THE CIRIN BULLETIN
Conference
Interpreting Research
Information Network
An independent network for the
dissemination of information on
conference interpreting
research (CIR)
__________________________________________________________________
BULLETIN n°33
December 2006
Editor: Daniel Gile
Contributors to
this issue:
Elena
Alikina (EA), Dörte Andres (DA), Magdalena Bartłomiejczyk
(MB) Ivana Čeňková (IC), Hande Ersöz (HE), Francine
Kaufmann (FK), Luigi Lucarelli (LL), Franz Pöchhacker (FP), Alessandra Riccardi
(AR)
Editorial address:
D. Gile, 46, rue d'Alembert, 92190 Meudon, France
tel/fax +33 1 45 34 83 84
e-mail: daniel.gile@laposte.net
Web site: http://www.cirinandgile.com
This Bulletin aims at contributing to the
dissemination of information on conference interpreting research (CIR) and at
providing useful information to members of the CIR community worldwide. It is
intended to achieve maximum coverage of research into this sub-field of
interpreting, and only occasionally refers to research and publications in
other sub-fields. The Bulletin is published twice a year, in December
and June. For further information and electronic or paper copies of early
issues (the last issue is available on the Web site at any time), please
contact D. Gile.
Note: the
mini-abstracts are followed by the initials of the contributors who sent in the
information, but the text may also be written or adapted from the original text
by D.Gile, who takes responsibility for the comments and for potential errors
introduced by him.
* *
*
This 33rd issue of the CIRIN Bulletin
is relatively rich, and my thanks go to the nine colleagues listed above as
contributors. Without them, much less could be offered to readers, since the
budget of CIRIN is limited to its editor’s personal investment in IT equipment
and in a subscription to Internet, and there is virtually nothing on conference
interpreting in the library of my university. I am lucky to receive a few books
and journals as a member of editorial teams and as an author, and this helps
gather some information, but the contribution of colleagues is invaluable,
especially when they send in not only references, but also abstracts. Some
colleagues are reluctant to send CIRIN information about their own writings,
perhaps out of modesty, but I believe this would serve the community, as this site
is accessible worldwide without charge and the increasing number of visitors from
many countries suggests that researchers working on interpreting are
interested, whereas most university libraries have little literature on
interpreting.
Perhaps
it is appropriate to recall at this point that monthly lists of recent
literature in TS, including public service interpreting, are offered in the
Recent Publications Page of the site of the European Society for Translation
Studies (www.est-translationstudies.org).
Such reviews are offered on the same basis as those provided here, but whereas
CIRIN tries to be as comprehensive as possible and may perhaps offer a representative
picture of research into conference interpreting, literature lists in the EST
site make no such claim about TS literature. The EST site also offers a set of
very short texts on research issues which might be of interest to beginning researchers
(and perhaps advanced researchers as well) into conference interpreting (click
on ‘Research Issues’).
This
issue’s harvest is made up of 104 items, including 21 masters’ theses and 2
doctoral dissertations. Twelve of these ‘qualifying texts’ (52%) report
empirical research, whereas the total number of empirical studies in this issue
is 24 (about 23% of the total number of items). This is another indication of
the important role of the students’ contribution to the body of empirical
research into conference interpreting. Twenty five items come from China,
partly through a collective volume. Fifteen come from Russia, where again
collective volumes seem to be the most popular form of publication. Note the
list of theses from Germersheim contributed by Dörte Andres, including several
on the history of interpreting; much potentially valuable work in the form of
graduation and master’s theses is probably still unknown to the community
because it is archived in university libraries.
Finally,
I should like to draw the attention of readers to the work done by Russo, Bendalozzi
and Sandrelli (see the Articles section). I was fortunate enough to visit Forlí
a few weeks ago and to feel the positive and dynamic atmosphere there – readers
will recall the numerous bibliographical items from Forlí listed on the CIRIN
Bulletin over the past few years. The work on EPIC is one example where
heavy investment in work (preparing the recordings for analysis was labour-intensive)
results in a corpus of respectable size which can then be used for multiple
studies.
Wishing
all readers a Happy New Year,
Daniel
Gile
Alikina,
Elena. 2006.
Teaching consecutive with simulation (in Russian) In T. Serowa
(ed.) Theory and practice of translation and interpreter training. 66-73.
Alikina, Elena. 2006. Didactic
problems when assessing consecutive interpreting quality (in
Russian). In T. Serowa (ed.) The translation industry and information supply
in international business activities. 131-135.
* This paper looks at the issue of quality in
consecutive interpreting and its assessment in student performance, focusing on
translation errors. (EA)
Avkhachjova, Irina. 2006.
Self-study as an element of interpreter training courses. (in Russian) In T.
Serowa (ed.) Theory and practice of translation and interpreter training.
61-65.
*
Students’self-study proves to be critical when it comes to teaching any course.
As regards mastering practical skills – translation skills, in particular – the
role of self-study can hardly be overestimated. However, to make full use of
its potential, both the teacher’s and the students’ activities should comply
with a number of principles and conditions. On the one hand, trainees ought not
to be formal and superficial when practicing and acquiring skills on their own;
intellectual activity is a must. On the other hand, selecting and adapting
materials to particular training purposes, formulating precise and clear-cut
instructions for students, relevant forms and methods of evaluation and
feedback are the trainers’ responsibilities. Also, self-study can greatly
contribute to developing the linguistic and methodological competence of
interpreter trainees and their ability to develop professionally in the future.
(EA)
Avkhachjova,
Irina. 2006. Determinants and Constituents of the
Interpreter’s Decisions. (in Russian). In T. Serowa (ed.) The translation
industry and information supply in international business activities.
189-194.
* The
article deals with the factors which determine the decisions taken by an
interpreter with the view to using particular strategies and tactics in the
course of interpreting. These essential constituents of translation process are
analyzed against various situational parameters typical of the work of an interpreter.(EA)
Baigorri
Jalón, Jesús. 2003. Guerras, extremos, intérpretes. In Muñoz
Martín, Ricardo (ed). I AIETI. Actas del I Congreso de la Asociación Ibérica
de Estudios de Traducción e Interpretación. Granada: AIETI, vol.II.
159-176.
Baigorri
Jalón, Jesús. 2005. Michaelis, un intérprete de conferencias
alemán entre las dos guerras mundiales. Puentes
5.57-65.
* An
interesting historical case study, that of Georges Michaelis, a German academic
in the field of language, literature, history and philosophy with a remarkable
talent for languages who became an outstanding conference interpreter between
the two World Wars and was sacked by German authorities later because he was
Jewish. Baigorri Jalón uses this case study to illustrate some of the features
of this early period of the conference interpreting profession.
Baigorri Jalón, Jesús. 2006. Anecdotage of an interpreter: Olivia Rossetti
Agresti (1875-1960). Pliegos de Yuste 4:1. 83-90. online at: www.pliegosdeyuste.com
* The biography of one early interpreter.
Bao, Xiaoying. 2006. The Achievement of Fidelity in Interpretation – The Application of
Memory Psychology in Interpretation. (in Chinese). In Chai & Zhang.
