Conference interpreting :: a trainer's guide /
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Schriftenreihe: | Benjamins translation library.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027267566 9027267561 |
Internformat
MARC
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| 008 | 151130s2016 ne obf 001 0 eng | ||
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| 100 | 1 | |a Setton, Robin, |e author. | |
| 245 | 1 | 0 | |a Conference interpreting : |b a trainer's guide / |c Robin Setton ; Andrew Dawrant. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2016] | |
| 300 | |a 1 online resource. | ||
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| 490 | 1 | |a Benjamins Translation Library ; |v v.121 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Intro -- Conference Interpreting A Trainer's Guide -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Acknowledgements -- 1. Introduction to the Trainer's Guide -- Professionalism: the devil is in the detail -- Revisiting testing and certification -- Theory and research -- 2. Teaching conference interpreting -- 2.1 Introduction -- 2.1.1 Overview -- 2.1.2 Key pedagogical principles and rationale -- 2.2 What makes a good instructor? -- 2.2.1 Pedagogical and class management skills -- 2.2.2 Feedback and demonstration expertise -- 2.2.3 Human qualities -- 2.2.4 Theoretical knowledge -- 2.2.5 Training the trainers -- 2.2.6 Postgraduate teaching assistants (TAs) -- 2.2.7 Other auxiliary instructors -- 2.2.8 Pedagogical coordination and cohesion -- 2.3 The student's experience -- 2.3.1 Morale and motivation -- 2.3.2 The learning curve -- 2.4 Class design and configurations -- 2.4.1 Types of class configuration -- 2.4.2 Class size, composition and duration -- 2.4.3 Diversity and class participation -- 2.4.4 Language combination of instructors -- 2.4.5 Team- or assisted teaching and 'triangular' classes -- 2.5 The interpreting skills classroom -- 2.5.1 Student-centred learning -- 2.5.2 Putting yourself in the student's place -- 2.5.3 Learning what and learning how -- 2.5.4 Teaching methods and classroom procedures -- 2.5.5 Choosing the right materials -- 2.5.5.1 Progression in materials -- 2.5.5.2 Assessing speech difficulty -- 2.5.5.3 Finding authentic speeches and maintaining a speech bank -- 2.5.6 Topic and event preparation and brainstorming -- 2.5.7 Student performance and discussion -- 2.5.7.1 Taking turns and class involvement -- 2.5.7.2 Discussion: staying focused -- 2.5.8 Feedback -- 2.5.8.1 General principles. | |
| 505 | 8 | |a 2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy -- 2.5.9 Explanations, theory, metaphors and models -- 2.5.10 Agreeing on terms -- 2.5.11 Instructor demonstrations -- 2.5.12 Combining teaching modes -- 2.6 Expertise and deliberate practice -- 2.6.1 Expert performance research -- 2.6.2 Deliberate practice -- 2.6.3 Private study and deliberate practice -- 2.7 Summary -- Appendix A -- 3. Curriculum and progression -- 3.1 Introduction -- 3.2 Revisiting the standard training paradigm -- 3.2.1 Origins: instinct and apprenticeship -- 3.2.2 The call for a scientific basis for training -- 3.2.3 Component-skills approaches -- 3.2.3.1 Component skills (part-task) vs. holistic training -- 3.2.3.2 Task analysis: models of interpreting -- 3.2.3.3 What kind of task is interpreting? -- 3.2.3.4 Conditions for effective part-task training -- 3.2.3.5 Incremental realism and motivation -- 3.2.4 What can be taught and how? -- 3.2.4.1 Teaching interpreting 'strategies' -- 3.2.4.2 Bridging the declarative-procedural gap -- 3.2.5 Apprenticeship, scientific teaching and student-focused learning -- 3.2.6 Individual variability and flexibility -- 3.3 Curriculum design -- 3.3.1 Curriculum components -- 3.3.2 Progression: steps to expertise -- 3.3.3 Cross-cutting skills -- 3.3.4 Bridging theory and practice -- 3.3.5 Course duration and staging -- 3.3.5.1 Why Consecutive and Sight Translation before SI? -- 3.3.5.2 Sight translation -- 3.3.5.3 Working first into A, then into B -- 3.3.6 Curriculum flexibility -- 3.4 In-course assessment -- 3.4.1 The Midpoint Exam: selection for SI training -- 3.4.1.1 Rationale, criteria and procedure -- 3.4.1.2 Test items -- 3.4.1.3 Midpoint assessment criteria -- 3.4.2 Assessment through the course: progression of constructs and criteria -- 3.4.3 Other forms of in-course assessment -- 3.4.3.1 Self- and peer-assessment. | |
