Basic concepts and models for interpreter and translator training:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
Benjamins
2009
|
| Ausgabe: | Rev. ed. |
| Schriftenreihe: | Benjamins translation library
8 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XV, 283 S. graph. Darst. |
| ISBN: | 9789027224330 9789027224323 |
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| adam_text | BASIC CONCEPTS AND MODELS FOR INTERPRETER AND TRANSLATOR TRAINING
REVISED EDITION DANIEL GILE UNIVERSITE PARIS 3 - SORBONNE NOUVELLE JOHN
BENJAMINS PUBLISHING COMPANY AMSTERDAM / PHILADELPHIA TABLE OF CONTENTS
PREFACE TO THE REVISED EDITION XM INTRODUCTION 1 CHAPTER 1 THEORETICAL
COMPONENTS IN INTERPRETER AND TRANSLATOR TRAINING 5 1. THE ROLE OF
TRAINING IN INTERPRETING AND TRANSLATION 5 2. THE COMPONENTS OF
TRANSLATION COMPETENCE 8 3. THE DIVERSITY OF TRAINING REQUIREMENTS 10
3.1 INITIAL TRAINING PROGRAMMES FOR NEWCOMERS TO TRANSLATION 11 3.2
CONVERSION COURSES/FURTHER TRAINING/CONTINUING EDUCATION FOR PRACTICING
TRANSLATORS 11 4. THE NEED FOR OPTIMIZATION IN FORMAL TRANSLATOR
TRAINING 12 5. THE PROCESS-ORIENTED APPROACH IN TRANSLATOR TRAINING 14
6. POTENTIAL BENEFITS OF THEORETICAL COMPONENTS IN INTERPRETER AND
TRANSLATOR TRAINING 16 7. POTENTIAL CRITERIA AND RULES FOR THEORETICAL
COMPONENTS FOR TRAINING 18 8. WHERE AND HOW TO FIND THEORETICAL
COMPONENTS FOR TRANSLATOR TRAINING 20 9. THE MODELS 21 10. THIS CHAPTERS
MAIN IDEAS 23 CHAPTER 2 COMMUNICATION AND QUALITY IN INTERPRETING AND
TRANSLATION 25 1. INTRODUCTIO N 25 2. PROFESSIONAL TRANSLATION: AN ACT
OF COMMUNICATION 26 2.1 SCHOOL TRANSLATION VS. PROFESSIONAL TRANSLATION
26 2.2 THE ACTORS CONFIGURATION IN PROFESSIONAL TRANSLATION 27 2.3
AWARENESS OF TRANSLATION AND ITS EFFECTS 28 3. AIMS AND INTENTIONS 29
3.1 FUNDAMENTAL AIMS AND INTENTIONS 29 3.2 MACRO-LEVEL AND MICRO-LEVEL
AIMS 30 3.3 THE COMMUNICATION ACTORS AIMS AND PROFESSIONAL LOYALTY 31
3.3.1 CONVERGENCE AND DIVERGENCE OF AIMS 31 3.3.2 PROFESSIONAL LOYALTY
33 4. CONTENT AND PACKAGING 35 VI BASIC CONCEPTS AND MODELS FOR
INTERPRETER AND TRANSLATORTRAINING 5. QUALITY 37 5.1 THE CRITERIA 37 5.2
I DISCOURSE AND QUALITY COMPONENTS 38 5.3 THE PERCEPTION OF QUALITY:
POSITIONS 39 5.4 THE PERCEPTION OF QUALITY: MOTIVATION AND ATTENTION 43
5.5 BEHAVIOURAL COMPONENTS OF QUALITY 44 6. SOCIAL STATUS AND QUALITY 45
7. TEACHING SUGGESTIONS 46 8. WHAT STUDENTS NEED TO REMEMBER 48 APPENDIX
