Am
Ende des 20. und zu Beginn des 21. Jahrhunderts verlangen das Entstehen
multi-ethnischer und multi-kultureller Gesellschaften sowie die deutliche
Zunahme an Friedensmissionen Dolmetschformen, die sich vom klassischen
Konferenzdolmetschen aufgrund ihrer hohen Kultursensitivität deutlich
unterscheiden. Dies scheint für den Dolmetscher als Person nicht ohne Folgen zu
bleiben. Der in der literarischen Darstellung von Schriftstellern wie Ivo Andrić,
Ingeborg Bachmann, Mario Vargas Llosa thematisierte Entwurzelungs- und
Identitätstopos im Zusammenhang mit Dolmetschern, bekommt in der
Dolmetschrealität eine neue Dimension. Macht Kulturmittlung aus der
Dolmetscherin/dem Dolmetscher…ein Wesen im Niemandsland?
At the end of the 20th and the beginning of
the 21st century the emergence of multi-ethnic and multicultural
societies as well as the increase in peace missions call for forms of interpreting
that, given their high cultural sensitivity, differ greatly from classical
conference interpreting. This doesn’t seem to be without consequence for the
interpreter as a person. The topos of uprooting and identity in connection with
interpreters developed by writers such as Ivo Andrić, Ingeborg Bachmann or
Mario Vargas Llosa in their literary works is gaining a new dimension in
interpreting reality…the interpreter – caught in a no man’s land? (AD)
BAO, Chuanyun.
2009. Adapting to a New Paradigm. The impact of technological development on
translator and interpreter training. In Matsunawa(ed). 93-124.
* The impact of
electronic technology and the Internet on training, including cooperation
between schools and online learning.
De Groot,
Annette & Ingrid Christoffels.
2007. Processes and Mechanisms of Bilingual Control: Insights from
Monolingual Task Performance Extended to Simultaneous Interpretation. Journal of Translation Studies 10:1. 17-
41.
* As announced in
the title, the authors start with current state of the art knowledge and
theories of and about bilinguals. In particular, they point out that current
research suggests that in the bilinguals’ comprehension and production, not
only the relevant language used or to be used is activated, but so are elements
from the other language, and ask how the selection of the required elements in
the ‘target’ language is done. They suggest that some control over the degree
of activation of each of the languages is exerted by speakers – this should
have a cost in processing capacity, at least judging by experiments which show
a relationship between such control and time taken to switch from language to
another in experiments (p.24). The idea that such control requires resources
and that these are limited is taken up again in the discussion of Green’s
theory (p.32).
Diriker, Ebru.
2008. Conference Interpreting. Sociocultural perspectives. In Baker, Mona &
Gabriela Saldanha (eds). Routledge
Encyclopedia of Translation Studies. Second Edition. London
& New York:
Routledge. 56-59.
Diriker, Ebru.
2009. Meta-discourse as a Source for Exploring the Professional Image(s) of
Conference Interpreters. Hermes 42.
71-91.
* How
dictionaries, encyclopedias, professional organizations within interpreting,
academic organizations within IS, Turkish media, Turkish works of fiction
represent the conference interpreter.
Gile, Daniel.
2008. Conference Interpreting. Historical and Cognitive Perspectives. In Baker,
Mona & Gabriela Saldanha (eds). Routledge
Encyclopedia of Translation Studies. Second Edition. London
& New York:
Routledge. 51-56.
Gile, Daniel.
2009. ‘Eastern’ and ‘Western’ patterns in research into interpreting. In
Matsunawa (ed). 8-32. (in English and Japanese)
Gile, Daniel. 2009. Research for training, research for society in Translation Studies. In Pym, Anthony & Alexander Perekrestenko (eds). Translation Research Projects 2. Tarragona: Intercultural studies group. p.35-40. http://isg.urv.es/publicity/isg/publications/trp_2_2009/index.htm
* This, like other papers in the same volume, is a
general analysis of TS research (see also Pöchhacker’s paper reported in this
issue of the Bulletin), not limited to CIR or indeed to interpreting research.
They have been included because of their relevance to CIR as well. The author
stresses again the existence of methodological weaknesses in TS research,
illustrates them with a few examples and defines his priority as research which
would serve as hands-on training or self-training as opposed to research
designed to serve ‘society’ directly – such research should come later, once
solid research expertise has been acquired.
Harmer, Jacolyn. 2009.
Interpreting Tomorrow. What is the pipeline? In Matsunawa (ed). 127-205.
* A review of the history of interpreting, followed by
an analysis of recent trends, including the impact of new technologies, of
globalization and of English is a global lingua franca.
LIU Shaolong & ZHONG Weihe.
2008. Researching into the “Process Model” of Consecutive Interpreting. Journal of Foreign Languages, 2008 (4):
86-91 (in Chinese)
* The present paper is much indebted to the
achievements of neuro-linguistic and psycholinguistic research, on the basis of
which the authors have designed a tentative “process model” of consecutive
interpreting. The Process Model distinguishes itself in such aspects as: 1)
non-linearity of interpreting process, 2) highlighted memory system, 3)
intermediary of de-verbalization,4) dynamic of information processing, and 5)
brevity of schematized illustration. What’s more, the seventeen hypotheses and
claims generalized from the Model and previous studies shed luster to this
‘process’ and throw light on the future study of its kind.
Key words: consecutive interpreting;
comprehension/production mechanism; de-verbalized representation;
neuro-psycholinguistic model [WBH]
Moser-Mercer, Barbara. 2005. Remote
interpreting: The crucial role of presence. Bulletin suisse de linguistique appliqué 81. 73-97
Moser-Mercer,
Barbara. 2008. Skill
Acquisition in Interpreting: A Human Performance Perspective. The
Interpreter and Translator Trainer 2:1.1-28
Moser-Mercer, Barbara. 2009. East
Meets West in the virtual space: Global cognition for learning without borders.
In Matsunawa (ed). 36-91.
* After a theoretical analysis of learning, or
socio-constructivism and collaborative learning, the author analyzes online
interaction of participants in an MA interpreter trainer course offered by ETI,
Geneva in
2006/7, and focuses in particular on patterns observed among European
participants on one hand, and Asian participants on the other.