| 505 | 8 | |a 3.4.3.2 Student portfolios and journals -- 3.5 Pedagogy and curriculum: updating the apprenticeship model -- 3.5.1 Existing weaknesses -- 3.5.2 Summary of recommendations -- Further reading -- 4. Selection and admission -- 4.1 Introduction -- 4.2 Defining standards for admission -- 4.2.1 Language proficiency -- 4.2.2 The profile of a promising trainee: other criteria -- 4.3 Entrance examinations -- 4.3.1 General procedure and pre-screening -- 4.3.2 The written exam -- 4.3.2.1 Standardly scorable tests -- 4.3.2.2 Performance tests -- 4.3.2.3 Choice of tests and grading: the decision tree -- 4.3.3 Oral test and interview -- 4.3.3.1 Panel composition and qualifications -- 4.3.3.2 Guidelines for speeches -- 4.3.3.3 Live speech vs. video -- 4.3.3.4 Rater training and preparation -- 4.3.3.5 Oral exam procedure -- 4.3.3.6 Adapting or varying test procedure (on the fly) -- 4.3.4 Assessment, grading and deliberations -- 4.3.4.1 Scoring procedure -- 4.3.4.2 What to look for -- 4.3.4.3 Final selection -- 4.3.5 Candidate profiles -- 4.3.6 Admission exams and pedagogy -- 4.4 Research on aptitude testing: criticisms and solutions -- 4.4.1 Consensus and best practices -- 4.4.2 Criticisms of the traditional aptitude test -- 4.4.3 The search for (more) objectivity -- 4.4.3.1 An early experiment with psychometric testing -- 4.4.3.2 Staggered or extended selection procedures -- 4.4.4 Aptitude testing in practice -- the challenge of feasibility -- 4.5 Summary and recommendations -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 5. Initiation to interpreting -- 5.1 Introduction -- 5.2 Active Listening exercises -- 5.2.1 Idiomatic Gist -- 5.2.2 Listening Cloze -- 5.2.3 Discourse Modelling and Outlining -- 5.3 Concision and compression -- 5.4 Deverbalization and interference-busting -- 5.5 First steps in real interpreting. | |
| 505 | 8 | |a 5.5.1 Short Consecutive without notes -- 5.5.2 Role and mediation: impartiality and fidelity -- 5.6 Public Speaking and Delivery Skills -- 5.7 Initiation: pedagogical notes -- 5.8 The learning curve: a novelty bonus -- 5.9 Initiation: structure and objectives -- 5.10 Some basic theory for instructors (and students) -- 5.10.1 A general theory of communication -- 5.10.2 Language, context and communicative intent -- 5.10.3 What makes a speech a speech? Function, rhetoric and genre -- 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT) -- 5.11 Summary -- Further reading -- 6. Teaching consecutive interpreting -- 6.1 Introduction: teaching full consecutive -- 6.1.1 Note-taking: doctrine and pedagogy -- 6.1.2 Progression in consecutive -- 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9) -- 6.2.1 Student morale and the learning curve -- 6.2.2 Demonstration: notes as a help and a hindrance -- 6.2.3 The place of theory -- 6.3 Note-taking: the 'Standard Method' -- 6.3.1 Cue-words and links -- 6.3.2 Note-taking II: layout and information capture -- 6.3.3 Note-taking III: Completing the Toolkit -- 6.4 Coordination (mid- S1, weeks 10-13) -- 6.4.1 Focus and class procedure -- 6.4.2 The learning curve: getting on the bicycle -- 6.4.3 Coordination: pedagogy and feedback -- 6.4.4 The method and the individual -- 6.5 Experimentation through practice (late S1, early S2) -- 6.5.1 Focus: adaptation and flexibility -- 6.5.2 The learning curve: student and class morale -- 6.5.3 Pedagogical focus and class organization -- 6.6 Consolidation (from early/mid S2 through S3) -- 6.6.1 The learning curve: resurfacing -- 6.6.2 Consolidation: pedagogy and feedback -- 6.6.3 'At the table': adapting to setting and environment -- 6.6.4 Consecutive and new technology -- 6.7 Polishing and advanced consecutive (Year 2, S3-S4) -- 6.8 Research and modelling. | |