- A DEMONSTRATION IN THE CLASSROOM FOR WRITTEN TRANSLATION 49 FRENCH
TRANSLATION 50 SOURCE-LANGUAGE TEXT 51 CHAPTER 3 FIDELITY IN
INTERPRETING AND TRANSLATION 52 1. INTRODUCTION 52 2. AN EXPERIMENT IN
FIDELITY 53 2.1 PHASE ONE: VERBALIZING A SIMPLE IDEA 54 2.1.1 FRAMING
INFORMATION 57 2.1.2 LINGUISTICALLY/CULTURALLY INDUCED INFORMATION 58
2.1.3 PERSONAL INFORMATION 59 2.2 PHASE TWO, VERSION 1: TRANSLATING A
SIMPLE STATEMENT 60 2.3 PHASE TWO, VERSION 2: IMMEDIATE REPLICATION 61
3. PRINCIPLES OF FIDELITY 62 3.1 THE MESSAGE 62 3.2 FRAMING INFORMATION
63 3.3 LINGUISTICALLY/CULTURALLY INDUCED INFORMATION 64 3.4 PERSONAL
INFORMATION 65 3.5 CONCLUSION 65 4. SECONDARY INFORMATION: AN OBSTACLE
AND A HELP 68 4.1 THE LANGUAGE-SPECIFICITY OF LCII-GENERATED PROBLEMS 69
4.2 INTERPRETING VS. TRANSLATION FROM THE SECONDARY INFORMATION
PERSPECTIVE 70 5. TEACHING SUGGESTIONS 71 5.1 THE EXPERIMENT 71 5.2 A
ROAD-MAP METAPHOR 73 6. WHAT STUDENTS NEED TO REMEMBER 74 APPENDIX A 74
APPENDIX B 76 TABLE OF CONTENTS VII CHAPTER 4 COMPREHENSION OF
SPECIALIZED DISCOURSE IN INTERPRETING AND TRANSLATION 79 1. INTRODUCTION
79 2. THE COMPREHENSION EQUATION 81 2.1 A BASIC EQUATION 81 2.2
ANALYSIS 83 2.3 MORE ABOUT THE RELATIONS IN THE COMPREHENSION EQUATION
84 2.3.1 SUBJECTIVE ASPECTS OF COMPREHENSION 84 2.3.2 LINGUISTIC
KNOWLEDGE 86 2.3.3 EXTRALINGUISTIC KNOWLEDGE 87 2.3.4 ANALYSIS 88 3.
TRANSLATION AND THE COMPREHENSION OF SPECIALIZED TEXTS 89 3.1 AN EXAMPLE
90 3.2 THE LAYPERSON S COMPREHENSION 9 1 4. THE TRANSLATOR S
COMPREHENSION REQUIREMENTS 95 5. THE TRANSLATORS ACQUIRED SPECIALIZED
KNOWLEDGE 96 6. TEACHING THE PRINCIPLES OF COMPREHENSION 97 7. WHAT
STUDENTS NEED TO REMEMBER 99 CHAPTER 5 A SEQUENTIAL MODEL OF TRANSLATION
101 1. INTRODUCTION 101 2. THE MODEL 101 2.1 THE COMPREHENSION PHASE 101
2.2 THE REFORMULATION PHASE 104 3. COMMENTS 106 3.1 THE SEQUENTIAL MODEL
AND ORDINARY COMPREHENSION AND PRODUCTION 106 3.2 THE MODEL AND
TRANSLATION AS IT IS PRACTICED 106 3.2.1 THE PROCESSING OF SINGLE VS.
MULTIPLE TRANSLATION UNITS 106 3.2.2 SEPARATION BETWEEN COMPREHENSION
AND REFORMULATION IN THE FIELD AND DURING TRAINING 107 3.2.3 UNSOLVED
PROBLEMS 107 3.2.4 DECISION-MAKING, RISKS, GAINS AND LOSSES 108 3.2.5
THE LINEARITY OF THE SEQUENTIAL PROCESS 109 3.2.6 TESTS ON GROUPS OF
TRANSLATION UNITS 109 3.2.7 THE KNOWLEDGE BASE 110 3.3 REVISION 110 VIII
BASIC CONCEPTS AND MODELS FOR INTERPRETER AND TRANSLATOR TRAINING 4.