401-411.
Bartłomiejczyk, Magdalena. 2006.
Historia tłumaczenia konferencyjnego [History of Conference
Interpreting] Stosunki Międzynarodowe 40/41, 18-20.
Abstract: The
article briefly presents the history of conference interpreting with a special
emphasis on the period after World War I (League of Nations, golden time of
consecutive interpreting, beginnings of simultaneous interpreting) and after
World War II (Nuremberg trials, creation of UNO, rising importance of
simultaneous interpreting). (BM)
Bartłomiejczyk, Magdalena. 2006.
Lexical Transfer in Simultaneous Interpreting. Forum 4:2. 1-23.
Abstract: After
explaining the notion of lexical transfer, the article describes two
experimental studies focusing on simultaneous interpreting between English and
Polish. The first compares the frequency of non-automated transfer and transfer
resistance between B-A and A-B interpreting on the basis of retrospective
verbal protocols obtained from 36 trainee interpreters having Polish as their A
language. The other, based on interpretations of 19 trainees, explores transfer
in A-B interpreting by means of product analysis. The results suggest that, in
opposition to popular beliefs, in the language combination under investigation
lexical transfer does not seem to be markedly stronger when working into a
foreign language, nor does it have a particularly detrimental influence on the
quality of interpreting into B. (BM)
Bartłomiejczyk, Magdalena.
2006. Strategies of Simultaneous Interpreting and Directionality. Interpreting
8:2. 149-174.
Abstract: This
article describes an experimental study on strategies of simultaneous
interpreting used by 36 advanced students working in two directions: from
English (B) into Polish (A) and the reverse. The material analyzed comprises
retrospective remarks provided by the subjects, prompted by listening to the
source texts and their interpretations directly after the interpreting task.
Twenty-one interpreting strategies were identified; a detailed classification
and examples of relevant protocol fragments are presented. The results suggest
that strategic processing differs considerably when interpreting into Polish
(A) and into English (B), which can be attributed mainly to directionality but,
in some cases, also to language-pair specificity. Some of the differences run
counter to the initial hypotheses, and possible explanations for this are
discussed.
Bin, Yan. 2006. The Four Key
Elements of Professional Interpretation Training Program – A Comparative Study
of Three Professional Training Programs. (in Chinese). In Chai & Zhang
265-279.
Chai, Mingjiong & Zhang, Ailing. 2006. Developing Expertise in Interpreting. (in
Chinese). In Chai & Zhang. 178-191.
Chmiel, Agnieszka. 2005. Mental
imagery in interpreting - a neurocognitive perspective. POLISSEMA Revista de
Letras do ISCAP 5: 23-37.
* The paper discusses mental imagery as an important
part of information processing performed during interpreting. Mental imagery is
examined to see if visual processing used to remember the source text or to
facilitate its understanding helps to 'off-load' other cognitive (mainly
linguistic) resources in interpreting. The discussion is based on a
neurocognitively-oriented descriptivist model by Kosslyn (1994). The overview
of mental imagery processes and systems is followed by the discussion of
imagery used in interpreting. First, imagery development in student
interpreters is described on the basis of a note-taking course for would-be
consecutive interpreters organized by the author at AMU. The initial part of
the course devoted to imagery involves visualizations of geographical,
descriptive and narrative texts. The description abounds in authentic examples
and presents conclusions for interpreting trainers. Later, imagery as employed
by professional interpreters is discussed on the basis of a qualitative survey.
General implications of the use of mental imagery for cognitive processing
limitations in interpreting are presented in the concluding section.(MB)
Chmiel, Agnieszka. 2006. A
Skill-Based Approach to Conference Interpreting. Translation Ireland: New
Vistas in Translator and Interpreter Training 17: 47-64.
* The skill-based approach to conference interpreting
is based on the assumption that interpreting is a complex cognitive phenomenon
that requires extensive attentional resources. The task itself is feasible
thanks to various memory systems specialized in different types of tasks. It is
subserved by working memory and long-term memory systems, such as declarative
(semantic and episodic) and procedural memory. The application of an approach
based on cognitive science and memory studies has specific ramifications for
trainers of interpreting. This paper first focuses on presenting conference
interpreting as a skill (from a cognitive perspective). The use of cognitive
resources in skill performance is later discussed. A lot of attention is paid
to skill development and the acquisition of the conference interpreting skill.
The cognitive approach helps to evaluate some commonly used training
techniques. Finally, interpreter training is put in the Polish context, with an
emphasis on such issues as directionality of interpreting in Poland, English
used as a lingua franca in a conference setting, Euro-Polish and English-based
corporate languages. (BM)
Doğan, Aymil. 2006.
Interpreting: in the Making of a Rainbow of Interdisciplinary Studies. In
Sündüz Öztürk Kasar (ed). Interdisciplinarity on Translation.
Istanbul: İsis. 221-231.
* The author underlines the importance of
interdisciplinarity in interpreting studies. She dwells on the paradigms of
contemporary interpreting scholars and explains several circumstances under
which interpreting research in Turkey is carried out.
(HE)
Donovan,
Clare. 2006.
Conference Interpreter Training – Constraints and Responses. Forum 4:1.
1-22.
* A
general discussion of factors that make it difficult for conference interpreter
training programs to be as close to ideal as they would like to, and of action
to achieve the best results under the circumstances. The author has a solid,
pragmatic attitude, and makes a couple of important points that deserve to be
made again and again. One is that when users are exposed to shoddy service,
they lose faith in interpreting per se rather than assume that they were
unlucky at a particular time; another is that interpreting instructors who are
not active tend to lose contact with the market ; yet another is that more and
more users of interpreting have some knowledge of other languages and will use
interpreting only if it really provides them with a bonus ; finally, the idea
that training has a role to play in shaping quality and market expectations,
not just meeting existing expectations.
Donovan,
Clare. 2006. Training’s contribution to Professional
Interpreting. In Chai & Zhang. 72-85.
Ersöz Demirdağ, Hande. 2005.
Ardıl çeviri eğitiminde deneysel bir yaklaşım: Hata
çözümlemesi. (An
experimental approach to consecutive interpreting education: Error analysis) 1.
Symposium national sur l’enseignement du français langue étrangère. Université
de Gazi, Ankara: Global Ajans. 53-57.
* This study presents some linguistic difficulties
encountered by students in consecutive interpretation. It is based on the performances
of 28 students who interpreted 5 speeches from French into Turkish, by focusing
specially on proper names and numbers. (HE)
Ersöz,
Hande.2006. La
véhiculation des éléments culturels dans les langues éloignées en
interprétation de conférence. In Sündüz Öztürk Kasar (ed), Interdisciplinarity
on Translation, Istanbul: İsis, 261-267.
Feldweg, Erich. 2004. Über
Umwege in die Dolmetschwissenschaft. In Pöckl,W. (ed). Übersetzungswissenschaft.
Dolmetschwissenschaft. Wege in eine neue Disziplin. Wien: Edition Praesens.
65-71.
Feng,
Jianzhong. 2006. Professional Interpreting Standards:
International Norms and Developments in China. (In Chinese). In Chai &
Zhang. 98-111.
