Atjaunināt sīkdatņu piekrišanu

Conference Interpreting A Complete Course [Mīkstie vāki]

4.67/5 (7 ratings by Goodreads)
,
  • Formāts: Paperback / softback, 470 pages, weight: 875 g
  • Sērija : Benjamins Translation Library 120
  • Izdošanas datums: 29-Jun-2016
  • Izdevniecība: John Benjamins Publishing Co
  • ISBN-10: 9027258627
  • ISBN-13: 9789027258625
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 49,42 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Conference Interpreting A Complete CoursePalielināt
  • Formāts: Paperback / softback, 470 pages, weight: 875 g
  • Sērija : Benjamins Translation Library 120
  • Izdošanas datums: 29-Jun-2016
  • Izdevniecība: John Benjamins Publishing Co
  • ISBN-10: 9027258627
  • ISBN-13: 9789027258625
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789027258625.html
Keywords:
The conference interpreting skillset full consecutive and simultaneous interpreting has long been in demand well beyond the multilateral intergovernmental organizations, notably in bilateral diplomacy, business, international tribunals and the media. This comprehensive coursebook sets out an updated step-by-step programme of training, designed to meet the increasingly challenging conditions of the 21st century, and adaptable by instructors with the appropriate specializations to cover all these different applications in contemporary practice. After an overview of the diverse world of interpreting and the prerequisites for this demanding course of training, successive chapters take students and teachers through initiation and the progressive acquisition of the techniques, knowledge and professionalism that make up this full skillset. For each stage in the training, detailed, carefully sequenced exercises and guidance on the cognitive challenges are provided, in a spirit of transparency between students and teachers on their respective roles in the learning process. For instructors, course designers and administrators, more detailed and extensive tips on pedagogy, curriculum design and management will be found in the companion Trainers Guide.
List of tables and figures
xvii
Abbreviations xix
General introduction xxi
Chapter 1 Introduction to the Complete Course
1(2)
Chapter 2 The interpreter's job
3(56)
2.1 Introduction
3(13)
2.1.1 Defining the task
4(2)
2.1.2 Interpreting vs. written translation
6(3)
2.1.3 Why is it called `interpreting'?
9(1)
2.1.4 How verbal communication works
10(1)
2.1.5 Mediated communication (with a change of language)
11(2)
2.1.6 Language: crucial but not sufficient
13(1)
2.1.7 The interpreter as mediator
14(1)
2.1.8 Mediation: neutral vs. affiliated roles
15(1)
2.2 Modes of interpreting
16(4)
2.2.1 Consecutive interpreting
16(1)
2.2.2 Simultaneous interpreting
17(1)
2.2.3 Sight translation
18(1)
2.2.4 Informal and makeshift arrangements
18(1)
2.2.4.1 Whispered interpreting (`chuchotage')
18(1)
2.2.4.2 `Bidule' interpreting
19(1)
2.2.5 Modes: mix and distribution
19(1)
2.3 Diversity in interpreting
20(22)
2.3.1 Domains and settings
21(1)
2.3.1.1 `Natural' and improvised interpreting
22(1)
2.3.1.2 Community-based and public service interpreting (PSI)
23(1)
2.3.1.3 Business and in-house interpreting
24(1)
2.3.1.4 Judicial, courtroom and legal interpreting
25(3)
2.3.1.5 Military and conflict interpreting
28(2)
2.3.1.6 Conference interpreting
30(2)
2.3.1.7 Diplomatic interpreting
32(1)
2.3.1.8 Broadcast and media interpreting
33(1)
2.3.1.9 Tele- or remote interpreting
34(3)
2.3.2 Sign(ed) language interpreting (SLI)
37(1)
2.3.2.1 Modality, mode, settings and role
38(1)
2.3.2.2 Professionalization and training
39(1)
2.3.3 Mediation in different modes and settings
40(1)
2.3.4 Diversity in interpreting: summary
41(1)
2.4 Common competencies: `LKSP'
42(2)
2.5 Skillsets and settings
44(5)
2.5.1 Common skills and specialization
45(1)
2.5.2 Hierarchical classifications
46(1)
2.5.3 Skillsets, settings and specialization -- some caveats
47(1)
2.5.4 Professionalism, personality and adaptability
48(1)
2.5.5 Modularity and skillset-specific training
48(1)
2.6 The interpreters language combination
49(4)
2.6.1 Language classification and combinations
49(3)
2.6.2 Getting there: from novice to journeyman
52(1)
2.7 Summary
53(6)
Further reading
54(2)
Appendix A International Association of Conference Interpreters (AIIC)
56(1)
Appendix B A staff interpreter's calendar
57(2)
Chapter 3 Prerequisites and admission
59(20)
3.1 Introduction
59(1)