INTERPRETING VS. TRANSLATION IN THE LIGHT OF THE SEQUENTIAL MODEL 111 5.
TEACHING THE MODEL 113 5.1 RAISING THE STUDENTS AWARENESS 113 5.2
PRESENTING THE MODEL TO STUDENTS 115 5.3 THE SEQUENTIAL MODEL AND ERROR
ANALYSIS 118 5.4 IPDR - PROBLEM REPORTING BY THE STUDENTS 122 5.5 THE
SEQUENTIAL MODEL AND PROFESSIONALISM 123 6. WHAT STUDENTS NEED TO
REMEMBER 124 APPENDIX A 124 APPENDIX B 127 CHAPTER 6 AD HOC KNOWLEDGE
ACQUISITION IN INTERPRETING AND TRANSLATION 129 1. INTRODUCTION 129 2.
DIFFERENCES BETWEEN INTERPRETING AND TRANSLATION: A REMINDER 130 3.
INFORMATION SOURCES FOR AD HOC KNOWLEDGE ACQUISITION 131 3.1
CLASSIFICATION OF INFORMATION SOURCES 131 3.2 FUNDAMENTAL VARIABLES IN
THE CHARACTERIZATION OF INFORMATION SOURCES IN TRANSLATION WORK 132 3.3
WEAKNESSES AND STRENGTHS OF DOCUMENTS IN THE ACQUISITION OF
TERMINOLOGICAL KNOWLEDGE 133 4. KNOWLEDGE ACQUISITION STRATEGIES IN
TRANSLATION 137 4.1 TJME CONSIDERATIONS 137 4.2 SOURCE SELECTION 137
4.2.1 STARTING-POINT SOURCES, INTERMEDIATE SOURCES AND END-POINT SOURCES
137 4.2.2 ACCESS 138 4.2.3 INITIAL SOURCE ACQUISITION 138 4.2.4 LIBRARY
STRATEGIES 139 4.3 BILINGUAL AND MULTILINGUAL DICTIONARIES 139 4.4
ELECTRONIC SOURCES 140 4.5 INDIVIDUALLY DEVELOPED SOURCES 141 4.6 HUMAN
SOURCES 142 4.6.1 EXPERTS 142 4.6.2 FELLOW TRANSLATORS 144 5. AD HOC
KNOWLEDGE ACQUISITION IN INTERPRETING 144 5.1 THE BASELINE 144 5.2
STRATEGIES 14 4 5.2.1 THREE PHASES IN AD HOC KNOWLEDGE ACQUISITION 144
TABLE OF CONTENTS IX 5.2.2 ISSUES IN CONFERENCE PREPARATION 146 5.2.3
INTERPRETER GLOSSARIES 147 1 5.2.4 REFERENCE DOCUMENTS 148 6. LONG-TERM
KNOWLEDGE BUILD-UP IN INTERPRETERS AND TRANSLATORS 148 7. TEACHING
SUGGESTIONS 149 8. WHAT STUDENTS NEED TO REMEMBER 151 APPENDIX 152
CHAPTER 7 THE EFFORT MODELS OF INTERPRETING 157 1. INTRODUCTION 157 2.
AUTOMATIC OPERATIONS, PROCESSING CAPACITY AND INTERPRETING EFFORTS 158
2.1 AUTOMATIC AND NON-AUTOMATIC OPERATIONS 158 2.2 INTERPRETING EFFORTS
160 2.2.1 THE LISTENING AND ANALYSIS EFFORT 160 2.2.2 THE PRODUCTION
EFFORT 163 2.2.3 THE MEMORY EFFORT 165 3. WORKING MEMORY 166 4. AN
EFFORT MODEL OF SIMULTANEOUS INTERPRETING 167 4.1 A FIRST VIEW OF THE
MODEL 167 4.2 SIMPLIFICATIONS IN THE MODEL 168 4.2.1 THE SEQUENTIAL
LINEARITY SIMPLIFICATION 168 ,4.2.2 THE ADDITIVITY SIMPLIFICATION 169 5.