Filonova, Natalia. 2006. Teaching non-verbal means
of communication of foreign culture as a component of
professional training of translators and interpreters.
In T. Serowa (ed.) Theory and practice of
translation and the interpreter training. 124-128.
* The author shows the importance of the non-verbal
component of oral communication which includes paralinguistic, extra-linguistic,
proximal and kinetic signs, communicatively relevant understatement + and
facial expression of the participants of bilingual communication; the author
also underlines the importance of correct interpretation of foreign culture
non-verbal signs semantics, of the knowledge of meaningful differences of the
most commonly used similar means of non-verbal communication in the native and
foreign tongues and of teaching future interpreters the whole of the arsenal of
non-verbal means of communication for the purpose of successful performance of
their professional duties.(EA)
Gao, Bin.
2006. Communication Model Approach in Consecutive Interpreting Training. (in
Chinese). In Chai & Zhang. 382-392.
Gile,
Daniel. 2006. Fostering Professionalism in New Conference
Interpreting Markets: Reflections on the Role of Training. In Chai & Zhang. 15-35.
Gile,
Daniel. 2006.
L’interdisciplinarité en traductologie : une optique scientométrique. In
Sündüz Öztürk Kasar (ed), Interdisciplinarity on Translation. Istanbul:
İsis. 23-37.
* An analysis of interdisciplinarity as it appears
through citations in 76 papers from two collective EST proceedings volumes.
Import interdisciplinarity is shown to be strong, with references mostly from
linguistics and literary studies, and mostly from cognitive psychology in
papers about interpreting. There were also citations from translation research
in interpreting papers, but not from interpreting research in translation
papers, which suggests a clear trend towards import interdisciplinarity with
T&I in the translation→interpreting direction. The relative frequency
with which the most frequently cited authors are cited is also investigated and
discussed. When classifying citations according to their nature (citation of
results, of methodology, of opinion setc.), it was also found that the number
of citations associated with empirical studies was very low, suggesting that
the results of empirical studies may have a low impact on authors in the field.
Gumul, Ewa. 2005. EVS:
czynnik czasu w tłumaczeniu symultanicznym [EVS: the Factor of Time in
Simultaneous Interpreting]. In: J. Arabski, E. Borkowska and A. Łyda
(eds.) Czas w języku i kulturze. Katowice:
Para. 176-183.
Abstract:
The paper presents to the Polish readership the wealth of existing research on
the phenomenon of ear voice span. The discussion centers around various factors
affecting the length of EVS, such as language combination, source text
features, idiosyncratic interpreters’ preferences, as well as the employment of
various strategies. The paper also reports on another study conducted by the
author in this field (Gumul 2006) examining the correlation between the
presence of formal cohesive markers in the surface structure of the text and
the length of the ear-voice span in English-Polish SI. (BM)
Gumul,
Ewa. 2006. Explicitation in Simultaneous
Interpreting: a strategy or a by-product of language mediation? Across
Languages and Cultures. A Multidisciplinary Journal for Translation and
Interpreting Studies 7:2.171-190. Budapest: Akadémiai Kiadó.
Abstract: The
paper focuses on the phenomenon of explicitation in simultaneous interpreting.
In an attempt to provide an answer for one of the most contentious issues in
the translation & interpreting studies community, this study aims at
investigating the causes triggering shifts leading to greater explicitness of
the target texts. The scope of the analysed explicitating shifts encompasses
all linguistic strata, ranging from syntax and lexis to pragmatics. The
analysis of both product and process data (retrospective remarks) indicates
that the vast majority of explicitating shifts in simultaneous interpreting are
not attributable to the interpreters’ conscious strategic behaviour. (BM)
Gumul,
Ewa. 2006. Conjunctive Cohesion and the Length of
Ear-Voice Span in Simultaneous Interpreting. A case of interpreting students. Linguistica
Silesiana 27. K. Polański (ed.) Kraków:
Universitas. 93-103.
Abstract: The
paper aims to examine the correlation between the presence of formal cohesive
markers in the surface structure of the text and the length of ear-voice span
in simultaneous interpreting outputs.
The types of cohesive devices analysed in the study are various types of
conjunction: additive conjunction, adversative conjunction, causal conjunction,
temporal conjunction, continuatives and emphatic conjunction. The model of classification
of cohesive ties adopted in this study is that of Halliday and Hasan (1976),
used previously by Shlesinger (1995) in her study of cohesion in simultaneous
interpreting. The analysis of conjunctive cohesive ties rendition was performed
using the criteria of Interpreting Constraints partly set in the framework of
Information-processing Theory and relying heavily on Gile’s Effort Models.
(BM)
Gumul, Ewa. 2006. (De)Metaforyzacja
gramatyczna tekstu w tłumaczeniu symultanicznym [Grammatical (De)metaforisation
of the Text in Simultaneous Interpreting] . In M. Kita (ed.) Żonglowanie
słowami. Językowy potencjał i manifestacje tekstowe.
Katowice: Wydawnictwo WSZMIJO. 161-176.
Abstract:
This paper focuses on the notion of grammatical
metaphor in English-Polish simultaneous interpreting, investigating shifts both
into nominal and verbal constructions as well as the reasons and effects of
such modifications. (BM)
Guo,
Daizong. 2006. Elegant, Fast-Track Chinese-English SI
Teaching. (in Chinese). In Chai & Zhang. 280-296.
Guo,
Jiading. 2006. A Speech at the
International Interpreting Conference 2004 & Fifth National Conference on
Interpreting Practice, Pedagogy, and Research. In Chai
& Zhang. 132-142.
* A
former Chinese ambassador and long-time interpreter (34 years of experience as
a translator and interpreter in a career of 53 years with the Chinese ministry
of Foreign Affairs speaks about his experience. One interesting point for
Westerners in his paper is his emphasis on political awareness and of political
connotations of words and idioms in the world of Chinese interpreting for the
ministry of foreign affaires.
Kaufmann, Francine.
2005. Contribution à l’histoire de l’interprétation consécutive :
le Metourguemane dans les synagogues de l’Antiquité., in « Le
prisme de l’histoire », Georges Bastin éd., Meta 50 :3. 972-986.
* An
interesting discussion of religious interpreting in early history of Judaism,
Kovalenko, Marina. 2006.
Lexikalische Hörverstehenfähigkeiten im Dolmetschen des Monologs. (in
Russian). In T. Serowa (ed.) The translation industry and information supply
in international business activities. 149-155.
* Das wichtigste Einflußfeld beim Hörverstehen des
monologischen Textes ist die lexikalischen Mittel, mit deren Hilfe den Inhalt
und die Idee des Textes wiedergegeben werden. In diesem Zusammenhang ist die
Entwicklung von Hörfähigkeiten, die mit dem Hören und Verstehen der
lexikalischen Mittel verbunden sind, und zwar Schlüsselwörter,
logisch-semantische Beziehungen der lexikalischen Einheiten, Wortverbindungen,
die Denotate wiederspiegeln, sind wichtig Die genannten Fähigkeiten sind beim
Hörverstehentraining von großer Bedeutung, weil sie ein aktiven mentalen
Hörverstehenprozess ermöglichen.(EA) – About listening proficiency, with a
focus on lexical units.