3.1.1 Who can be a conference interpreter?
59(1)
3.1.2 The course: what to expect
59(1)
3.2 Selection criteria
60(7)
3.2.1 Language proficiency
61(1)
3.2.1.1 The A language(s)
61(2)
3.2.1.2 Comprehension of B and C languages
63(1)
3.2.1.3 Active B language: `Bcons' and `Bsim'
63(1)
3.2.2 Verbal intelligence and communicative skills
64(1)
3.2.3 General knowledge
65(1)
3.2.4 Personal qualities
66(1)
3.2.5 Additional pluses
67(1)
3.3 The admission test
67(2)
3.4 How to prepare
69(6)
3.4.1 Realistic self-assessment: is this for me?
69(1)
3.4.2 General advice and information to applicants
70(1)
3.4.3 How to prepare
71(2)
3.4.4 Personal study: some recommendations
73(1)
3.4.4.1 Understanding factors in comprehension difficulty
73(2)
3.4.4.2 Working with a partner
75(1)
3.5 Studying in the B-language country
75(2)
3.6 Summary
77(2)
Further reading
77(2)
Chapter 4 Initiation to interpreting
79(54)
4.1 Introduction
79(3)
4.2 From Active Listening to Discourse Modelling
82(21)
4.2.1 Active Listening
82(1)
4.2.1.1 Ways of listening
82(3)
4.2.1.2 Mobilizing relevant knowledge
85(1)
4.2.1.3 Empathy and the speaker's communicative intent
85(2)
4.2.1.4 Imagination
87(2)
4.2.2 Exercises for Active Listening
89(1)
4.2.2.1 Idiomatic Gist (B/C-into-A)
89(3)
4.2.2.2 Listening Cloze
92(2)
4.2.3 Discourse modelling and outlining
94(5)
4.2.4 Concision, compression, summary and gisting
99(2)
4.2.4.1 Compression exercise
101(1)
4.2.4.2 (Optional) resequencing exercise
102(1)
4.3 `Deverbalization' and interference-busting
103(4)
4.3.1 Deverbalization and the Theorie du sens
103(2)
4.3.2 Introduction to Sight Translation
105(2)
4.4 Short Consecutive without notes
107(4)
4.4.1 Materials and classroom procedure
107(1)
4.4.2 Dos and don'ts: ground rules of interpreting
108(1)
4.4.3 Role and mediation issues (impartiality and fidelity)
109(1)
4.4.3.1 Over-translation and under-translation
109(2)
4.4.3.2 The interpreter's role: basics
111(1)
4.5 Public Speaking and delivery skills
111(9)
4.5.1 Components of Public Speaking
113(1)
4.5.1.1 Delivery (ethos')
114(2)
4.5.1.2 Structure and signposting (`logos')
116(2)
4.5.1.3 Language, expression, rhetoric (`pathos')
118(2)
4.5.2 Public Speaking: summary
120(1)
4.6 Putting it all together: Listening, capturing and speaking
120(3)
4.6.1 Consecutive without notes: materials, procedure and feedback
120(2)
4.6.2 Initiation: objectives
122(1)
4.7 Self-directed learning: first steps
123(1)
4.7.1 Independent study and practice
123(1)
4.7.1.1 The art of oralising
124(1)
4.7.1.2 Group practice
124(1)
4.8 Bridging gaps: some theory for students
124(7)
4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering
124(1)
4.8.2 Interpreting as communication-plus': a model
125(1)
4.8.3 Linguistic interference
126(1)
4.8.4 Interpreting and transcoding: are `ready equivalents' useful?
127(1)