| 505 | 8 | |a 6.8.1 Observational research: the role of notes -- 6.8.2 Consecutive and memory -- 6.8.3 Attention and processing capacity -- 6.8.3.1 The Effort Model of Consecutive Interpreting -- 6.8.3.2 Reducing cognitive load: knowledge and procedural skills -- 6.8.3.3 Distributing effort between capture and delivery -- 6.8.4 Technique, process and product in consecutive -- 6.9 Summary -- 7. Language, knowledge and working into B -- 7.1 Introduction and overview -- 7.1.1 Language and knowledge in interpreter training -- 7.1.2 The directionality debate: ideals and reality -- 7.2 Language enhancement in the curriculum -- 7.2.1 LE classes for interpreters -- 7.2.2 Feedback in interpreting skills classes -- 7.2.3 Remedial coaching in tutorial format -- 7.2.4 Independent study and practice -- 7.3 Interpreting into B: needs, challenges and strategies -- 7.3.1 Parameters for successful interpreting into B -- 7.3.1.1 Quality of the B language -- 7.3.1.2 Speech and event type -- 7.3.1.3 Finding the right balance -- 7.3.2 Timing and management of into-B training -- 7.3.3 Common into-B problems and remedies -- 7.3.4 SI into B: feedback -- 7.3.4.1 Participation of 'pure users' -- 7.3.4.2 Relay interpreting from a pivot working into B -- 7.3.5 Working into B in difficult conditions -- 7.4 Knowledge Enhancement: general and special modules -- 7.4.1 General domain modules: Law and Economics -- 7.4.2 Talking the talk: the language of research reports and presentations -- 7.4.3 Specialized knowledge and customized modules -- 7.5 Some background science -- 7.5.1 Language enhancement: the art of the possible -- 7.5.2 Implicit and explicit competence -- 7.5.3 Linguistic knowledge, pragmatic competence and motivation -- 7.5.4 Selective activation in the multilingual brain -- 7.6 Summary -- Further reading -- 8. Teaching simultaneous interpreting -- 8.1 Introduction. | |
| 650 | 0 | |a Congresses and conventions |x Translating services. |0 http://id.loc.gov/authorities/subjects/sh93000951 | |
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| 700 | 1 | |a Dawrant, Andrew, |e author. | |
| 776 | 0 | 8 | |i Print version: |a Setton, Robin. |t Conference interpreting. |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] |z 9789027258632 |w (DLC) 2015042297 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn930786541 |
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| adam_text | |
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| author | Setton, Robin Dawrant, Andrew |
| author_facet | Setton, Robin Dawrant, Andrew |
| author_role | aut aut |
| author_sort | Setton, Robin |
| author_variant | r s rs a d ad |
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| callnumber-label | P306 |
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| contents | Intro -- Conference Interpreting A Trainer's Guide -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Acknowledgements -- 1. Introduction to the Trainer's Guide -- Professionalism: the devil is in the detail -- Revisiting testing and certification -- Theory and research -- 2. Teaching conference interpreting -- 2.1 Introduction -- 2.1.1 Overview -- 2.1.2 Key pedagogical principles and rationale -- 2.2 What makes a good instructor? -- 2.2.1 Pedagogical and class management skills -- 2.2.2 Feedback and demonstration expertise -- 2.2.3 Human qualities -- 2.2.4 Theoretical knowledge -- 2.2.5 Training the trainers -- 2.2.6 Postgraduate teaching assistants (TAs) -- 2.2.7 Other auxiliary instructors -- 2.2.8 Pedagogical coordination and cohesion -- 2.3 The student's experience -- 2.3.1 Morale and motivation -- 2.3.2 The learning curve -- 2.4 Class design and configurations -- 2.4.1 Types of class configuration -- 2.4.2 Class size, composition and duration -- 2.4.3 Diversity and class participation -- 2.4.4 Language combination of instructors -- 2.4.5 Team- or assisted teaching and 'triangular' classes -- 2.5 The interpreting skills classroom -- 2.5.1 Student-centred learning -- 2.5.2 Putting yourself in the student's place -- 2.5.3 Learning what and learning how -- 2.5.4 Teaching methods and classroom procedures -- 2.5.5 Choosing the right materials -- 2.5.5.1 Progression in materials -- 2.5.5.2 Assessing speech difficulty -- 2.5.5.3 Finding authentic speeches and maintaining a speech bank -- 2.5.6 Topic and event preparation and brainstorming -- 2.5.7 Student performance and discussion -- 2.5.7.1 Taking turns and class involvement -- 2.5.7.2 Discussion: staying focused -- 2.5.8 Feedback -- 2.5.8.1 General principles. 