Lavrenovich, Mikhail. 2006.
Practical aspects of making arrangements with simultaneous interpreting (in
Russian). In T. Serowa (ed.) The translation industry and the information
supply in international business activities. 257-260.
* The article deals with burning aspects in making
international arrangements with simultaneous interpreting at the present day.
The author imparts his personal experience in reference to effective holding of
conferences, seminars, round tables etc. Among them there are calculate schemes
about necessary number of interpreters; useful recommendations concerning
expedient selection of a room, relevant technical means, an activity program
and translation work principles in this article.(EA)
Lei, Ning.
2006. Interpretation Service in the Ministry of Foreign Affairs. In
Chai & Zhang. 155-165.
* An
overview of the work and composition of the Translation and Interpretation
Department in the Chinese Ministry of Foreign Affairs.
Li, Cheng.
2006. Differences of Quality Assessment Criteria
Between Simultaneous Interpreting and Consecutive Interpreting. In Chai &
Zhang. 412-436.
*
An interesting, intriguing idea: in view of differences in cognitive pressure
patterns between simultaneous and consecutive, quality assessment criteria for
the two modes should be different. Using the Effort Models, the author analyzes
quality components in which one of the two modes can be expected to lead to
better performance. Underlying this analysis, an interesting idea which
deserves more reflection on the part of the research community is that judging
quality in relative terms may be more realistic and productive than judging it
against a standard model in which each quality component is weighted similarly
in all modes and all circumstances. Readers interested in this approach may
want to look at a related analysis of the respective vulnerabilities of
simultaneous versus consecutive in Gile (2001): Consecutive
vs. Simultaneous: which is more accurate? Tsuuyakukenkyuu - Interpretation
Studies 1:1. 8-20.
Lindquist, Peter & Cynthia (Miguélez) Giambruno.
2006. The MRC approach: corpus-based techniques applied to interpreter
performance analysis and instruction. Forum
4:1.103-138.
Lu, Liudi
& Chen, Xiang. 2006. On Interpretation Training by Means of “Star
Variations”. (in Chinese). In Chai & Zhang. 297-310.
Lucarelli, Luigi. 2006. Conference Preparation: What it is
and how it could be taught. Conference Interpretation and Translation
8:1. 3-26
* Abstract:
This paper examines conference preparation (CP) as a skill
which veteran interpreters learn and perfect over time. It sets CP in the
context of processing models and expertise studies, and identifies the
centrality of acquiring knowledge on both subject matter and meeting
context and dynamics. Components of CP are identified and discussed. A proposal
for a short course on CP is outlined and illustrated in the framework of a
simulated session based on an actual conference. While a flexible structure is
suggested to make the course adaptable to different curricular and student
needs, core ideas are discussed on how CP skills can be introduced to students
to facilitate their transition to the world of work.
Mackintosh,
Jennifer. 2006. Professionalization: Conference Interpreting –
a new profession. In Chai & Zhang. 2-14.
Martin, Anne.
2002. La interpretación en el ámbito científico-técnico. En Alcina, E. & S. Gomero (eds). La traducción
científico-técnica y la terminología en la sociedad de la información. Castellón:
Publicaciones de la Universidad Jaime I: 107-122.
Medetova,
Malika. 2006. The competence approach to the training of
translators and interpreters. (in Russian). In T. Serowa (ed.) The
translation industry and information supply in international business
activities. 215-220.
* The paper deals with the very important aspect of training the translators and interpreters – the so-called competence approach. We define a major competence which is called professional competence. This competence is divided into several competencies and subcompetencies which together form the professional model of the translator (professional competence, intellectual competence, language competence, speech competence, semantic competence, interpretative competence, textual competence, intercultural competence). Special attention is paid to the description of these competencies and the necessity to train translators and interpreters by using all professional competencies and subcompetencies is stated.(EA)
Morelli, Mara. 2005. Estudio de la ambigüedad en la
interpretación simultánea español-italiano. Puentes
5. 99-108.
* The
analysis of simultaneous interpreting performance by 6 interpreting students
who interpreted a Spanish speech into which syntactic ambiguities were
introduced into their native Italian.
Moser-Mercer,
Barbara, Barbara Class, Killian Seeber. 2006.
Community Building: Training Interpreter Trainers. In Chai and Zhang (eds).
192-210.
* A
description of the ETI Interpreter Trainer training program.
Nikolaenko, Nina. 2006. Simultaneous interpreting of scientific conferences: practical aspects of interpreting training. (in Russian). In I. Nedjalkov (ed.) Federov’s translation lectures. 76.
Park, Hae-Kyeong and Cho, Jun Mo.
2006. A Study on Parallel Acquisition of Syntactic Proficiency and
Interpretation/Translation Competence. Forum 4:1.171-202.
Pellatt, Valerie. 2006.
The Trouble with Numbers: How Linguistic, Arithmetical and Contextual
Complexity Affect the Interpretation of Numbers. In Chai
& Zhang. 350-365.
Pöchhacker,
Franz. 2006. Interpreters and Ideology: From 'Between' to
'Within'. Across Languages and Cultures 7:2. 191-207
* A thought-provoking paper. Inter alia, the author
discusses a number of examples of interpreters from Nazi Germany who were
reinstated into high positions in interpreter training institutions after WWII
and reflects on the question whether interpreters occupy neutral positions ‘in
between’ or not. He also refers to the fact that most interpreting in
international settings is done from English, which has led inter alia conference
interpreter Vincent Buck to say that they run the risk of being relegated to the
role of “mere localisers of dominant ideologies”. Later in his paper, he refers
to a controversy between Babels, an international association of volunteer
interpreters and translators to support the ‘Social Forum’, and AIIC.
Pöchhacker points out that there appears to be agreement that interpreters
invariably work within one ideology or another, but that there is no agreement
as to the implications for interpreting performance. In his conclusion, he says
that “The recent shift in the discipline…from a focus on psycholinguistic
processing skills towards a view of interpreting as co-constructed social
interaction…should serve to promote such reflection [on the interpreter’s
impartiality or involvement and the relationship between professionalism and
social commitment] and is likely to enrich interpreting research with features
of ‘critical science’, with a keen interest in issues of power, responsibility
and ideology”. Interesting – and associated with some risks. Interesting,
because this is indeed a new avenue to explore, essentially within the Liberal
Arts Paradigm. Risky, because if, within ‘critical science’, boundaries between
scholarly study and social commitment and action become blurred, this may lead
to more rifts within TS, both human and methodological.
Postigo
Pinazo, Encarnación & Laura,
Parrilla Gómez. 2006. Advantages of
teleinterpreting in the health field. In T. Serowa (ed.) The
translation industry and information supply in international business
activities. 266-270.