Pöchhacker, Franz. 2009. Broader, better, further: Developing Interpreting Studies. In Pym, Anthony & Alexander Perekrestenko (eds). Translation Research Projects 2. Tarragona: Intercultural studies group. p.41-49. http://isg.urv.es/publicity/isg/publications/trp_2_2009/index.htm
* A general, interesting analysis of the status of Interpreting Studies (IS). Inter alia, the author highlights again the shifting emphasis from conference interpreting to other forms of interpreting, starting with community interpreting. He also acknowledges that “interdisciplinarity of the importing kind” is problematic in that “it is invariably difficult to come to a full understanding and critical appreciation of theories developed outside one’s own academic territory” (p.44), that “the same applies to the area of methodology, where a full grasp and proficient application of research techniques that evolved in other disciplines are hard to achieve, not least in the field of interpreting studies, where most university-level training is geared to professional practice rather than research” (p.44-45), that “Unless interpreting researchers can do better in terms of methodology, the discipline cannot go further in having an impact in the scientific community at large.” (p.45). He goes further to analyse the ‘research market’ and points out that in the area of international conference interpreting, the European Commission’s Directorate General for Interpretation and the United Nations stand out as prime stakeholders, where translation practices are rather stable, the main exception being remote interpreting. He says several studies have been conducted to investigate its feasibility and implications, but hardly any were entrusted to IS scholars, “quite possibly because of the field’s apparent lack of scientific credibility and expertise” (p.47). In his conclusion, he calls for teaching the foundations and basic methods of scientific work in training programs at MA level. Note the similarities with Gile’s analysis in the same volume with respect to general weaknesses in research expertise.
Rennert, Sylvie. 2008. Visual
Input in Simultaneous Interpreting. Meta
53:1.204-217.
* A native speaker of English was asked to hold two speeches
of a general nature of approximately 10 minutes in front of an audience which
were interpreted by 2 graduates and 3 advanced students of the Department of
Translation and Interpreting of the University
of Vienna, divided into a group of 3
and a group of 2 interpreters. Each group interpreted one speech in a booth
which was covered to prevent its members from seeing the speaker, and one
speech in a normal booth. The speeches and interpretations were analyzed, and
the subjects completed questionnaires after the experiment. Overall, no
significant positive or negative influence of visual input was found, with a
few exceptions. The questionnaires indicated that interpreting without visual
contact was perceived as more difficult and more stress-generating.
Sawyer, David. 2008.
Interpreter Training at the US Department of State.
Interpreting and Translation Studies
8. 267-277.
* A historical overview and description of present
training activities at the US Department of State.
Selage,
Nicolae. 2008. Le
conférencier et son interprète : conditions de réussite ou d’échec dans la
traduction simultanée et consécutive. In Superceanu, Rodica &
Daniel Dejica (eds). 2008. Professional Communication and Translation
Studies 1/2008. Proceedings of the 5th International Conference. 13-14 September 2007, Timişoara, Rômania. Timisoara;
Politehnica University Press. 169-173.
* Le succès des conférences internationales relève en grande partie de
la bonne communication que les interprètes sont à même d’établir entre tous les
participants et toutes les langues utilisées. À cette fin, ils doivent
auparavant s’acclimater autant que nécessaire à la terminologie et aux concepts
fondamentaux du domaine visé par la réunion scientifique ainsi qu’aux textes
que celle-ci va soumettre à l’attention et aux débats publics. À défaut de ces
conditions minimales, la traduction immédiate d’un discours libre ou d’un
exposé écrit s’avère plus d’une fois une tâche
des plus ardues et des plus ingrates pour les meilleurs interprètes. (reference and abstract contributed by DD)
WANG Binhua. 2008.
Reflections on “théorie de sens” and the Debate over It. Foreign Languages Research, 2008 (5): 72-76 (in Chinese)
* Abstract: As one of the few theories in interpreting
studies, “la théorie de sens” had been very influential from 1970s until the
end of 1980s, after which it has been criticized by a number of new-generation
interpreting researchers. In spite of that, it is still worthwhile for scholars
within the young discipline of interpreting studies to explore the theoretical
contribution and historical significance of this theory. This article attempts
to acquire a clarifying understanding of the key concepts of this theory and
reflect on its merits and defects as well as the debate over it.
Key words: “théorie de sens”; debate; reflection [WBH]
ZHANG Wei & KE Fei. 2008. The
Effect of Interpreting Users in Interpreting Quality Assessment. Foreign Language Research, 2008 (3):
114-118 (in Chinese)
* As an integral part of interpreting-supported
communication, the interpreting users can exert great effects on the evaluation
of interpreting quality (IQ). The present survey shows that the interpreting
users attach more importance to the content rather than the form of interpreting,
that the users’ features shape their IQ evaluation. The present research,
therefore, constitutes an empirical contribution to the establishment of a
sound framework with the view to an objective IQ evaluation.
Key words: interpreting; interpreting user; IQ
evaluation [WBH]
M.A.
AND GRADUATION THESES
Barciuc, Ina.
2009. Pragmatic Motivation of Clichés in
Political Discourse from the Interpreter’s Perspective. MA thesis, ÚTRL,
Faculty of Arts, Charles
University,
Prague.
* This study
compares the research of clichés in Anglosaxon, Czech and Russian stylistics,
analyzes pragmatic aspects of clichés in political discourse represented by
speeches in the European Parliament and offers and insight into how clichés are
identified, understood and treated by professional interpreters.
Elraz, Inbal.
2006. His vs. Hers: does gender shape one’s translation? MA thesis, Bar
Ilan
University,
The Department of Translation and Interpreting Studies. (in Hebrew)
Abstract
Gender
is a sociolinguistic variable and its influence is evident in different areas.
The study reported here deals with this variable as manifested in translations.
Most studies to date have focused on gender differences in informal contexts –
correspondence or spoken language (Meyerhoff 192, Holmes 1993, Hass 1944). An
exception to this has been a recent study concentrating on gender-oriented
characteristics in formal contexts, taken from the British National Corpus
(Koppel et al. 2003). While these studies all deal with original writing, the
one reported here explores potential differences in the language of men and
women who translate the words of others, whether in writing or orally. To my
knowledge, it is the first empirical study in this domain which compares
translations by males and by females.