2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy -- 2.5.9 Explanations, theory, metaphors and models -- 2.5.10 Agreeing on terms -- 2.5.11 Instructor demonstrations -- 2.5.12 Combining teaching modes -- 2.6 Expertise and deliberate practice -- 2.6.1 Expert performance research -- 2.6.2 Deliberate practice -- 2.6.3 Private study and deliberate practice -- 2.7 Summary -- Appendix A -- 3. Curriculum and progression -- 3.1 Introduction -- 3.2 Revisiting the standard training paradigm -- 3.2.1 Origins: instinct and apprenticeship -- 3.2.2 The call for a scientific basis for training -- 3.2.3 Component-skills approaches -- 3.2.3.1 Component skills (part-task) vs. holistic training -- 3.2.3.2 Task analysis: models of interpreting -- 3.2.3.3 What kind of task is interpreting? -- 3.2.3.4 Conditions for effective part-task training -- 3.2.3.5 Incremental realism and motivation -- 3.2.4 What can be taught and how? -- 3.2.4.1 Teaching interpreting 'strategies' -- 3.2.4.2 Bridging the declarative-procedural gap -- 3.2.5 Apprenticeship, scientific teaching and student-focused learning -- 3.2.6 Individual variability and flexibility -- 3.3 Curriculum design -- 3.3.1 Curriculum components -- 3.3.2 Progression: steps to expertise -- 3.3.3 Cross-cutting skills -- 3.3.4 Bridging theory and practice -- 3.3.5 Course duration and staging -- 3.3.5.1 Why Consecutive and Sight Translation before SI? -- 3.3.5.2 Sight translation -- 3.3.5.3 Working first into A, then into B -- 3.3.6 Curriculum flexibility -- 3.4 In-course assessment -- 3.4.1 The Midpoint Exam: selection for SI training -- 3.4.1.1 Rationale, criteria and procedure -- 3.4.1.2 Test items -- 3.4.1.3 Midpoint assessment criteria -- 3.4.2 Assessment through the course: progression of constructs and criteria -- 3.4.3 Other forms of in-course assessment -- 3.4.3.1 Self- and peer-assessment. 3.4.3.2 Student portfolios and journals -- 3.5 Pedagogy and curriculum: updating the apprenticeship model -- 3.5.1 Existing weaknesses -- 3.5.2 Summary of recommendations -- Further reading -- 4. Selection and admission -- 4.1 Introduction -- 4.2 Defining standards for admission -- 4.2.1 Language proficiency -- 4.2.2 The profile of a promising trainee: other criteria -- 4.3 Entrance examinations -- 4.3.1 General procedure and pre-screening -- 4.3.2 The written exam -- 4.3.2.1 Standardly scorable tests -- 4.3.2.2 Performance tests -- 4.3.2.3 Choice of tests and grading: the decision tree -- 4.3.3 Oral test and interview -- 4.3.3.1 Panel composition and qualifications -- 4.3.3.2 Guidelines for speeches -- 4.3.3.3 Live speech vs. video -- 4.3.3.4 Rater training and preparation -- 4.3.3.5 Oral exam procedure -- 4.3.3.6 Adapting or varying test procedure (on the fly) -- 4.3.4 Assessment, grading and deliberations -- 4.3.4.1 Scoring procedure -- 4.3.4.2 What to look for -- 4.3.4.3 Final selection -- 4.3.5 Candidate profiles -- 4.3.6 Admission exams and pedagogy -- 4.4 Research on aptitude testing: criticisms and solutions -- 4.4.1 Consensus and best practices -- 4.4.2 Criticisms of the traditional aptitude test -- 4.4.3 The search for (more) objectivity -- 4.4.3.1 An early experiment with psychometric testing -- 4.4.3.2 Staggered or extended selection procedures -- 4.4.4 Aptitude testing in practice -- the challenge of feasibility -- 4.5 Summary and recommendations -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 5. Initiation to interpreting -- 5.1 Introduction -- 5.2 Active Listening exercises -- 5.2.1 Idiomatic Gist -- 5.2.2 Listening Cloze -- 5.2.3 Discourse Modelling and Outlining -- 5.3 Concision and compression -- 5.4 Deverbalization and interference-busting -- 5.5 First steps in real interpreting. 5.5.1 Short Consecutive without notes -- 5.5.2 Role and mediation: impartiality and fidelity -- 5.6 Public Speaking and Delivery Skills -- 5.7 Initiation: pedagogical notes -- 5.8 The learning curve: a novelty bonus -- 5.9 Initiation: structure and objectives -- 5.10 Some basic theory for instructors (and students) -- 5.10.1 A general theory of communication -- 5.10.2 Language, context and communicative intent -- 5.10.3 What makes a speech a speech? Function, rhetoric and genre -- 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT) -- 5.11 Summary -- Further reading -- 6. Teaching consecutive interpreting -- 6.1 Introduction: teaching full