Importance of Text Selection in Interpreter Training 114
1. Introduction 114
2. The Process of Understanding 115
3. The Text in Interpreter Training 117
3.1 Difficulty Parameters Internal to the Text 118
3.1.1 Topic and Structure 118
3.1.2 Speech Acts and Levels of Redundancy 119
3.1.3 Cohesion 120
3.1.4 Numbers/Proper Nouns 121
3.1.5 Expressive Effects (Quotes/Latin idioms/Humour) 121
3.1.6 Cultural Specificity 122
3.2 Presentation-Based Difficulty Parameters 124
3.2.1 Visual aids 124
3.2.2 Para- and Nonverbal Properties 125
3.2.3 Speaking Velocity and Preformulation 125
3.2.4 Accent/Dialect 126
3.2.5 Speaking Style 127
3.2.6 Errors 128
4. Final Conclusions 129
References 132
Anticipation, Segmentation ... Stalling? How to Teach Interpreting Strategies 139
1. Introduction 139
2. Interpreting Strategies: Strategy Identification and Functional Relationships 140
2.1 Preparation and Macro-Strategies 141
2.2 Micro-Strategies 142
2.3 Strategies: Interplay and Interdependencies 151
3. Didactic Adaptation of the Strategies 154
4. Concluding Remarks 156
References 157
Speeches 159
The Theory and Practice of Teaching Note-Taking 161
1. Introduction 161
2. The Note-Taking Debate in the Interpreting Studies Community 161
3. Core Elements of Note-taking Systems 167
3.1 . Dig Deeper: Noting the Sense Behind the Words 167
3.2 Listen First, Note Later: Noting Only the Minimum 167
3.3 Mix and Match: Noting a Mixture of Symbols, Abbreviations, and Full Words 168
3.4 Keep it Sweet and Simple: Noting Unambiguously and Efficiently 169
3.5 Structure Determines Content: Noting Vertically, Diagonally Or Circular 169
3.6 Pick a Language, any Language: Noting in Whatever Language is Most Efficient 170
3.7 Unburden your Memory: Noting Names, Figures, and Lists 172
3.8 Chronology and Décalage: Noting the Right Item at the Right Time 172
4. The Pragmatics of Teaching Note-Taking: Suggestions for a Syllabus 173
5. Conclusion 181
References 183
Implementing Digital Pen Technology in the Consecutive Interpreting Classroom 189
1. Introduction 189
2. Consecutive Interpreting and Note-Taking Training 190
3. Digital Pen Technology 191
3.1 Description of the Livescribe Smartpen 191
3.2 Use in Institutions and in the Profession 193
4. Pedagogical Applications of Digital Pen Technology for Consecutive Interpreting 194
4.1 Class activity 196
5. Implementing the Digital Tool in a Training Institution: a Comparative Case Study Monash University - Mainz/Germersheim University 197
5.1 Responses from students 198
5.2 Responses From Educators 205
5.2.1 Questionnaire 207
5.3 Discussion 218
6. Digital Pen Technology and Interpreting in a Hybrid Mode 219
7. Conclusion 221
Note 223
References 224
How to Back The Students - Quality, Assessment & Feedback 228
1. Introduction 228
2. Quality in Interpreting 229
3. Assessing a Performance 231
3.1 Evaluation Sheets for Interpreting Practice 232
3.2 Evaluation Sheets for Examinations 234
3.3 Evaluation Sheets for Training 236
4. Feedback 241
4.1 The Key to Good Feedback: Clear Tasks 241
4.2 The Motivational Function of Feedback 243
4.3 How to Provide Good Feedback 244
References 247
Professionalisation: A Systematic Didactic Approach 250
1. Introduction 250
1.1 Background 251
1.2 The Missing Link 253
1.3 The Professionalisation Course 255
2. Section I: Knowing Your Markets 256
3. Section II: Serving Your Markets 257
3.1 Freelance Interpreters 258
3.1.1 Choosing one's Professional Domicile 258
3.1.2 How to Become Established as a Conference Interpreter 258
3.1.3 USP - Unique Selling Proposition 258
3.1.4 What to Charge for Your Services? 260
3.1.5 Market Presence 261
3.1.6 Insurance and Fiscal Regulations 262
3.1.7 Making One's Own Business Plan 262
3.1.8 Communicating With Your Clients 263
3.1.8.1 The Prerequisites 263
3.1.8.2 Initial Contact 264
3.1.8.3 The Quote/Tender 264
3.1.8.4 Contracting 265
3.1.9 The interpreting event 266
3.1.9.1 Preparation 266
3.1.9.2 Performing the job 266
3.1.9.3 Debriefing and invoicing 266
3.2 Staff interpreters 267
3.2.1 Identifying Potential Employers 267
3.2.2 Applying for Employment 268
4. Section III: Business Etiquette or How to Behave in the Market 269
5. Conclusion 270
References 271
(Self-)Study in Interpreting: Plea for a Third Pillar 275
1. Introduction 275
2. Self-Study in Interpreting: Benefits and Pitfalls 275
3. CAIT: Technology-Assisted Self-Study Options 279
4. Survey Results: Self-Study Habits and E-Learning Expectations 281
5. MOPSI: Moodle Online Platform for Self-Study in Interpreting 282
6. Final thoughts 287
References 288