PROCESSING CAPACITY-RELATED PROBLEMS IN SIMULTANEOUS INTERPRETING 169
5.1 OPERATIONAL REQUIREMENTS 169 5.2 PROBLEM TRIGGERS 171 5.3 FAILURE
SEQUENCES 171 5.4 ANTICIPATION 173 5.4.1 LINGUISTIC ANTICIPATION 173
5.4.2 EXTRALINGUISTIC ANTICIPATION 174 6. AN EFFORT MODEL OF CONSECUTIVE
INTERPRETING 175 7. EFFORTS IN SIGHT TRANSLATION 179 8. SIMULTANEOUS
INTERPRETING WITH TEXT 181 9. THE TIGHTROPE HYPOTHESIS 182 10. THE
EFFORT MODELS AND TRANSLATION 183 11. PROCESSING CAPACITY AND
INTERPRETING STUDENTS 185 12. TEACHING SUGGESTIONS 186 13. THE EFFORT
MODELS AND COGNITIVE PSYCHOLOGY 187 14. WHAT STUDENTS NEED TO REMEMBER
190 X BASIC CONCEPTS AND MODELS FOR INTERPRETER AND TRANSLATOR TRAINING
CHAPTER 8 FACING AND COPING WITH ONLINE PROBLEMS IN INTERPRETING 191 1.
INTRODUCTION 191 2. WHEN DO ONLINE PROBLEMS ARISE? 192 2.1 COGNITIVE
SATURATION AND FAILURE 192 2.1.1 CHRONIC REASONS 192 2.1.2 OCCASIONAL
REASONS 192 2.2 COGNITIVE PROBLEM TRIGGERS 192 2.2.1 PROBLEMS ARISING
FROM AN INCREASE IN PROCESSING CAPACITY REQUIREMENTS 192 2.2.2 PROBLEMS
ASSOCIATED WITH SIGNAL VULNERABILITY 194 3. LANGUAGE-SPECIFICITY RELATED
PROBLEMS 194 3.1 POSSIBLE LANGUAGE-SPECIFIC DIFFERENCES IN SPEECH
PERCEPTION 194 3.1.1 DIFFERENCES IN THE PERCEPTION OF WORDS 195 3.1.2
GRAMMATICAL REDUNDANCIES 195 3.1.3 SYNTACTIC STRUCTURES 195 3.1.4
SOCIOLINGUISTIC ASPECTS 196 3.2 POSSIBLE LANGUAGE-SPECIFIC DIFFERENCES
IN SPEECH PRODUCTION 196 3.3 CULTURE-SPECIFIC DIFFICULTIES 198 3.4
IMPLICATIONS FOR TRAINING 198 4. THE SPEAKER FACTOR 200 5. TACTICS IN
SIMULTANEOUS INTERPRETING 200 5.1 COMPREHENSION TACTICS 201 5.2
PREVENTIVE TACTICS 204 5.3 REFORMULATION TACTICS 206 6. LAWS IN THE
SELECTION OF TACTICS IN SIMULTANEOUS INTERPRETING 211 7. TACTICS IN
CONSECUTIVE INTERPRETING, SIGHT TRANSLATION AND SIMULTANEOUS WITH TEXT
214 8. HANDLING SPEAKER ERRORS 216 9. COPING TACTICS IN TRANSLATION 216
10. TEACHING SUGGESTIONS 217 11. WHAT STUDENTS NEED TO REMEMBER 217
CHAPTER 9 LANGUAGE AVAILABILITY AND ITS IMPLICATIONS IN CONFERENCE
INTERPRETING (AND TRANSLATION) 219 1. INTRODUCTION 219 2. THE STUDENTS
COMMAND OF THEIR WORKING LANGUAGES 220 3. LANGUAGE AVAILABILITY 222 3.1
LANGUAGE PRODUCTION AND AVAILABILITY 223 3.2 LANGUAGE COMPREHENSION AND
AVAILABILITY 224 TABLE OF CONTENTS XI 4. THE GRAVITATIONAL MODEL OF
LANGUAGE AVAILABILITY 226 4.1 LANGUAGE CONSTITUENTS 226 4.2 THE
STRUCTURE OF THE GRAVITATIONAL MODEL OF LANGUAGE AVAILABILITY 227 4.3
THE DYNAMICS OF THE GRAVITATIONAL MODEL 229 4.4 FURTHER ASSUMPTIONS
ABOUT THE DYNAMICS OF THE GRAVITATIONAL MODEL 232 4.4.1 THE SPEED OF
AVAILABILITY CHANGES 232 4.4.2 ACTIVE AND PASSIVE AVAILABILITY 232 4.4.3