consecutive -- 6.1.1 Note-taking: doctrine and pedagogy -- 6.1.2 Progression in consecutive -- 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9) -- 6.2.1 Student morale and the learning curve -- 6.2.2 Demonstration: notes as a help and a hindrance -- 6.2.3 The place of theory -- 6.3 Note-taking: the 'Standard Method' -- 6.3.1 Cue-words and links -- 6.3.2 Note-taking II: layout and information capture -- 6.3.3 Note-taking III: Completing the Toolkit -- 6.4 Coordination (mid- S1, weeks 10-13) -- 6.4.1 Focus and class procedure -- 6.4.2 The learning curve: getting on the bicycle -- 6.4.3 Coordination: pedagogy and feedback -- 6.4.4 The method and the individual -- 6.5 Experimentation through practice (late S1, early S2) -- 6.5.1 Focus: adaptation and flexibility -- 6.5.2 The learning curve: student and class morale -- 6.5.3 Pedagogical focus and class organization -- 6.6 Consolidation (from early/mid S2 through S3) -- 6.6.1 The learning curve: resurfacing -- 6.6.2 Consolidation: pedagogy and feedback -- 6.6.3 'At the table': adapting to setting and environment -- 6.6.4 Consecutive and new technology -- 6.7 Polishing and advanced consecutive (Year 2, S3-S4) -- 6.8 Research and modelling. 6.8.1 Observational research: the role of notes -- 6.8.2 Consecutive and memory -- 6.8.3 Attention and processing capacity -- 6.8.3.1 The Effort Model of Consecutive Interpreting -- 6.8.3.2 Reducing cognitive load: knowledge and procedural skills -- 6.8.3.3 Distributing effort between capture and delivery -- 6.8.4 Technique, process and product in consecutive -- 6.9 Summary -- 7. Language, knowledge and working into B -- 7.1 Introduction and overview -- 7.1.1 Language and knowledge in interpreter training -- 7.1.2 The directionality debate: ideals and reality -- 7.2 Language enhancement in the curriculum -- 7.2.1 LE classes for interpreters -- 7.2.2 Feedback in interpreting skills classes -- 7.2.3 Remedial coaching in tutorial format -- 7.2.4 Independent study and practice -- 7.3 Interpreting into B: needs, challenges and strategies -- 7.3.1 Parameters for successful interpreting into B -- 7.3.1.1 Quality of the B language -- 7.3.1.2 Speech and event type -- 7.3.1.3 Finding the right balance -- 7.3.2 Timing and management of into-B training -- 7.3.3 Common into-B problems and remedies -- 7.3.4 SI into B: feedback -- 7.3.4.1 Participation of 'pure users' -- 7.3.4.2 Relay interpreting from a pivot working into B -- 7.3.5 Working into B in difficult conditions -- 7.4 Knowledge Enhancement: general and special modules -- 7.4.1 General domain modules: Law and Economics -- 7.4.2 Talking the talk: the language of research reports and presentations -- 7.4.3 Specialized knowledge and customized modules -- 7.5 Some background science -- 7.5.1 Language enhancement: the art of the possible -- 7.5.2 Implicit and explicit competence -- 7.5.3 Linguistic knowledge, pragmatic competence and motivation -- 7.5.4 Selective activation in the multilingual brain -- 7.6 Summary -- Further reading -- 8. Teaching simultaneous interpreting -- 8.1 Introduction. |
| ctrlnum | (OCoLC)930786541 |
| dewey-full | 418/.02071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418/.02071 |
| dewey-search | 418/.02071 |
| dewey-sort | 3418 42071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>12676cam a2200781 i 4500</leader><controlfield tag="001">ZDB-4-EBA-ocn930786541</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">151130s2016 ne obf 001 0 eng </controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a"> 2015047037</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DLC</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">DLC</subfield><subfield code="d">OCLCF</subfield><subfield code="d">N$T</subfield><subfield code="d">YDXCP</subfield><subfield code="d">IDEBK</subfield><subfield code="d">EBLCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OTZ</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">ESU</subfield><subfield code="d">U3W</subfield><subfield code="d">SNK</subfield><subfield code="d">DKU</subfield><subfield code="d">AUW</subfield><subfield code="d">MHW</subfield><subfield code="d">D6H</subfield><subfield code="d">VTS</subfield><subfield code="d">AGLDB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">G3B</subfield><subfield