4.8.5 Knowledge: how much do we need to interpret?
128(3)
4.9 Summary
131(2)
Further reading
131(2)
Chapter 5 Consecutive interpreting
133(72)
5.1 Introduction
133(13)
5.1.1 History and specificity
133(2)
5.1.2 Long vs. short consecutive
135(2)
5.1.3 How does full consecutive (with notes) work?
137(7)
5.1.4 Overview: consecutive expertise in five stages
144(2)
5.2 Introduction to Note-Taking
146(1)
5.3 Note-Taking I: Cue-words and links
147(6)
5.3.1 Materials and classroom procedure
148(2)
5.3.2 How to note links
150(2)
5.3.3 Choosing the right cue-word: exercise
152(1)
5.4 Note-Taking II: The Standard Method
153(21)
5.4.1 Origins and key features
153(1)
5.4.2 Layout
153(5)
5.4.3 Information capture
158(1)
5.4.3.1 Simplification
159(2)
5.4.3.2 Abbreviation
161(6)
5.4.3.3 Symbols, sketches and combinations
167(4)
5.4.4 Note-Taking III: completing the toolkit
171(2)
5.4.5 Demonstration and practice
173(1)
5.5 Coordination
174(2)
5.5.1 Objectives, materials and focus
174(1)
5.5.2 Making choices in real time
174(1)
5.5.3 The method and the individual
175(1)
5.5.4 Group practice
175(1)
5.6 Experimentation
176(7)
5.6.1 Focus: adaptation and flexibility
176(1)
5.6.2 Materials and objectives
176(1)
5.6.3 Time and motion: varying the `Ear-Pen Span'
177(2)
5.6.4 Class organization and feedback
179(1)
5.6.5 Exercise: Real Consecutive
179(4)
5.6.6 Experimentation: summary
183(1)
5.7 Consolidation
183(3)
5.7.1 Focus, objectives and materials
184(1)
5.7.2 Coherence: leveraging the consecutive mode
185(1)
5.7.3 Precision
185(1)
5.8 Polishing and Advanced Consecutive
186(12)
5.8.1 Focus, objectives and materials
186(1)
5.8.2 Polishing the product
187(1)
5.8.3 Coping with pressure
188(1)
5.8.4 Optimizing communication
189(3)
5.8.4.1 Degrees and types of optimization
192(4)
5.8.4.2 Stronger forms of mediation
196(2)
5.9 Summary
198(7)
Further reading
198(1)
Appendix A The Rozan (1956) Method
199(1)
Appendix B Abbreviations and symbols
200(1)
Appendix C Guidelines for group practice
200(5)
Chapter 6 Sight Translation
205(14)
6.1 Introduction
205(1)
6.2 Steps to full Sight Translation
206(6)
6.2.1 Controlled Sight Translation
207(1)
6.2.2 Full Sight Translation
208(2)
6.2.3 Sight Translation into B and as preparation for SI
210(1)
6.2.4 Word order, context and `syntacrobatics'
211(1)
6.3 Pedagogical ST variations as preparation for SI (S2 and S3)
212(5)
6.3.1 Pre-segmented Sight Translation: chunking and joining
212(4)
6.3.2 Imposed starts and constructions
216(1)
6.3.3 `Consecutive from text'
216(1)
6.4 Summary
217(2)
Further reading
217(2)
Chapter 7 Language and knowledge enhancement
219(34)
7.1 Introduction and overview
219(1)
7.2 Language enhancement for interpreters: specificity and goals
220(5)
7.2.1 Specificity of LE for interpreting
220(2)
7.2.2 Goals of L(K)E for interpreting
222(2)
7.2.3 Independent study and practice
224(1)
7.3 Comprehension (B and C languages)
225(8)
7.3.1 Objectives
225(2)
7.3.2 Reading for language and knowledge enhancement
227(3)
7.3.3 Listening
230(3)
7.4 Production (A and B languages)
233(10)
7.4.1 Enriching the A language
234(1)
7.4.2 Strengthening the B language: exercises and activities
235(1)
7.4.2.1 Imitation and immersion
236(2)
7.4.2.2 Remedial linguistic polishing
238(2)
7.4.2.3 Deverbalization and interference-proofing
240(1)
7.4.2.4 Linguistic feedback on interpreting performance
241(1)
7.4.2.5 Written translation into B
242(1)
7.5 Lexical availability: managing words
243(10)
7.5.1 Building the `bilingual phrasebook'
243(2)
7.5.2 How to (re-)learn words
245(3)
7.5.3 Using advanced second-language learning textbooks or media
248(1)
Further reading
249(1)
Appendix A Flexibility exercises (English example)
249(4)
Chapter 8 Simultaneous interpreting (SI)
253(62)
8.1 Introduction
253(12)
8.1.1 The SI set-up
254(1)
8.1.2 The origins and history of SI
254(2)