In light of the gender-oriented
differences observed in spoken and in written languages, similar differences
were expected in translated texts as well. These were assumed to include
vocabulary (particularly the use of hedges and of words that do not have an
obvious equivalent in the target language), explicitation, omissions,
additions, register etc. Specifically, it was hypothesized that (1)
gender-oriented characteristics will be manifested in the translations and will
serve as an indication of the translator’s gender; (2) characteristics
manifested in written translations will also be manifested in simultaneous
interpretation.
The study consisted of two parts.
The written one focused on textual elements in the text that were expected to
generate features reflecting differences between female and male translations.
The text in which they appeared was submitted to a number of male and female
translators working from Hebrew into either English or Spanish. The oral part
consisted of two 1 600-word texts interpreted (simultaneously) from
English into Hebrew by four professional interpreters, two women and two men.
The findings pointed to
significant gender-oriented differences in the following parameters: (1) Use of
questions – male translators tended to use a larger number of questions in
their translation compared to female translators; (2) Color accuracy – female
translators tended to translate colors in a more accurate way compared to male
translators; (3) Hedges – male interpreters seemed to use a larger number of
hedges compared to female interpreters; (4) Unfinished sentences –male
interpreters left a larger number of unfinished sentences compared to female
interpreters.
There were other differences that
were not as significant statistically. However, it is worth mentioning that
when it comes to means of the use of explicitations, both female translators
and female interpreters tended to be more explicit in their
translation/interpretation than their male counterparts. This finding is
important because it strengthens the second hypothesis; explicitation is a
gender-oriented characteristic that manifested itself both in the written
translations and in the simultaneous interpretation.
Fellus, Osnat. 2005. Self-Corrections in Simultaneous
Interpretation in the Language Pair Hebrew and English. MA thesis, Bar Ilan
University,
The Department of Translation and Interpreting Studies. (in Hebrew)
Abstract
Can the field of simultaneous
interpretation be a window to understanding the underlying mechanisms of the
brain? By investigating the process of making decisions in the production of
speech, more specifically, the production of self-corrections, and by
identifying the different assigned variables which underlie different types of
self-corrections, we are probably reflecting the mechanisms of the brain. This
research will focus on linguistic utterances which are produced in the process
of simultaneous interpretations and which indicate the activation of a self-correction
by the interpreter. The underlying objective of this research paper is to
identify common patterns of self-corrections, acknowledge the factors which
cause them and analyze their linguistic attributes thus, maybe, enabling a
better view on the mechanisms of the brain.
Conceptual Framework
The present research is based on the
conceptual framework of applied linguistics, a field which focuses on the
research of linguistic patterns, which goes into minute investigation of
cognitive patterns governing the utterances produced by speakers of a language
in a certain context; of linguistics, a field which focuses on the research of
linguistic patterns used by speakers of a certain language; of simultaneous
interpretation, a field which investigates the environmental conditions and
personal characteristics that are shared by interpreters and affect the quality
of the interpretation. The underlying assumption in this research paper is that
simultaneous interpretation is a profession which is uniquely characterized by
specific linguistic patterns which are specifically typical to the
interpretation process. These patterns are formed by the very fact that a
message is transferred from a source language into a target language. Taking
the above mentioned facts into consideration, this research paper draws upon
relevant literature regarding linguistics, applied linguistics and simultaneous
interpretation. The literature which wraps this research paper leads to three
basic dogmas which leave their mark on the linguistic patterns produced by
interpreters in the process of interpretation: First, the source language form
which the interpreter receives the message; second, the target language into
which the interpreter translates the message and third, directionality, that is,
whether the interpreter translates into her mother tongue or into her second
language.
Research Questions
The purpose of this thesis is to report
and analyze self-corrections which are produced during simultaneous
interpretation between the language pair Hebrew and English, basing the report
on both a quantitative and qualitative analysis. Based on the relevant
literature which deals with the production of self-corrections, the following
research questions were formulated:
1. In the realm of self-corrections
a. How are the different types of
self-corrections distributed in the different languages investigated in this
research?
b. How are the different units of length
of self-corrections distributed in simultaneous interpretation?
2. In the realm of directionality
a. Does interpreting into one's mother
tongue mean producing less self-corrections?
b. Is there a certain type of
self-correction which is more typical when interpreting into a mother-tongue?
c. How does the variable of directionality
affect the variable of the length of unit corrected?
3. In the realm of the target language
a. How does the variable of target
language affect the distribution of types of self-corrections?
b. How does the variable of target
language affect the variable of the length of the unit corrected?
Method
The current research analyzes a corpus of
690 minutes simultaneous interpretation provided in 16 conferences by nine
professional interpreters. The analysis of the corpus, which consists of 758
self-corrections, was possible following a meticulous transcript of a syllable,
a word or a sentence that were repeated with a minor change or substituted
altogether. Thirteen categories were formed following predetermined salient
features which reflect patterns discussed in the literature of linguistics
(such as: subject verb agreement) and in the literature of semantics (such as:
producing a word from the same semantic field) and which are relevant to the
data in our corpus.
The categories in the present research are
specifically relevant to the study of self-corrections and can be used in
future research studies in contrastive analysis in simultaneous
interpretations. The categorization was used both in the quantitative analysis
to find the frequencies of the different types of self-corrections as dependent
variables of directionality and target language, and in the qualitative
analysis of the data to examine the production of self-corrections as dependent
variables of linguistic context.
Main Research Findings
The most frequent type of self-correction
is reformulation. The next most frequent type is using words from the same
semantic field and the third most common type is phonology. These types of
self-corrections account for 30%, 15% and 8% of the corpus respectively. All
the other types of self-corrections account for less than 2% to 6%.