code="d">S8J</subfield><subfield code="d">S9I</subfield><subfield code="d">STF</subfield><subfield code="d">M8D</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789027267566</subfield><subfield code="q">(pdf)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9027267561</subfield><subfield code="q">(pdf)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789027258632</subfield><subfield code="q">(hb ;</subfield><subfield code="q">alk. paper)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)930786541</subfield></datafield><datafield tag="042" ind1=" " ind2=" "><subfield code="a">pcc</subfield></datafield><datafield tag="050" ind1="0" ind2="0"><subfield code="a">P306.95</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">FOR</subfield><subfield code="x">018000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN</subfield><subfield code="x">001000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN</subfield><subfield code="x">006000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN</subfield><subfield code="x">009000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN</subfield><subfield code="x">012000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">LAN</subfield><subfield code="x">019000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">418/.02071</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Setton, Robin,</subfield><subfield code="e">author.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Conference interpreting :</subfield><subfield code="b">a trainer's guide /</subfield><subfield code="c">Robin Setton ; Andrew Dawrant.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Amsterdam ;</subfield><subfield code="a">Philadelphia :</subfield><subfield code="b">John Benjamins Publishing Company,</subfield><subfield code="c">[2016]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">data file</subfield><subfield code="2">rda</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Benjamins Translation Library ;</subfield><subfield code="v">v.121</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record and CIP data provided by publisher.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- Conference Interpreting A Trainer's Guide -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Acknowledgements -- 1. Introduction to the Trainer's Guide -- Professionalism: the devil is in the detail -- Revisiting testing and certification -- Theory and research -- 2. Teaching conference interpreting -- 2.1 Introduction -- 2.1.1 Overview -- 2.1.2 Key pedagogical principles and rationale -- 2.2 What makes a good instructor? -- 2.2.1 Pedagogical and class management skills -- 2.2.2 Feedback and demonstration expertise -- 2.2.3 Human qualities -- 2.2.4 Theoretical knowledge -- 2.2.5 Training the trainers -- 2.2.6 Postgraduate teaching assistants (TAs) -- 2.2.7 Other auxiliary instructors -- 2.2.8 Pedagogical coordination and cohesion -- 2.3 The student's experience -- 2.3.1 Morale and motivation -- 2.3.2 The learning curve -- 2.4 Class design and configurations -- 2.4.1 Types of class configuration -- 2.4.2 Class size, composition and duration -- 2.4.3 Diversity and class participation -- 2.4.4 Language combination of instructors -- 2.4.5 Team- or assisted teaching and 'triangular' classes -- 2.5 The interpreting skills classroom -- 2.5.1 Student-centred learning -- 2.5.2 Putting yourself in the student's place -- 2.5.3 Learning what and learning how -- 2.5.4 Teaching methods and classroom procedures -- 2.5.5 Choosing the right materials -- 2.5.5.1 Progression in materials -- 2.5.5.2 Assessing speech difficulty -- 2.5.5.3 Finding authentic speeches and maintaining a speech bank -- 2.5.6 Topic and event preparation and brainstorming -- 2.5.7 Student performance and discussion -- 2.5.7.1 Taking turns and class involvement -- 2.5.7.2 Discussion: staying focused -- 2.5.8 Feedback -- 2.5.8.1 General principles.