8.1.3 How does SI work?
256(4)
8.1.4 SI training in five stages: An overview
260(5)
8.2 SI-Initiation: discovering SI
265(11)
8.2.1 Orientation
265(1)
8.2.1.1 Settling in: the booth, equipment and manners
265(1)
8.2.1.2 Orientation exercises
266(2)
8.2.2 Initiation `Strand A': easy SI on line
268(1)
8.2.3 Initiation `Strand B': controlled input (off-line)
269(1)
8.2.3.1 Drip-fed or Scrolled ST
270(1)
8.2.3.2 Chunk-by-chunk interpreting (oral input)
270(1)
8.2.3.3 Circle Game (Interpreters' `Consequences')
271(1)
8.2.4 Transition to real SI: Spoonfeeding
272(4)
8.3 Coordination and control
276(4)
8.3.1 Faster Spoonfeeding
276(1)
8.3.2 SI with Training Wheels (Consecutive first)
276(1)
8.3.3 `Simultaneous Consecutive'
277(1)
8.3.4 Take-off: real SI on fresh trainer speeches
277(1)
8.3.5 Coordination and control: summary
278(1)
8.3.6 Supervision and independent practice
279(1)
8.4 Experimentation (and personal style)
280(12)
8.4.1 Starting and staying free: open grammar
281(3)
8.4.2 Time, rhythm and lag
284(2)
8.4.3 Framing and filling: using placeholders
286(3)
8.4.4 Introduction to SI-text
289(1)
8.4.5 Practising with numbers
289(1)
8.4.6 Independent practice in SI
290(2)
8.5 Consolidation: from basic to confident SI
292(9)
8.5.1 Overview and objectives
292(2)
8.5.2 Knowledge and preparation
294(1)
8.5.3 International community-speak: talking the talk
295(3)
8.5.4 SI technique and `oral translation'
298(1)
8.5.5 SI-Text (continued)
299(1)
8.5.6 Consolidating the product
300(1)
8.5.7 Consolidation: summary
300(1)
8.6 Understanding SI: some theory
301(12)
8.6.1 `Multitasking' and expertise
301(2)
8.6.2 Lag (decalage, EVS)
303(3)
8.6.3 Word order -- a problem for SI?
306(2)
8.6.4 Anticipation
308(5)
8.7 Summary: learning to do SI
313(2)
Further reading
314(1)
Chapter 9 Reality and advanced tasks
315(42)
9.1 Introduction
315(3)
9.1.1 Preparing for reality
315(1)
9.1.2 User orientation
316(1)
9.1.3 Advanced tasks vs. hazards and impossible conditions
316(1)
9.1.4 Overview of the final semester
317(1)
9.2 Competence for the real world: complex but routine tasks
318(26)
9.2.1 Extending comprehension and knowledge
318(1)
9.2.2 User orientation
319(2)
9.2.3 Completing the skillset
321(1)
9.2.3.1 Consecutive and ST: hybrids and variations
321(2)
9.2.3.2 SI-text: speech delivered from a written text
323(9)
9.2.3.3 Relay interpreting: giving and taking
332(3)
9.2.4 Compression and abstracting
335(4)
9.2.5 Making life easier: preparation and teamwork
339(1)
9.2.5.1 Conference preparation
339(3)
9.2.5.2 Teamwork
342(1)
9.2.6 Simulation and reality
343(1)
9.3 Expertise and survival
344(6)
9.3.1 Crisis management and coping tactics
344(2)
9.3.2 What to do if you don't know (or are unsure)
346(2)
9.3.3 Explaining the problem: on-line disclaimers and transparency
348(1)
9.3.4 Survival: a matter of conditions and conscience
349(1)
9.4 Hazards and impossible conditions
350(4)
9.4.1 Multiple channels or `mixed-media' interpreting
351(2)
9.4.2 Screened-off: tele- and remote interpreting
353(1)
9.4.3 SI-text from an unknown language
353(1)
9.5 Summary
354(3)
Further reading
356(1)
Chapter 10 Professionalism and ethics
357(40)
10.1 Introduction
357(5)
10.1.1 From skills to professionalism
357(1)
10.1.2 Professionalization and professionalism
358(2)
10.1.2.1 Craft professionalism
360(1)
10.1.2.2 Moral and ethical professionalism
361(1)
10.1.2.3 Practical or `service' professionalism
361(1)
10.2 Working conditions and performance
362(11)
10.2.1 The interdependence of conditions and quality
362(1)
10.2.2 Working conditions in conference interpreting
363(5)
10.2.3 Client relations, education and expectations
368(1)
10.2.3.1 Guidance for event organizers, speakers and users
368(3)