Most self-corrections (75%) are produced when interpreting into the mother
tongue. This means that when the source language is the interpreter's second
language and the target language is the interpreter's mother tongue, she will
produce up to three times more self-corrections than when interpreting into her
second language. This phenomenon indicates that there is a strong correlation between directionality and the
production of self-corrections. When interpreting into her mother tongue, the
interpreter is probably less satisfied with her original utterance and thus
produces many more self-corrections.
In relation to the target language it was
found that there is a small difference in producing self-corrections in the two
languages examined. However, self-corrections of phonology are more common when
interpreting into English and self-correction of synonyms are more frequent
when interpreting into Hebrew.
Examining the length of the correction
units as a dependent variable of target language we found that there are far
more immediate self-corrections - replacing a syllable or a word with another
without producing other syllables or words in between -when interpreting into
Hebrew whereas when interpreting into English there are far more backward
self-corrections which involves changing the syntax of the sentence.
Double self-corrections are common when
interpreter interprets into her mother tongue and into Hebrew. Focusing on
double self-corrections in relation to the different typologies found, it was
discovered that interpreters produce double self-corrections when they
reformulate the message in the target language and change the syntax of the
sentence.
Producing editing words when
self-correcting is tightly related to the type of the self-correction. One
third of all editing words are produced when there are self-corrections of the
type of substituting words from the same semantic field. This piece of data may
indicate how serious this type of "error" is in the eye of the
interpreter who goes as far as producing a whole word (such as "excuse
me") to indicate that an error has been made.
A quantitative analysis of the data
indicates the relationship between the linguistic contexts and the production
of self-corrections in simultaneous interpretation. Examining self-corrections
of objective mistakes leads to the identification of five different salient
contexts: words and their antonyms; numbers; proper names, geographical
directions, and names of countries; substituting singular forms with their
plural forms and vice versa; and substituting words which are metonymically
related.
Conclusions
This research project presents a
qualitative and a quantitative analysis of self-corrections which were produced
during simultaneous interpretations. The objective of this research was to
identify common patterns of self-corrections, trace the factors which activate
them and analyze their linguistic features in order to learn more about the
linguistic features and psycholinguistic characteristics which are prevalent in
the work in simultaneous interpretation. The findings indicate that
directionality, target language and linguistic context play a major role as factors
which determine the types of
self-corrections produced in the process of simultaneous interpretation. These,
in turn, reflect the linguistic and the psycholinguistic processes which affect
the end product of interpretation. The phenomenon of self-corrections requires
consideration when planning curriculum and syllabi in academic departments of
translation studies.
Contribution of the Research
From a theoretical perspective, this study
introduces both quantitative and qualitative knowledge in the field of
interpretation in the language pair Hebrew and English. In addition to its
selective subjects of professional interpreters, this research project is the
first to deal with the issue of self-corrections in simultaneous
interpretation in the language pair Hebrew and English.
From a methodological perspective, the
study offers categorization which was compiled to examine the features of self-corrections in the process of
professional simultaneous interpretation. The categories can be used in future
research in the field of interpretation
(such as comparing self-correction patterns of different language pairs; comparing self-correction
patters among novice interpreters and professional interpreters).
From a professional perspective, this
study can constitute a base of constructing curricula in interpretation
departments which will focus on the need to avoid producing self-corrections -
a phenomenon which attributes lack of self-confidence on the part of the
interpreter and gives a feeling of "heavy" incoherent interpretation
which affects the quality of the end product.
GUO, Liangliang
(Alice). 2007. Effect of
Word Order Differences between English and Chinese on Accuracy of
English-Chinese Simultaneous Interpretation by Trainees and the Coping Tactic
of Segmentation. MA thesis, Beijing Foreign Studies University.
(in Chinese)
* Abstract:
This thesis explores, on the basis of
related theories and an empirical study, the effect of word order differences
between English and Chinese on accuracy of English-Chinese simultaneous
interpretation by students, and arrives at the coping tactics for trainees so
that they may become more accurate.
It starts with Daniel Gile’s Effort Model
to explain the effect, and goes on to analyze the interaction of speech comprehension,
memory, and speech production before it presents a possible coping tactic, i.e.
segmentation.
A brief introduction of related theories is
followed by an empirical study designed to identify the effect. Six second-year
student interpreters of GSTI trained for about five months in SI were asked to
interpret simultaneously an excerpt of the former Secretary-General Kofi
Annan’s Farewell Address. Two of them are excellent students, two at upper middle
level, and two at lower middle level. Criteria for accuracy were established,
and statistical analysis conducted where quantitative analysis shows accuracy
discounts due to word order differences, and qualitative analysis helps to
prove the segmentation tactic effective.
Findings of the study demonstrate
considerable effect of word order differences on accuracy of the translation
performance of trainees. The segmentation technique of reconstructing the
source language in “Noun phrase + Verb phrase” proves to be effective.
Key Words: word order differences accuracy
of interpretation segmentation (Contributed by RS)
Guzmán Dibella, Alma
Teresa. 2008. La importancia del código
personal de conducta profesional como guía ética para el intérprete de conferencias.
B.A. thesis, ISIT, México, D.F.
Janovsky, Tova.
2006. Source Speech, Notes and Final Rendering in Consecutive Interpreting:
A
Longitudinal Study. MA thesis, Bar
Ilan
University,
The Department of Translation and Interpreting Studies. (in Hebrew)
Abstract
The study presented in this thesis investigates the
process of note-taking in consecutive interpreting, as carried out by
translation students during the course of their study. Consecutive interpreting
is one form of oral translation, in which the interpreter takes notes of what
is being said and then repeats the speech in the target language at regular
intervals. According to related literature, note-taking as performed in consecutive
interpreting is utilized by the interpreter as a memory aid. For maximum
efficiency, the note-taking should be succinct and rapid, and must enable
maximum retrieval of what is being said.
Two methods
are available for the teaching of consecutive interpreting. One involves
structured learning process, where the learner begins by finding the essence of
written speeches, through learning of various methods for note-taking using
abbreviations and symbols, culminating in full note-taking while interpreting.
The second method involves learning through experience, where the student is
given a general explanation and then asked to interpret in class, followed by
correction and commentary by the teachers In the Department of Translation and
Interpreting Studies at Bar Ilan University,
preference is given to the second method. During the oral translation classes,
the students practice consecutive and simultaneous interpreting on a regular
basis, and improve their vocabulary in the target language, by focusing on the
specific vocabulary of the topic at hand.