* The paper aims to describe the current situation for
the teleinterpreting in the health field (hospitals, emergency lines, health
centres) and the advantages related to remote interpretation. Nowadays, the use
of new technologies within the public service context is growing rapidly and it
has been a large number of professionals and users who have highlighted the
poor quality of the interpretation offered and all the disadvantages in the use
of teleinterpreting methods. The following pages promote the discussion of the
advantages that can be found in the use of this new technology for both parties:
organizations and users. Teleinterpreting may be an important solution to the
constrains of the profession in the public service context due to the cost of
the interpreters and the time spent travelling to the place where the session
is taking place.(EA)
Ruiz Rosendo, Lucía. 2005.
La práctica profesional de la interpretación en el campo de la medicina:
estudio exploratorio de la percepción de los intérpretes. Puentes
5. 67- 75.
* A questionnaire-based survey on the perception
professional interpreters who work at medical conferences have of various
parameters in this professional setting. After a pilot study in two phases, the
final version was sent out. 43 responses were processed. 72% of respondents are
women. 95% are over 30 years old. Most of them studied languages, most had been
working for longer than 11 years. They answered various questions about
preparation before medical conferences, about the speaker’s attitudes towards
interpreters, about the importance of visual aids, about the importance of
non-verbal language, about what they think participants value most in terms of
interpreting quality (91% say it is appropriate terminology, 79% say it is
internal cohesion of the interpreter’s speech, 70% say it is consistency of the
interpreter’s message with the speaker’s, 63% say it is the full transmission
of the content of the speaker’s utterances…). Interesting data.
Russo, Mariachiara, Claudio Bendalozzi & Anna
Sandrelli. 2006. Looking for Lexical Patterns in a Trilingual
Corpus of Source and Interpreted Speeches: Extended analysis of EPIC (European
Parliament Interpreting Corpus). Forum
4:1. 221-254.
* An interesting use of interpreting corpora resulting
from much work on EPIC (European Parliament Interpreting Corpus), a collection
of 9 sub-corpora containing transcripts of sources speeches and corresponding
interpreted versions in English, Italian and Spanish. All the material comes
from Europe by Satellite News Channel, from a number of plenary sittings held
in 2004, recorded, transcribed, tagged, lemmatized and classified into various
categories related to speech duration, text length, speed of delivery, mode of
delivery etc. In this study, the authors looked at lexical density and lexical
variety. Inter alia, they found that on the whole, in contradiction with Laviosa’s
findings about written translation, target texts (speeches) tended to have
slightly higher lexical density than source texts, except in the case of work
from Spanish into Italian. Note however that differences remain within 10% or
so. The authors also found that the number of words in target speeches was
smaller than in source speeches, and that there was a higher percentage of
high-frequency words in interpreted Spanish and interpreted English as opposed
to original Spanish and original English speeches, but that the phenomenon was
inverse in the case of Italian. These quantitative results are interesting, and
deserve to be investigated further, perhaps with more qualitative components
coupled with quantitative analysis. For instance, it would be interesting to
see what sentence structures lead to lexically more or less dense speeches,
whether compression was due to information omission or to more concise
expression, what type of content words is retained and what type is not
(specialized terminology, names, etc.), what would happen in consecutive versus
simultaneous (as the authors point out). Also note that this is a welcome example
of “internal interdisciplinarity” within TS, between interpreting research and
translation research. More comparisons of features of the two modes of
translation, or perhaps three modes (written, spoken and signed) could shed
more light on the processes involved.
Setton, Robin. 2006. New
Demands on Interpreting and the Learning Curve in Interpreter Training. In Chai
& Zhang. 36-71.
Shtokolova, Elena. 2006. The
interpreter as intercultural communicator: psychological aspects of
interpreting. (in Russian). In I.
Nedjalkov (ed.) Federov’s translation lectures. 128-129.
Torres Diaz, Maria
Gracia 2006. Cooperative learning,
team work and self and peer assessment in the practice of the simultaneous
mode of interpreting in the classroom. In
T. Serowa (ed.) The translation industry and information supply in
international business activities. 185-188.
* The article highlights the importance of cooperative
learning, team work and self and peer assessment in the practice of the
simultaneous mode in the classroom. After introducing the teaching programme
for simultaneous interpreting at Málaga University, this piece of work draws
together the results obtained from a cooperative and self and peer learning
proposal carried out in the simultaneous module taught at Malaga University.
The experience could be transferable to most areas of assessment and learning
within a classroom set up.(EA)
Torres Diaz, Maria Gracia. 2006. The
interpreter as communicator. In N. Shtykova (ed.) International co-operation:
University and region. 223-225.
Veisbergs, Andrejs. 2006.
Interpreting Wordplay- Chance or System. In Sündüz Öztürk Kasar (ed). Interdisciplinarity
on Translation. Istanbul: İsis. 237-250.
Wang, Enmian. 2006.
Interpretation as a Profession in China: a Survey and its Findings. (in
Chinese). In Chai & Zhang. 86-97.
Wang, Lidi & Lin, Wei. 2006.
Interpretation Training: SI with Text. (in Chinese). In Chai & Zhang.
237-244.
Wang, Qiong. 2006.
To Enhance Public Speaking Skills in Interpreting Training. (in Chinese). In Chai & Zhang. 312-325.
Wang, Ruojin. 2006.
Simultaneous Interpretation and ITS Professionalization in China. (in Chinese).
In Chai & Zhang. 144-154.
Wang, Xinhong. 2006.
Shadowing Exercises in the Introductory Phase of Simultaneous Interpretation
Training. (in Chinese). In Chai & Zhang. 258-264.
Wang, Yanqiang. 2006.
Schema and Meaning Construction in Interpretation. (in Chinese). In Chai &
Zhang. 450-458.
Wen, Ren. 2006. CATTI, What Can Be
Learned from NAATI? In Chai & Zhang. 112-130.
Wen, Shuang. 2006.
Simultaneous Interpreting for TV programs. (in
Chinese). In Chai & Zhang. 166-175.
Yang, Chenshu. 2006.
Supplementation in Simultaneous Interpretation: Its Types and Rules. (in
Chinese). In Chai & Zhang. 328-349.
Yang, Senlin & Wang, Lidi.
2006. A Feasibility Study of a Framework of Diversified
Translation Education. (in Chinese). In Chai & Zhang. 212-225.
Zhang, Jiliang. 2006.
The Training Methods of Simultaneous Interpreting. (in
Chinese). In Chai & Zhang. 245-257.
Zhang, Yan. 2006. Quality
– a Challenge for Interpreters. (in Chinese). In Chai & Zhang. 393-400.
Zhou, Weicheng; Chen, Weijuan; Wu, Lei.
2006. On the Role of Pre-packaged Language in Reducing Processing Load in
Speech Production under Pressure. (in Chinese). In Chai &
Zhang. 437-449.
Zhou, Yan. 2006. Viewing Interpreting
Training from an Educational Perspective. (in
Chinese). In Chai & Zhang. 226-236.
THESES
Ahamer, V.S.
2005. Die Gründung des Instituts für Dolmetscherausbildung an der
Universität Vien 1943. Unpublished
Master’s thesis, Vienne: University of Vienna.
* Historical, about the setting
up of interpreter training at the University of Vienna.