ORAL AND WRITTEN AVAILABILITY 233 5. THE GRAVITATIONAL MODEL AND
CONFERENCE INTERPRETING 234 5.1 THE INTERPRETER S LC SYSTEM 234 5.2 THE
INTERPRETER S AND TRANSLATOR S MULTILINGUALISM 235 6. DIRECTIONALITY IN
INTERPRETING AND TRANSLATION 237 7. AVAILABILITY AND SPEECH PRODUCTION
TACTICS 238 7.1 HIGH-AVAILABILITY PREFERENCES 238 7.2 TRANSLINGUISTIC
EQUIVALENCES 239 8. THE GRAVITATIONAL MODEL AND LANGUAGE SKILLS
ENHANCEMENT 240 8.1 THE NEEDS 240 8.2 METHODS 241 9. TEACHING
SUGGESTIONS 242 10. WHAT STUDENTS NEED TO REMEMBER 243 CHAPTER. 10
INTEGRATING MORE THEORY INTO TRAINING: THE IDRC FRAMEWORK 245 1.
INTRODUCTION: THE ADVANTAGES OF A PLATFORM FOR INTRODUCING TRANSLATION
THEORY TO STUDENTS 245 2. THE IDRC FRAMEWORK: INTERPRETATION, DECISIONS,
RESOURCES AND CONSTRAINTS 246 2.1 CONSTRAINTS AND RESOURCES IN
TRANSLATION 247 2.2 INTERPRETATION AND DECISIONS IN TRANSLATION 248
2.1.1 INTERPRETATION 248 2.1.2 DECISIONS 248 2.3 STRUCTURE OF THE IDRC
FRAMEWORK 248 2.4 FEATURES OF THE IDRC FRAMEWORK 248 3. IDRC AS A
FRAMEWORK FOR THE INTRODUCTION OF TRANSLATION THEORIES 250 3.1 VIEWING
TS THEORIES WITH IDRC 250 3.2 TRANSLATION THEORIES VIEWED FROM THE IDRC
ANGLE 250 3.2.1 THE TRANSLATION S FUNCTION AND SKOPOS THEORY 250 3.2.2
PREVAILING NORMS AND TOURY S THEORY 251 3.2.3 DOMESTICATION VS.
FOREIGNIZATION AND LAWRENCE VENUTI 252 XII BASIC CONCEPTS AND MODELS FOR
INTERPRETER AND TRANSLATORTRAINING 3.2.4 COGNITIVE ISSUES AND THE
INTERPRETIVE THEORY 252 3.2.5 COGNITIVE ISSUES AND CHERNOV S
PROBABILISTIC PROGNOSIS THEORY 253 3.2.6 COGNITIVE ISSUES, COGNITIVE
PSYCHOLOGY, RELEVANCE THEORY AND THE INFORMATION PROCESSING APPROACH 253
3.2.7 TRANSLATION UNIVERSALS 254 4. COMPLEMENTARITY 254 5. USING IDRC IN
THE CLASSROOM 257 5.1 THE ROLE OF IDRC - A REMINDER 257 5.2 IDRC IN THE
CLASSROOM 257 GLOSSARY 259 BIBLIOGRAPHY 264 NAME INDEX 279 CONCEPT INDEX
282
Basic Concepts and Models for Interpreter and Translator Training is a
systematically corrected, enhanced and updated avatar of a book (1995)
which is widely used in T l training programmes worldwide and widely
quoted in the international Translation Studies community. It provides
readers with the conceptual bases required to understand both the
principles and recurrent issues and difficulties in professional translation
and interpreting, guiding them along from an introduction to fundamental
communication issues in translation to a discussion of the usefulness
of research about Translation, through discussions of loyalty and fidelity
issues, translation and interpreting strategies and tactics and underlying
norms, ad hoc knowledge acquisition, sources of errors in translation, T !