For this
the study, the students were followed closely during oral translation classes
Both the teachers and students were recorded with a video camera, and the
students’ notes were collected. Both the spoken texts, as captured by the video
camera, and hand-written notes, as taken by the students, were transcribed onto
a computer using WORD, which produced an accurate telling of the number of
words produced by each student. Abbreviations and symbols were counted
separately as well. The data was then recorded onto EXCEL sheets. The variables
which were examined were: The ratio between the number of spoken words by the
speaker and the number of words taken down in the student’s notes; The ratio
between the number of spoken words produced by the student and the number of
words taken down in the student’s notes; The number of symbols and
abbreviations used by the student during note-taking. The aim was to discover what changes, if any,
had occurred in the ratio and in the usages of symbols and abbreviations.
The
Hypotheses of the study were:
Hypothesis 1: In the initial stage the students will
attempt to catch in writing everything the speaker says, and will,
subsequently, follow their notes closely while producing the spoken text.
Hypothesis 2: As the year progresses, the students
will write less and use more abbreviations and symbols.
Hypothesis 3: As the year progresses, the students
will be able to better reconstruct the original speech in the target language
to the full.
Over two
years, 64 translation units were video-taped. In the first year, 2 groups were
video-taped; one of these consisted of first-year students, and the other –
second-year students. The
video-recording were taken in two different classes: interpreting from Hebrew
to English and interpreting from English to Hebrew. In the second year of the
study, the group consisting of students that had been first-year students
during the first year of the study were once again video-taped..
Some of the difficulties encountered:
a.
Not all of the original first-year students continued
onto the second year of study.
b. Some
of the students continuing onto the second year decided to interpret in one direction
only, and therefore participated in one of the two classes.
c.
The number of video-recordings was very limited
because most oral translation classes are dedicated to simultaneous
interpreting rather than consecutive.
All the above made it quite difficult to verify
hypotheses 2 and 3 as in the current study, although many episodes were
videoed, only 3 students had at least 4 episodes in one direction, from English
to Hebrew.
The first
hypothesis, however, was verified: in contrast to the note-taking during the
latter part of the study, first-year students tended to take down more than 50%
of the speaker's words.
Another obstacle in verifying hypotheses 2 and 3 was
the fact that the texts used for the purpose of note-taking were of varied
length and difficulty. Consequently, it could not be verified whether changes
noted in the number of words taken, or the accuracy of the spoken text produced
were the result of text length and difficulty, or the students’ progress.
Notwithstanding the above, there are apparent differences between beginners and
experienced students, in the ratio of words in the original text and those
recorded in writing. This change is manifest both in the comparison of second
and first-year students, during the first year of the study (approximately 45%
in the second year and 60% in the first year), as well as that of the same
group in their first year (60%) and second year (42%) of study.
Assuming
that the consecutive interpreter should write as little as possible, and
remember as much as possible, having a good note-taking technique is a valuable
tool. The ratio of words taken down by the student to words uttered is an
effective indicator of note-taking techniques. In order to find out whether
note-taking techniques improve during the course of studies, the current study
offers suitable methods, but is lacking when it comes to controlling the
various independent random variables, especially those concerning the length of
the text to be interpreted, the speed at which the text is uttered by the
speaker and the difficulty of the texts. It is also essential collect more data
relating to first-year students in order to be able to follow those who
continue onto the second with greater precision.
Philippov, Sveta.
2007. Directionality in Simultaneous Interpretation: Interpreting from C
Language as a Case Study. MA
thesis, Bar Ilan
University,
The Department of Translation and Interpreting Studies. (in Hebrew)
Abstract
This research focuses on two subjects: directionality
and modes of interpreting. We examined the differences between simultaneous
interpreting (SI) and sight translation (ST) performed by six students of
translation and interpreting at Bar-Ilan University. The interpretations were from the subjects' C
language, English, into their B language, Hebrew (C < B) and into their A
language, Russian (C < A). We focused
on the following parameters: shifts (omissions, additions, changes in
time concordance, use of generics, form-based translation, lexical errors,
syntactic errors, grammatical errors and
mispronunciations), as well as self-corrections.
We tested two
hypotheses: a) more shifts and self-corrections are likely to occur
in C < B; b) more shifts will occur in SI than in ST.
Our results showed mode-dependent differences between
outputs. For instance, omissions of numbers, generics and elaboration additions
were found to be more numerous in SI while self-corrections were more frequent
in ST. Some results contradicted our assumption regarding directionality:
omissions of geographical terms and a proper name, omissions of numbers,
addition of qualifiers, additions used for emphasis, use of generics instead of
long names, and errors in prepositions were found to be more numerous in renditions
from C into A. There were also results that supported our assumption that more
shifts would occur while interpreting from C into B. We indeed found that
omissions of single words and sequences of words, omissions of numbers,
omissions of long names, omissions of sentence endings, additions that
compensated for omissions, elaboration additions, usage of generics, time
concordance changes, lack of gender agreement, lack of number agreement,
form-based translations, incorrect translations of numbers, false friends,
pronunciation errors and self-corrections were more prevalent while
interpreting from C into B.
In conclusion, the hypothesis that in SI the
participants would have to cope with more obstacles than in ST, was confirmed.
Moreover, our results supported the assumption that interpreting from C into B
is more problematic than interpreting from C into A, as reflected in the larger
number of shifts. Given the methodological limitations, particularly the small
number of participants, the results were not always striking. However, there
were several findings worth noting; e.g. the number of self-corrections
differed markedly between interpreting modes and directionalities. In ST the
participants produced almost six times as many self-corrections as in SI; in
renditions from C<B we found almost twice as much self-corrections as in
C<A (see , chapter 5, table 7).
ZHOU,
Shudan. 2008. Simultaneous Interpreters' Recognition Memory of
Surface Forms versus Meaning of Sentences: an Empirical Investigation into Simultaneous
Interpreters' Processing of Source Language. MA thesis, Graduate Institute of Interpretation and Translation, Shanghai
International
Studies
University.