Barthel,
Julia. 2003. Die Rolle der Dolmetscher bei der
Eroberung Mexikos und Brasiliens anhand der Werke Malinche. „Die andere
Geschichte der Eroberung Mexikos“ und „Rouge Brésil“.
Unveröffentlichte Diplomarbeit. Fachbereich Angewandte
Sprach- und Kulturwissenschaft (FASK), Johannes Gutenberg-Universität
Germersheim/Mainz.
* Historical, about the role of interpreters during
the conquest of Mexico and Brazil.
Biechele, Sandra. 2000. Konsekutivdolmetschen
und Präsentation: empirische Untersuchung der non-verbalen Kommunikation bei
Anfängern in der Dolmetscherausbildung und professionellen Dolmetschern.
Unveröffentlichte Diplomarbeit. Fachbereich Angewandte Sprach- und Kulturwissenschaft
(FASK), Johannes Gutenberg-Universität Germersheim/Mainz.
* Non-verbal communication by students and
professionals doing consecutive interpreting.
Burget, Aleš. 2006. The
transmission of the stylistic component of political speeches in simultaneous
interpreting: a study based on French and Czech speeches. MA thesis,
Charles University, Prague.
* A naturalistic study of political speeches, their
expressive devices in French and in Czech and the solutions chosen by
interpreters .(IC)
Chmielowska-Rumpel, Joanna. 2003. Die
Ausbildung von Konferenzdolmetschern für die EU ; Der Universitätsstudiengang
"European Master in Conference Interpreting Deutsch-Polnisch am FASK
Germersheim 2000/200“: ein Erfahrungsbericht. Unveröffentlichte
Diplomarbeit. Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK),
Johannes Gutenberg-Universität Germersheim/Mainz.
* About the training of conference interpreters in the
German-Polish combination at the Germersheim school.
Corpataux, Maike.
2004. Das Dolmetschen bei den Nürnberger Prozessen unter besonderer
Berücksichtigung der Erfahrungen der Dolmetscher Richard Sonnenfeldt und
Siegfried Ramler. Unveröffentlichte Diplomarbeit. Fachbereich Angewandte
Sprach- und Kulturwissenschaft (FASK), Johannes Gutenberg-Universität
Germersheim/Mainz.
* Historical. Interpreting
during the Nurenberg trials.
Djoudi, Nadira. 2000. Evaluierung des
automatischen Dolmetschers „Talk and Translate“. Unveröffentlichte
Diplomarbeit. Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK),
Johannes Gutenberg-Universität Germersheim/Mainz.
* Assessing the machine interpreter “Talk and Translate”
Eppel, Irina. 2002. Das Dolmetschen in
der Sowjetunion von Stalin bis Gorbatschew : Auswertung der Memoiren von V.
Bereschkow, V. Suchodrew und P. Palaschtschenko. Unveröffentlichte
Diplomarbeit. Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK),
Johannes Gutenberg-Universität Germersheim/Mainz.
* Historical. Interpreting in the Soviet Union.
Frisch, Barbara. 2005. Das Dolmetschen in den Memoiren von Eugen
Dollmann.
Unveröffentlichte Diplomarbeit. Fachbereich Angewandte
Sprach- und Kulturwissenschaft (FASK), Johannes Gutenberg-Universität
Germersheim/Mainz.
* Historical.
Fritz, Silke. 2001. Die Bedeutung von
Fachwissen für das Simultandolmetschen : eine empirische Untersuchung.
Unveröffentlichte Diplomarbeit. Fachbereich Angewandte Sprach- und
Kulturwissenschaft (FASK), Johannes Gutenberg-Universität Germersheim/Mainz.
Himmelspach, Hélène. 2003. Die
Problematik des Retourdolmetschens im Rahmen der neuen Sprachregelung der
Europäischen Union im Hinblick auf die Erweiterung – dargestellt am
Sprachenpaar Deutsch-Französisch. Eine empirische Untersuchung.
Unveröffentlichte Diplomarbeit. Fachbereich Angewandte Sprach- und
Kulturwissenschaft (FASK), Johannes Gutenberg-Universität Germersheim/Mainz.
* On working into one’s B language within the European
Union.
Kodym, Jakub. 2006. Experience
in interpreting into B in the European Union (in Czech). MA thesis, Charles
University, Prague.
* A questionnaire-based study on members of the
European Parliament, interpreters from European institutions and interpreting
students on expectations of delegates and relay-interpreters working into B languages.
Findings include wide discrepancies between interpreters and a sometimes weak
performance into B, which is the main reason of inferior quality of retour
interpreting and of the delegates’ and interpreters’ preference for working
into their A language. (IC)
Kuhn, Petra. 2000. Streßstudie bei
Konferenzdolmetschern. Unveröffentlichte Diplomarbeit. Fachbereich
Angewandte Sprach- und Kulturwissenschaft (FASK), Johannes
Gutenberg-Universität Germersheim/Mainz.
* On stress in conference interpreters.
Pinochi, Diletta. 2006. Simultaneous
Interpretation of Numbers: Comparing German and English. MA thesis, SSLMIT
Trieste.
* Abstract
An experiment was carried out to investigate whether
the difficulty of delivering numbers in SI is language independent or if
particular features – such as the different structure of the numerical systems
between SL and TL – may also be relevant and influence the SI performance
negatively.
The
experiment was carried out on a sample of 16 Italian students at the SSLMIT in
Trieste, 8 having German and another 8 English as their B-language.
The
experiment consisted in the SI of two equivalent source texts, one in German -
a language whose numerical system is partially inverted, if compared with the
Italian - and one in English - whose numerical system does not require the
application of the inversion rule - both of which were to be interpreted into
Italian.
Seven
possible error types were established in the interpretation of the numbers:
omissions, approximations, syntactical errors, lexical errors, phonemic
perception errors, transposition or position errors and other mistakes.
Moreover,
the numbers in the text were divided into 5 categories according to their size
and type: numbers with 4 or more digits read at once (i.e. 920.000), numbers
with 4 or more digits read in two blocks (i.e. 928.346), numbers with less than 4 digits, decimals and dates.
The final
error score in the experimental text was similar (40,6% of mistakes on the
total amount of numbers in the German text and 41,2% in the English text),
suggesting that the difficulty of delivering numbers in SI is language
independent.
However,
as several error types and number categories were established, a more detailed
analysis of the results obtained for each single class could lead to a partial
reconsideration of the general outcome.
For
instance a significant difference between the two languages lies in the
distribution of errors: the statistical analysis carried out through the
T-Student Test proved that the transposition/position errors were highly
incisive in German but not in English (7,1% of the total error score vs. 1,5%
in English) (Stat t: 2,33; gdl: 8, p: 0,04 < 0.05). This suggests that
errors in English are caused mostly by external factors (approximations, other
mistakes), whereas in German they are also caused by internal factors (position
errors as consequence of a different, inverted numerical structure). (AR)
Pollak, Carmen. 2005. Lateralität und
Dolmetschen – eine empirische Untersuchung. Unveröffentlichte Diplomarbeit.
Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK), Johannes
Gutenberg-Universität Germersheim/Mainz.
Puková, Zdeňka. 2006. Daniel
Gile’s Effort Model and its application to simultaneous interpreting of texts
with a high concentration of numerical data and enumerations (in Czech).
Master’s thesis, Charles University, Prague.
* An experimental test of a hypothesis derived from
Gile’s Effort Model with respect to carry-over effects associated with the
tightrope hypothesis: the author checked whether there was quality loss
immediately following segments with high concentration of numerical data and
enumeration. The data corroborated the hypothesis, as well as the hypothesis
that professionals did better than students (IC).
Romanenko, Kirill. 2006. Bedeutung
von holistischem Verstehen für den Simultandolmetschprozess. Unveröffentlichte
Diplomarbeit. Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK),
Johannes Gutenberg-Universität Germersheim/Mainz.
Rudert, Joachim. 2000. Übersetzen und
Simultandolmetschen : eine empirische Untersuchung mentaler Prozesse und
Strategien anhand einer Relaissituation. Unveröffentlichte Diplomarbeit.
Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK), Johannes
Gutenberg-Universität Germersheim/Mainz.
Sirvachyov, Aleksey. 2001. Gedächtnis eines Dolmetschers :
Überlegungen zur Optimierung der Informationsverarbeitung.
Unveröffentlichte Diplomarbeit. Fachbereich Angewandte Sprach- und
Kulturwissenschaft (FASK), Johannes Gutenberg-Universität Germersheim/Mainz.
Svobodová, Petra. 2006. Connection
between notation and quality of consecutive interpreting (in Czech). M.A.
thesis, Charles University, Prague.
* A study of the notes of 5 student interpreters who
worked in consecutive from English into Czech on 3 speeches of different genres
with an analysis of the relationship between their notes and the quality of
their performance.(IC)
Wörrrlein, Marion. 2006. Der
Simultandolmetschprozess. Eine empirische Untersuchung. Unveröffentlichte
Masterarbeit. Fachbereich Angewandte Sprach- und Kulturwissenschaft (FASK),
Johannes Gutenberg-Universität Germersheim/Mainz.
DOCTORAL DISSERTATIONS
Ito-Bergerot, Hiromi. 2006. Le processus cognitif de
la compréhension en interprétation consécutive : acquisition des compétences
chez les étudiants de la section japonaise. Ecole doctorale de l'université
de la Sorbonne Nouvelle – Paris III. Ecole Supérieure
d'Interprètes et de Traducteurs.
* The author recorded and analyzed the performance of
interpreting students in the Japanese section of ESIT in consecutive
interpreting over two years. Her conceptual framework is that of limited
processing capacity, she relies heavily in her theoretical discussion on recent
theories in cognitive psychology, and the school of thought she belongs to and
defends is ESIT's "Théorie interprétative de la traduction". References
to work done on consecutive in the same conceptual framework are sparse.
The author uses her corpus for illustration only, as
opposed to a comprehensive, systematic analysis.
Her main findings and ideas are the following:
Soler Caamaño, Emma. 2006. La
calidad en formación especializada en interpretación: Análisis de los criterios
de evaluación de un jurado en un posgrado de
interpretación de conferencia médica. Unpublished
doctoral dissertation, Universitat Pompeu Fabra, Barcelona.
* An original empirical study. The author recorded the
comments made by all instructors when reacting to student performance at a
medical interpreting course in Spain and used the corpus to categorize the comments, quantify some
parameters and make inferences from the data obtained. The most interesting
part of the dissertation is its methodology in analyzing a corpus of comments,
defining categories, validating them with other observers, merging them into a
smaller number of categories and performing analyses based on counts. Findings
include the following:
- By far, the most frequent comments referred to
terminology and to language quality as opposed to fidelity (omission of date
was ranked 3rd).
- Instructors did not follow all the criteria outlined
in the evaluation sheet which was given to them by organizers of the course.
- In Effort Model terms (the author used this model as
a conceptual framework and notes that more than 70% of the comments made by
instructors could be classified as referring to one or two of its Efforts), 70%
of the comments referred to Production, 15% to Listening and 14% to
coordination and memory
The author
concludes with practical suggestions.
BOOKS AND
UNPUBLISHED PROCEEDINGS
Alexeeva, Irina. 2006. Interpreting
of speeches. St.-Petersburg: Injazizdat.
Alikina, Elena. 2006.
Interpreter semantography. Note-taking in consecutive interpreting. (in Russian). Moscow: Vostok-Zapad.
Chai, Mingjiong & Zhang, Ailing (eds). 2006. Professionalization in Interpreting:
International Experience and Developments in China. Shanghai: Shanghai Foreign Language Education Press.
* Proceedings of the fifth National Chinese Conference
on Interpreting, which was held at Shanghai Foreign Studies University in
November 2004. It contains 31 papers, in Chinese or English, most of them on
conference interpreting (see the articles section above).
Diriker, Ebru. 2005. Konferans
çevirmenliğ : Güncel uygulamalar ve araştırmalar. (Conference
interpreting: recent practices and research),
Istanbul: Scala.
* The author firstly highlights the importance of
multilingualism in the context of the European Union and its effects on
interpreting research and education in Turkey. Then, she presents conference
interpreting research and various methods and models used in this field.(H.E)
Nedjalkov, Igor (ed.).
2006. Federov’s translation lectures. Proceedings of the international
conference (St.-Petersburg 19-21 October 2006). St.-Petersburg: St.-Petersburg
State University Press.
Pöckl,W. (ed). 2004. Übersetzungswissenschaft.
Dolmetschwissenschaft. Wege in eine neue Disziplin. Wien:
Edition Praesens.
Serowa, Tamara (ed.)
2006. Theory and practice of translation and interpreter training. Proceedings
of the international conference (Perm 3-5 February 2006). Perm: Perm State
Technical University Press.
Serowa, Tamara (ed.).
2006. The translation industry and information supply in international
business activities. Proceedings of the international conference (Perm 5-7
December 2006). Perm: Perm State Technical University Press.
Shtykova, Nina (ed.).
2006. International co-operation: University and region. Proceedings of
the international conference (Tyumen 5-6 Juin 2006). Tyumen: Tyumen State
University Press.
Present Nodes
Nodes are local institutional or individual members who represent CIRIN in
their respective geographical area. Members volunteer to become Nodes;
they cease to operate as such at any time after notifying headquarters in Paris
of their intention.