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy -- 2.5.9 Explanations, theory, metaphors and models -- 2.5.10 Agreeing on terms -- 2.5.11 Instructor demonstrations -- 2.5.12 Combining teaching modes -- 2.6 Expertise and deliberate practice -- 2.6.1 Expert performance research -- 2.6.2 Deliberate practice -- 2.6.3 Private study and deliberate practice -- 2.7 Summary -- Appendix A -- 3. Curriculum and progression -- 3.1 Introduction -- 3.2 Revisiting the standard training paradigm -- 3.2.1 Origins: instinct and apprenticeship -- 3.2.2 The call for a scientific basis for training -- 3.2.3 Component-skills approaches -- 3.2.3.1 Component skills (part-task) vs. holistic training -- 3.2.3.2 Task analysis: models of interpreting -- 3.2.3.3 What kind of task is interpreting? -- 3.2.3.4 Conditions for effective part-task training -- 3.2.3.5 Incremental realism and motivation -- 3.2.4 What can be taught and how? -- 3.2.4.1 Teaching interpreting 'strategies' -- 3.2.4.2 Bridging the declarative-procedural gap -- 3.2.5 Apprenticeship, scientific teaching and student-focused learning -- 3.2.6 Individual variability and flexibility -- 3.3 Curriculum design -- 3.3.1 Curriculum components -- 3.3.2 Progression: steps to expertise -- 3.3.3 Cross-cutting skills -- 3.3.4 Bridging theory and practice -- 3.3.5 Course duration and staging -- 3.3.5.1 Why Consecutive and Sight Translation before SI? -- 3.3.5.2 Sight translation -- 3.3.5.3 Working first into A, then into B -- 3.3.6 Curriculum flexibility -- 3.4 In-course assessment -- 3.4.1 The Midpoint Exam: selection for SI training -- 3.4.1.1 Rationale, criteria and procedure -- 3.4.1.2 Test items -- 3.4.1.3 Midpoint assessment criteria -- 3.4.2 Assessment through the course: progression of constructs and criteria -- 3.4.3 Other forms of in-course assessment -- 3.4.3.1 Self- and peer-assessment.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3.4.3.2 Student portfolios and journals -- 3.5 Pedagogy and curriculum: updating the apprenticeship model -- 3.5.1 Existing weaknesses -- 3.5.2 Summary of recommendations -- Further reading -- 4. Selection and admission -- 4.1 Introduction -- 4.2 Defining standards for admission -- 4.2.1 Language proficiency -- 4.2.2 The profile of a promising trainee: other criteria -- 4.3 Entrance examinations -- 4.3.1 General procedure and pre-screening -- 4.3.2 The written exam -- 4.3.2.1 Standardly scorable tests -- 4.3.2.2 Performance tests -- 4.3.2.3 Choice of tests and grading: the decision tree -- 4.3.3 Oral test and interview -- 4.3.3.1 Panel composition and qualifications -- 4.3.3.2 Guidelines for speeches -- 4.3.3.3 Live speech vs. video -- 4.3.3.4 Rater training and preparation -- 4.3.3.5 Oral exam procedure -- 4.3.3.6 Adapting or varying test procedure (on the fly) -- 4.3.4 Assessment, grading and deliberations -- 4.3.4.1 Scoring procedure -- 4.3.4.2 What to look for -- 4.3.4.3 Final selection -- 4.3.5 Candidate profiles -- 4.3.6 Admission exams and pedagogy -- 4.4 Research on aptitude testing: criticisms and solutions -- 4.4.1 Consensus and best practices -- 4.4.2 Criticisms of the traditional aptitude test -- 4.4.3 The search for (more) objectivity -- 4.4.3.1 An early experiment with psychometric testing -- 4.4.3.2 Staggered or extended selection procedures -- 4.4.4 Aptitude testing in practice -- the challenge of feasibility -- 4.5 Summary and recommendations -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 5. Initiation to interpreting -- 5.1 Introduction -- 5.2 Active Listening exercises -- 5.2.1 Idiomatic Gist -- 5.2.2 Listening Cloze -- 5.2.3 Discourse Modelling and Outlining -- 5.3 Concision and compression -- 5.4 Deverbalization and interference-busting -- 5.5 First steps in real interpreting.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">5.5.1 Short Consecutive without notes -- 5.5.2 Role and mediation: impartiality and fidelity -- 5.6 Public Speaking and Delivery Skills -- 5.7 Initiation: pedagogical notes -- 5.8 The learning curve: a novelty bonus -- 5.9 Initiation: structure and objectives -- 5.10 Some basic theory for instructors (and students) -- 5.10.1 A general theory of communication -- 5.10.2 Language, context and communicative intent -- 5.10.3 What makes a speech a speech? Function, rhetoric and genre -- 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT) -- 5.11 Summary -- Further reading -- 6. Teaching consecutive interpreting -- 6.1 Introduction: teaching full consecutive -- 6.1.1 Note-taking: doctrine and pedagogy -- 6.1.2 Progression in consecutive -- 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9) -- 