cognition and language availability. It takes on board recent developments
as reflected in the literature and spells out and discusses links between
practices and concepts in T l and concepts and theories from cognitive
psychology and psycholinguistics.
|
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| dewey-search | 418/.02071 |
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| discipline | Sprachwissenschaft Literaturwissenschaft |
| edition | Rev. ed. |
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| id | DE-604.BV036514413 |
| illustrated | Illustrated |
| indexdate | 2025-02-20T06:41:21Z |
| institution | BVB |
| isbn | 9789027224330 9789027224323 |
| language | English |
| lccn | 2009035932 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020436558 |
| oclc_num | 699195038 |
| open_access_boolean | |
| owner | DE-11 DE-20 DE-863 DE-BY-FWS DE-521 DE-19 DE-BY-UBM DE-860 DE-384 |
| owner_facet | DE-11 DE-20 DE-863 DE-BY-FWS DE-521 DE-19 DE-BY-UBM DE-860 DE-384 |
| physical | XV, 283 S. graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Benjamins |
| record_format | marc |
| series | Benjamins translation library |
| series2 | Benjamins translation library |
| spellingShingle | Gile, Daniel Basic concepts and models for interpreter and translator training Benjamins translation library Translators Training of Translating and interpreting Übersetzung (DE-588)4061418-9 gnd Übersetzer (DE-588)4061414-1 gnd Dolmetscher (DE-588)4012679-1 gnd Dolmetschen (DE-588)4150394-6 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Ausbildung (DE-588)4112628-2 gnd |
| subject_GND | (DE-588)4061418-9 (DE-588)4061414-1 (DE-588)4012679-1 (DE-588)4150394-6 (DE-588)4078637-7 (DE-588)4112628-2 |
| title | Basic concepts and models for interpreter and translator training |
| title_auth | Basic concepts and models for interpreter and translator training |
| title_exact_search | Basic concepts and models for interpreter and translator training |
| title_full | Basic concepts and models for interpreter and translator training Daniel Gile |
| title_fullStr | Basic concepts and models for interpreter and translator training Daniel Gile |
| title_full_unstemmed | Basic concepts and models for interpreter and translator training Daniel Gile |
| title_short | Basic concepts and models for interpreter and translator training |
| title_sort | basic concepts and models for interpreter and translator training |
| topic | Translators Training of Translating and interpreting Übersetzung (DE-588)4061418-9 gnd Übersetzer (DE-588)4061414-1 gnd Dolmetscher (DE-588)4012679-1 gnd Dolmetschen (DE-588)4150394-6 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Ausbildung (DE-588)4112628-2 gnd |
| topic_facet | Translators Training of Translating and interpreting Übersetzung Übersetzer Dolmetscher Dolmetschen Unterrichtsmethode Ausbildung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020436558&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020436558&sequence=000006&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV010024259 |
| work_keys_str_mv | AT giledaniel basicconceptsandmodelsforinterpreterandtranslatortraining |
Inhaltsverzeichnis
THWS Würzburg Zentralbibliothek Lesesaal
| Signatur: |
1000 ES 700 G471 |
|---|---|
| Exemplar 1 | ausleihbar Verfügbar Bestellen |