(in Chinese)
Abstract
Deverbalization
is a key concept in the Theorie du Sens, an influential theory of interpreting
developed by the Paris School
(Seleskovitch 1976). The theory posits that interpreting involves two
processes, namely transcoding, which refers to the replacement of SL
lexical items with their TL equivalents by means of look-up in the bilingual
lexicon, and Deverbalization, which refers to the autonomous
reformulation of the meaning expressed in the SL discourse, on the basis of
grasping its ‘sense’ and discarding, or forgetting, its linguistic package.
Deverbalization is held to be the main process in interpretation, supplemented
by transcoding.
While this
theory enjoys great currency in pedagogical and professional circles, and is
regarded as having positive normative value in terms of encouraging students to
produce clear, idiomatic TL renditions free from SL interference, researchers
have yet to define the two dimensions around which prior discussions have taken
place: Deverbalization Dimension 1 means TL renditions that accurately reflect
the meaning of SL and are free of constraints of forms of SL; and
Deverbalization Dimension 2 means perception of ideas without any memory trace
of forms of SL. The second dimension is a hypothesis yet to be subjected to
much experimental testing, with the exception of only some small-scale and
inconclusive preliminary studies (Isham 1994).
This thesis therefore attempts to
test empirically the aforementioned hypothesis. The methodology used is that
employed in a classic study on recognition memory for sentences, Kintsch
(1977). 11 professional conference interpreters and 30 regular listeners are
tested for recognition memory of (55) original sentences vs. paraphrases after
respectively interpreting and listening to a speech in Chinese. Statistical
analysis of the results using SPSS indicates that there is no significant
difference in the recognition memory of the interpreters vs. the regular
listeners (interpreters’ mean: 4.47, regular listeners’ mean: 4.14;
Mann-Whitney Test: U＝57.00 and p＝ 0.185). Analysis also shows
interpreters have significant recognition memory of sentence forms of original
sentences (original sentences’ mean: 4.47, paraphrases’ mean: 3.05; Wilcoxon
Signed Rank Test: Z ＝ 2.93 and p＝0.003).
This thesis
makes preliminary attempts to define two dimensions of Deverbalization and,
through creative use of a well-developed psychology experimental model,
disapproves the aforementioned hypothesis and thus Deverbalization Dimension 2.
This thesis shows that interpreters have significant recognition memory of
surface forms of source language while extracting meaning of it, and that there
is a potential positive correlation between the degree of processing of meaning
and the level of recognition memory of forms. This thesis ventures to propose
such correlation as a new hypothesis to be tested. On this basis, this thesis
suggests that future research may investigate the relationship between
interpretation quality and interpreters’ memory of forms and the relationship
between lexical similarity and interpreters’ memory of form. (RS)
* *
*
Contributed by Andres Dörte, on graduation theses and
Master’s theses in Graz, Austira and Germersheim, Germany:
Diplomarbeiten ITAT
Graz
Gotthart,
Julia. 2008. Interpreting Interpreters in Love – Eine Analyse der Darstellung von
Liebesbeziehungen in Dolmetschromanen und dem daraus entstehenden Fremdbild der
Dolmetscher anhand ausgewählter Fallbeispiele. Diplomarbeit.
ITAT Graz.
* The subject of this master thesis
is the analysis of novels with interpreters as the main characters. The
analysis focuses on the description of the interpreters’ romantic relationships
and the image of our profession these descriptions evoke. The main hypothesis
of this thesis is that interpreters become main characters of novels only if
they are part of a complicated love story and that in these novels interpreters
are described as people who do not know which culture they belong to. Only by
falling in love are they able to find their way in life. The descriptions of
the interpreters, their partners and the structure of the relationships between
them are discussed to find out whether all romances show a coherent image of
interpreters in love, what this image is like and how translation studies
should deal with this image drawn by fiction.
Falk, Stefanie. 2009. Wer suchet, der findet? (Seek and you shall find?) Analyse der Berufseinstiegschancen für DolmetschabsolventInnen am FASK
Germersheim und am ITAT Graz. Diplomarbeit. ITAT Graz.
* When
finally graduating from university the question graduates ask is always the
same: “Now where am I going to get a job?” For interpreters several questions
present themselves: “Should I work as a freelance or staff interpreter?”,
“Where should I apply, how should I advertise?” and, last but not least: “What
are my chances to succeed and to establish myself as a successful freelance
interpreter?” This diploma thesis compares the experiences of interpreter
training graduates (diploma curriculum and EMCI) from the Institut für
Theoretische und Angewandte Translationswissenschaft in Graz, Austria, and
the Fachbereich für Angewandte Sprach- und Kulturwissenschaft in
Germersheim, Germany, using a self-designed questionnaire, and provides an
overview of literature on how to successfully find one’s niche in the market.
Neuper, Julia. 2008. Ungarische DolmetscherInnen
in Memoiren, Fiktion und Wirklichkeit (Hungarian
interpreters in memoirs, fiction and reality). Diplomarbeit. ITAT Graz.
* This
diploma thesis investigates the fictional and non-fictional portrayal and
self-portrayal of interpreters in what is now the Republic of Hungary. Hungarian and
foreign fiction featuring Hungarian interpreters in prominent roles, and
memoirs by Hungarian interpreters are analyzed based on comparative imagology
and Pierre Bourdieu’s concept of habitus.
The memoirs referred to are Egy tolmács a
világ körül by Kató Lomb and Két
pályám emlékezetére by Zsuzsanna Gedényi. The fictional works considered
are Die Dolmetscherin (A tolmács) by Ágnes Gergely and Der Versteckspieler by
György Dalos as well as Die Summe, a
narrative by Hermann Kant. The
resulting image and habitus of Hungarian interpreters is
then compared to the findings of Hungarian researchers in interpreting studies
which represent reality.
Schedlbauer,
Nathalie. 2009. Dolmetscher im Irak-Krieg aus arabischer, deutschsprachiger und
US-amerikanischer Mediensicht (Interpreters in Iraq
from the perspective of the Arabic, German and US-American Media). Diplomarbeit. ITAT Graz.