10.2.3.2 Ideal conditions and reality: room for compromise?
371(1)
10.2.4 Professionalism: a virtuous circle
372(1)
10.3 Professional conduct, ethics and standards
373(11)
10.3.1 Introduction
373(1)
10.3.2 Universal and near-universal principles
374(1)
10.3.2.1 Confidentiality
375(1)
10.3.2.2 Competence
376(1)
10.3.2.3 Integrity
376(1)
10.3.3 Neutrality and the interpreter's role
377(1)
10.3.3.1 The shared or neutral interpreter
378(2)
10.3.3.2 The attached or affiliated interpreter
380(1)
10.3.3.3 Ambivalent and unstructured situations
381(1)
10.3.3.4 The interpreter's visibility
382(1)
10.3.4 Morality, conscience and individual preference
383(1)
10.4 Fidelity and optimization
384(3)
10.4.1 Fidelity
384(2)
10.4.2 Optimization vs. strong mediation
386(1)
10.5 Summary
387(10)
Further reading
388(1)
Appendix A Codes of conduct and ethics and professional standards
389(8)
Chapter 11 Introduction to professional practice
397(34)
11.1 Introduction
397(1)
11.2 Organization and practice of the profession
398(26)
11.2.1 Where does work come from?
398(1)
11.2.1.1 Consultant interpreters
399(1)
11.2.1.2 Colleagues
400(1)
11.2.1.3 Agencies
400(1)
11.2.1.4 Direct clients
401(1)
11.2.1.5 `Co-opetition': managing business relationships with collaborators-cum-competitors
402(1)
11.2.2 Inquiries, offers, contracts and schedule management
403(1)
11.2.2.1 Options, firm offers, contracts
403(3)
11.2.2.2 The contract: standard and special provisions
406(3)
11.2.2.3 Recording of interpretation and copyright provisions
409(1)
11.2.2.4 Accepting and refusing assignments: criteria
410(1)
11.2.2.5 When client requests conflict with quality
410(3)
11.2.3 Key interactions
413(1)
11.2.3.1 Interaction with meeting organizers
413(1)
11.2.3.2 Interaction with delegates
413(1)
11.2.3.3 Interaction with colleagues
413(5)
11.2.4 Freelancing as a business
418(1)
11.2.4.1 Marketing, networking, personal branding
419(1)
11.2.4.2 Setting fees
420(1)
11.2.4.3 Negotiating skills
421(1)
11.2.5 Joining a secretariat, group or agency
421(2)
11.2.6 Working for international organizations
423(1)
11.2.7 Career paths: freelance vs. staff or in-house interpreter
424(1)
11.3 Lifestyle and career: tips and recommendations
424(5)
11.3.1 Stress management, health and wellbeing
424(1)
11.3.1.1 Stress factors and health hazards
424(1)
11.3.1.2 Vicarious trauma
425(1)
11.3.1.3 Gender issues and harassment
426(1)
11.3.2 Developing a specialization
426(1)
11.3.3 Financial management
427(1)
11.3.4 Giving back to the profession
427(1)
11.3.5 Pro bono work
427(2)
11.4 Concluding remarks
429(2)
Further reading
429(2)
APPENDIX
The professional examination: tips for candidates
431(4)
References 435(16)
Name index 451(4)
CC-TG subject index 455