For Argentina: Silvia Veronica Lang, Coletta 373 2804,
Campana, Provincia de Buenos Aires
For Australia: JC Lloyd-Southwell, Department of Language and
International Studies, Faculty of Language, Education and Community Services,
RMIT University, Melbourne - Telephone (03) 9527- 4160 or mobile 0414-614-022,
e-mail: hewittandlloyd@bigpond.com
For Austria: Franz Pöchhacker, Center for Translation Studies,
University of Vienna, Gymnasiumstr. 50,
A-1190 Wien - e-mail: Franz.Poechhacker@univie.ac.at
For Belgium: Erik Hertog,
Lessius Hogeschool, St.-Andriesstraat 2, 2000 Antwerp Tel: 32 3 206 04
91 (ext. 264) Fax: 32 3 206 04 99 -
e-mail: erik.hertog@lessius-ho.be
For Canada: Stephen Capaldo, Interpretation and Translation
Service, Legislative Offices, Room 3657, Whitney Block, Queen's Park, Toronto,
Canada M7A 1A2 - e-mail: Capaldo@gowebway.com
For China (Beijing): Wang Lidi, School of Translation and
Interpreting, Beijing Foreign Studies University, N°2, North Xisanhuan Avenue,
Beijing 100081 - e-mail: sti@bfsu.edu.cn
For China (Shanghai): Ailing (Irene) Zhang, Graduate School of
Interpretation and Translation, Shanghai International Studies University, 550
Dalian Road (W), Shanghai 200083, P.R.China - e-mail: azhang@shisu.edu.cn
For the Republic of China (Taipei): Graduate Institute of
Translation and Interpretation, National Taiwan University, N°162, Hoping E.
Rd. Sec.1, Taipei (Prof. Emily Her) - e-mail: t22038@cc.ntnu.edu.tw
For Costa Rica: Priscila Siu, Apartado 846-2350, San Francisco de
Dos Rios San Jose, Costa Rica - e-mail: prissiu@sol.racsa.co.cr
For Cuba: Lourdes Arencibia, 17 No.357 (altos) esquina a G.
Vedado. La Habana 4 - e-mail: lourdes@cubarte.cult.cu
For the Czech Republic: Ivana Cenkova, Charles University,
Institute of Translation Studies, UTRL FF UK, Hybernska 3, 110 00 Praha 1
tel 42 02 216 195 13 fax
42 02 216 195 28 - e-mail: IVANA.CENKOVA@ff.cuni.cz
For
Denmark: Helle Dam, Handelshojskolen i Aarhus, Fuglesangs Allé 4,
DK-8210 Arhus V - e-mail: HD@asb.dk
For
Egypt: Sania Sharawi-Lanfranchi
4, El-Saleh Ayoub, Zamalek 11 2 11, Cairo shara11@hotmail.com
For
Estonia: Margus Puusepp, Parna 21A-41, 50604 Tartu, Estonia. mpuusepp@hot.ee
For
Finland: Yves Gambier, University of Turku - Centre for Translation and
Interpreting, Koskenniemenkatu 4 - 20500 TURKU, Finland - yves.gambier@utu.fi
For France: Daniel
Gile, 46, rue d'Alembert, 92190 Meudon - e-mail: daniel.gile@laposte.net
For
Germany: Sylvia Kalina,
Fachhochschule Köln, Fachbereich Sprachen, Mainzerstr. 5, 50678 Köln
- e-mail: Sylvia.Kalina@fh-koeln.de
For
Greece: Anastasia Parianou, Ionian University, Megaro Kapodistria, 49100
Corfu - e-mail: papik1@otenet.gr
For China (Hong Kong): Andrew Cheung, Department of
Chinese and Bilingual Studies, Hong Kong Polytechnic University, Kowloon, Hong
Kong - e-mail: ctandrew@polyu.edu.hk
For Hungary: Krisztina Bohak Szabari, Eötvös Lorand University
Budapest, Zsalya u. 3, H-1141 Budapest, bohak@mail.inext.hu
For India: Ujjal Singh Bahri, Editor, International Journal of
Translation. e-mail: bahrius@del6.vsnl.net.in <mailto:bahrius@del6.vsnl.net.in>
For Ireland: Michael Cronin, School of Applied Languages, Dublin,
City University, Dublin 9, Ireland -
e-mail: croninm@dcu.ie
For
Israel: Miriam Shlesinger, Bar Ilan University, 12 Recanati Street,
69494 Ramat-Aviv, Shlesm@mail.biu.ac.il
For
Italy: Scuola Superiore di Lingue Moderne per Interpreti e Traduttori,
Universita degli Studi di Trieste, Via Filzi 14, 34132 Trieste - e-mail: laurag@sslmit.univ.trieste.it
For
Japan: Masaomi Kondo, Daito Bunka University, Dept. of Economics, 1-9-1 Takashimadaira, Itabashi-ku,
Tokyo, Phone: 935 1111 - e-mail: mkondo@ic.daito.ac.jp
For
Mexico: CESLAA (Dra Georganne Weller), Tlaxcala 78-501, Col. Roma Sur,
México, D.F. 06760 - e-mail:
georgann@avantel.net
For Peru: ASPTI -
Asociación de Profesionales en Traducción e Interpretación de la Universidad
Femenina del Sagrado Corazón, Calle Raymundo Carcamo 912, Urb. Santa Caline, Lima -
13
For the Philippines:
Ms. Ross Alonzo, University of the Philippines. 52 Apacible St. Area 1, U.P.
Diliman Campus, Quezon City 1101
For Poland: Bartlomiejczyk,
Magdalena Univ of Silesia, Institute of
English, ul. Zytnia 10, 41-205 Sosnowiec,
Poland: magdalenabartlomiejczyk@hotmail.com
For
Portugal: Manuel Santiago Ribeiro, Rua da Arriaga, 8-C, PT - 1200-609
Lisboa, tel/fax 351 21 397 8832 - e-mail: msr@aiic.net
For
Rumania: Doina Motas, 3, Nicolaie Iorga Str., Bucarest 1, 71117
For
Russia: Elena Alikin, Perm State Technical University elena_alikina@ecology.perm.ru
For South Africa: Martyn Swain, 1 Crown Street, Observatory 7925
Cape Town - e-mail: sally@link.nis.za <mailto:sally@link.nis.za>
For Spain: John MATTHEWS, Facultad de Traduccion e
Interpretacion, Universidad Autonoma de Barcelona, Edifici M, 08193 Bellaterra,
Cerdanyala, Barcelona, tel/fax +34 3 580 65 45 - e-mail: jmatthews@grn.es
For Sweden: Cecilia Wadensjö, Dept. of Communication Studies,
Linköping University, S-581 83 Linköping - e-mail: cecwa@tema.liu.se
For Turkey: Hande Ersöz-Demirdað, Yildiz Teknik Üniversitesi Fen-
Edebiyat Fakültesi Bati Dilleri Ofis:
B1018, Davutpasa
Cad no: 127, 34210 Esenler/Ýstanbul Turkey, tel: +90 212 449 15 58 handeersoz@hotmail.com
<mailto:handeersoz@hotmail.com>
For the United Kingdom: Udo Jörg, 132b Bravington Road, West
Kilburn, London W9 3AL - e-mail: UdoJorg@aol.com
For Uruguay: Maria Julia Sainz, Facultad de Derecho/Traductorado,
Universidad de la Republica, Carlos Anaya 2662 A, 11.600 Montevideo tel/fax (5982) 480 55 76 - e-mail: mjsainz@adinet.com.uy
For the USA: Adelina Hild, 130 Mitchell Road, Somers, NY 10589,
Tel: (914) 239 3551 adelina@gmx.ch <mailto:adelina@gmx.ch>
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