* This
thesis analyzes media reports and articles on interpreters in Iraq from three different regions: the Arab
World, German-speaking countries and the USA. The main aims of this work are
to point out regional differences in the reporting on interpreters in Iraq
and to determine the different values conveyed in the various articles. The
latter is achieved by applying Walter Fisher’s Narrative Paradigm to the
articles. Furthermore, Mona Baker’s ideas of Narratives as discussed in
her book Translation and Conflict. A Narrative Account (2006) serves as
the theoretical foundation for the empirical part of this thesis.
Untersweg,
Gudrun. 2009. Gelij V. Černov – Simultandolmetschforschung und Psycholinguistik in Russland (Psycholinguistics and Research in
Simultaneous Interpretation in Russia).
Diplomarbeit ITAT Graz.
* This
thesis focuses on the theories of the Russian simultaneous interpreter Gelij V.
Černov. Černov is considered as one of the first and most eminent
researchers in simultaneous interpretation in Russia. His theories are mainly
based on linguistics and aspects of cognitive psychology that are still
relevant in today’s interpreting studies. On the basis of psycholinguistic
findings and results from his experiments, Černov developed a probability
anticipation model for simultaneous interpretation. In his approach he
concentrates on the process of comprehension and most notably on redundancy and
inference.
Diplomarbeiten FASK
Germersheim
Heikamp, Stephanie. 2009. Dolmetschen im „Dritten Reich“ am Beispiel
Frankreichs (Interpreting in the ‚Third Reich’ – Focus on France). Diplomarbeit.
FASK Germersheim.
* This
diploma thesis deals with different aspects of interpreting in the period from
1933 to 1944. An analysis of the historical context (including the occupation
in France, the Vichy regime and the
organisation and structure of Wehrmacht
and Reichssicherheitshauptamt (RSHA))
provides the backdrop for this thesis.
With
the purpose of examining training of both civilian and military interpreters
the author presents different interpreting courses at German universities,
their curricula and their cooperation with other bodies of the Nazi-Regime such
as the Reichsfachschaft für das
Dolmetscherwesen. Apart from the training of interpreters, this thesis also
tries to shed some light on their actual working conditions of interpreters for
the Wehrmacht, RSHA or the Foreign Office. To reconstruct the situation of
interpreters who worked for the Wehrmacht or the different bodies of the RSHA (Gestapo, SS etc.) the author analyses, for instance, training
manuals, dictionaries as well as the structure of the different companies and
batallions that employed interpreters.
The
last chapter of this thesis focuses on the novel “April in Paris”
by Michael Wallner, set in occupied France and whose protagonist is a
Wehrmacht interpreter. The authenticity of the situation described in this
novel is analysed and questions concerning the neutrality and involvement of
the interpreter are addressed.
Kaltwasser, Anne. 2009. Dolmetschen und der Balkankonflikt – eine
Analyse der Dolmetschpraxis am Beispiel der Kriegsgebiete, des Internationalen
Strafgerichtshofes für das ehemalige Jugoslawien und Maggie Helwigs Roman
„Between Mountains“. Diplomarbeit. FASK Germersheim.
* This
thesis explores interpreting practices in the context of the Yugoslav wars of
the 1990s from three different perspectives: interpreting in the war zones, at
the International Criminal Tribunal for the former Yugoslavia
in The Hague
and in Maggie Helwig’s novel Between Mountains. A special focus is
placed on problems concerning locally hired interpreters working for foreign
peacekeeping forces, humanitarian organizations and journalists in the former Yugoslavia.
Manoukian, Verena. 2009. DolmetscherInnen in Jugendliteratur und
Comics. Diplomarbeit. FASK Germersheim.
* This diploma thesis deals with the
portrayal of interpreters in two youth and three comic books. Its main focus is
on two youth books, namely Allô? …ici l’interprète!
by Rossana Guarnieri and Meine Tochter
Liz/Ein Mädchen von 17 Jahren by Berte Bratt. The behaviour of the
protagonists of the two novels, both young girls, before, during and after
their respective interpreting assignment is analysed. In addition, two comic
books by Goscinny and Uderzo, Asterix and
the Goths and Asterix as Legionary,
as well as a Mafalda comic strip by
Quino are examined.
A survey containing questions
concerning the two novels mentioned above was conducted among the target readership.
The goal of this survey was to find out to what extent the novels met the
expectations of the readers and whether the portrayal of interpreting, as a
professional job, was realistic. Afterwards the results of the survey were
compared with the portrayal of interpreters in the novels and comic books.
Szofer, Anke. 2009. Dolmetscher in Theaterstücken. Diplomarbeit.
FASK Germersheim.
* Given the importance of theatres – as a place to reflect upon vital subjects
– the thesis deals with interpreters in theatre plays. Three plays are
analyzed: “Interpreters – A fantasia on English and Russian themes” by Ronald
Harwood, “Roger Willemsen – Hier spricht Guantánamo” by Nina Steinhilber and
Florian von Hoermann and “Betrayed” by George Packer. After the presentation of
each play’s author(s), plot, interpreter(s), key interpreting scenes as well as
the intention and message, the following conclusion is drawn: The portrayal of
interpreters in theatre plays is far from being homogeneous but nevertheless
broadens the audience’s or the readers’ horizons to the role of interpreters.
Taucova, Anna. 2009. Dolmetschen in der Sowjetunion zur Zeit Stalins anhand der Memoiren von
Valentin M. Bereschkow, Tamara W. Solonewitsch und Siegfried von Vegesack
(Interpreting in the Soviet Union under Stalin on the basis of the memoirs
of Valentin M. Bereshkov, Tamara W.
Solonevich and Siegfried von Vegesack). Diplomarbeit. FASK Germersheim.
* The aim of this diploma thesis is to analyse, using
the example of the Stalinist regime, under which circumstances interpreters
had/have to work in a dictatorship or during wartime. The memoirists Bereshkov,
Solonevich and Vegesack lived and worked as interpreters in Stalin's Russia
between 1920 and 1953. The diploma thesis analyses and compares the lives and
working conditions of these three interpreters on the basis of the following
criteria: education and qualification, their role and reputation, requirements
and expectations, ethical and moral conflicts, conflicts regarding neutrality,
handling censorship and repression, conflicts regarding loyalty and inner
conflicts. Via these criteria the thesis tries to determine which the specific
problems encountered by interpreters in Stalin's Russia were and if the demands on
an interpreter working in a dictatorship differ from the demands on an
interpreter working in a democracy. The memoirs of Bereshkov, Solonevich and
Vegesack vary in many aspects and they therefore are therefore well suited for
a comparison. The last chapter of the thesis focuses on the question of
interpreters’ memoirs.
Masterarbeiten FASK
Germersheim
Shirokova, Daria. 2009. Die Nürnberger Prozesse und die russischen
Dolmetscher. Masterarbeit. FASK Germersheim.
* The master thesis fills up the information gap concerning Russian
simultaneous interpreters at the Nuremberg
trials. The first part provides information on the relevant aspects of the
participation of the USSR
in the Nuremberg trials as well as an overview
of the history of conference interpreting before Nuremberg. The second part deals with
recruitment as well as working and living conditions of the Russian
interpreters in Nuremberg
with a special focus on the profiles of the Russian simultaneous interpreters
as well as on challenges they had to face. One main source of information cited
are the memoirs of Tatyana Stupnikova, one of the Russian simultaneous
interpreters in Nuremberg,
translated into German by the author for the purpose of this thesis.
Tulyakova, Anna. 2009. Die Dolmetscherin als Prototyp des flexiblen Menschen in Ingeborg
Bachmanns Erzählung „Simultan“. Masterarbeit. FASK Germersheim.
* This
thesis explores the occupational image of the female interpreter in Ingeborg
Bachmann’s short story „Simultan“ as an extended metaphor for the image of the
contemporary human being, as a prototype of the “flexible person”. Furthermore,
using the example of this story, the author of the thesis makes an attempt at
exploring the role and the function of the interpreter’s image in the literary
context and at determining special features or rather stereotypical perception
of the interpreter’s profession turning it into a symbol, which is widespread
in modern literature – a symbol for modern-day flexibility, mobility and
cosmopolitism with all their positive and negative socio-psychic consequences.
In this context, the character of the interpreter is regarded as a “maximum of
the spatial, social and psychic mobility” (to paraphrase Jost Schneider). The
author sees this thesis as a continuation of the research works on the
metaphorical role of the interpreter’s image in literary texts.
DOCTORAL DISSERTATIONS
Alonso
Bacigalupe, Luis. 2006.
Hacia un nuevo modelo de procesamiento de la información en interpretación
simultánea: resultados de un estudio experimental. Doctoral
dissertation, Universidade de Vigo, Facultade de Filoloxia e Traducción,
Departamento de Traducción e Lingüística.
* See the entry for Alonso Bacigalupe 2008 in the Articles
section.
Choi, Jung Yoon. 2008. The Effect of the Metacognitive Grid on the
Learning Curve for Consecutive Interpreting: A Metacognitive Approach to
Learning and Evaluating Student Performance. Doctoral
dissertation, ETI (École de Traduction et d’Interprétation),
Université de Genève.
De Manuel
Jerez, Jesús. 2006. La incorporación de la realidad profesional a la formación de
intérpretes de conferencia mediante las nuevas tecnologías y la
investigación-acción. (Bringing Professional Reality into Conference Interpreter Training
through New Technologies and Action Research). Doctoral dissertation, University of Granada.
* Video corpora for
interpreting exercises have been compiled at the University of Granada,
starting in 2001, from three sources: Ebs, the European Television, recordings
of local conferences and social forums. Each speech was characterized using 34
parameters, including language, length, number of words, topic, accent, speech
rate, degree of specialization, type of text or hypertext etc. Speeches from
the data base were used, and the students’ perception of the difficulty,
interest and usefulness of the material and the method were collected.
The two main conclusions of the dissertation
are that the method increases student motivation and that real-life speeches
are varied enough to offer a complete range of training materials from early
stages of specialized interpreter training. (Abstracted from the abstract of the thesis posted online in New Voices in Translation Studies 2
(2006).
BOOKS
Matsunawa,
Junko (ed). 2009. East Meets West. Current Interpreting Trends.
Selected Papers from the International Symposium et Kobe College, Japan.
Tokyo: Entitle.
(in English and Japanese)
* Selected papers from a
Symposium held in August 2007 with the participation of speakers from overseas.
The editor took the trouble to have the English papers translated into
Japanese. The content of the presentations is fairly general (see brief reports
in the Articles section on Bao’s, Harmer’s, Gile’s and Moser-Mercer’s
presentations – unfortunately, the Japanese contribution given by FUNAYAMA
Chuta is not in the book).
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
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4 - e-mail: lourdes@cubarte.cult.cu
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Budapest, bohak@mail.inext.hu
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<mailto:bahrius@del6.vsnl.net.in>
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Dublin, City
University, Dublin
9, Ireland
- e-mail: croninm@dcu.ie
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Shlesinger, Bar Ilan University, 12 Recanati Street, 69494 Ramat-Aviv, Shlesm@mail.biu.ac.il
For Italy: Scuola
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di Trieste, Via Filzi 14, 34132 Trieste - e-mail: laurag@sslmit.univ.trieste.it
For Japan: Masaomi
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1111 - e-mail: mkondo@ic.daito.ac.jp
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Asociación de Profesionales en Traducción e Interpretación de la
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of the Philippines.
52 Apacible St.
Area 1, U.P. Diliman Campus, Quezon
City 1101
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tel/fax: + 351.21.386.9429 - e-mail: msr@aiic.net
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3, Nicolaie Iorga Str., Bucarest 1,
71117
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Alikin, Perm State Technical University elena_alikina@ecology.perm.ru
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Observatory 7925 Cape Town
- e-mail: sally@link.nis.za
<mailto:sally@link.nis.za>
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Communication Studies, Linköping
University, S-581 83
Linköping - e-mail: cecwa@tema.liu.se
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Ivydale Road, London SE15
3DG
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Bvar. Artigas 210
11.300
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