6.2.1 Student morale and the learning curve -- 6.2.2 Demonstration: notes as a help and a hindrance -- 6.2.3 The place of theory -- 6.3 Note-taking: the 'Standard Method' -- 6.3.1 Cue-words and links -- 6.3.2 Note-taking II: layout and information capture -- 6.3.3 Note-taking III: Completing the Toolkit -- 6.4 Coordination (mid- S1, weeks 10-13) -- 6.4.1 Focus and class procedure -- 6.4.2 The learning curve: getting on the bicycle -- 6.4.3 Coordination: pedagogy and feedback -- 6.4.4 The method and the individual -- 6.5 Experimentation through practice (late S1, early S2) -- 6.5.1 Focus: adaptation and flexibility -- 6.5.2 The learning curve: student and class morale -- 6.5.3 Pedagogical focus and class organization -- 6.6 Consolidation (from early/mid S2 through S3) -- 6.6.1 The learning curve: resurfacing -- 6.6.2 Consolidation: pedagogy and feedback -- 6.6.3 'At the table': adapting to setting and environment -- 6.6.4 Consecutive and new technology -- 6.7 Polishing and advanced consecutive (Year 2, S3-S4) -- 6.8 Research and modelling.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6.8.1 Observational research: the role of notes -- 6.8.2 Consecutive and memory -- 6.8.3 Attention and processing capacity -- 6.8.3.1 The Effort Model of Consecutive Interpreting -- 6.8.3.2 Reducing cognitive load: knowledge and procedural skills -- 6.8.3.3 Distributing effort between capture and delivery -- 6.8.4 Technique, process and product in consecutive -- 6.9 Summary -- 7. Language, knowledge and working into B -- 7.1 Introduction and overview -- 7.1.1 Language and knowledge in interpreter training -- 7.1.2 The directionality debate: ideals and reality -- 7.2 Language enhancement in the curriculum -- 7.2.1 LE classes for interpreters -- 7.2.2 Feedback in interpreting skills classes -- 7.2.3 Remedial coaching in tutorial format -- 7.2.4 Independent study and practice -- 7.3 Interpreting into B: needs, challenges and strategies -- 7.3.1 Parameters for successful interpreting into B -- 7.3.1.1 Quality of the B language -- 7.3.1.2 Speech and event type -- 7.3.1.3 Finding the right balance -- 7.3.2 Timing and management of into-B training -- 7.3.3 Common into-B problems and remedies -- 7.3.4 SI into B: feedback -- 7.3.4.1 Participation of 'pure users' -- 7.3.4.2 Relay interpreting from a pivot working into B -- 7.3.5 Working into B in difficult conditions -- 7.4 Knowledge Enhancement: general and special modules -- 7.4.1 General domain modules: Law and Economics -- 7.4.2 Talking the talk: the language of research reports and presentations -- 7.4.3 Specialized knowledge and customized modules -- 7.5 Some background science -- 7.5.1 Language enhancement: the art of the possible -- 7.5.2 Implicit and explicit competence -- 7.5.3 Linguistic knowledge, pragmatic competence and motivation -- 7.5.4 Selective activation in the multilingual brain -- 7.6 Summary -- Further reading -- 8. 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| id | ZDB-4-EBA-ocn930786541 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:55Z |
| institution | BVB |
| isbn | 9789027267566 9027267561 |
| language | English |
| lccn | 2015047037 |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
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| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Benjamins translation library. |
| series2 | Benjamins Translation Library ; |
| spelling | Setton, Robin, author. Conference interpreting : a trainer's guide / Robin Setton ; Andrew Dawrant. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 1 online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier data file rda Benjamins Translation Library ; v.121 Includes bibliographical references and index. Print version record and CIP data provided by publisher. Intro -- Conference Interpreting A Trainer's Guide -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Acknowledgements -- 1. Introduction to the Trainer's Guide -- Professionalism: the devil is in the detail -- Revisiting testing and certification -- Theory and research -- 2. Teaching conference interpreting -- 2.1 Introduction -- 2.1.1 Overview -- 2.1.2 Key pedagogical principles and rationale -- 2.2 What makes a good instructor? -- 2.2.1 Pedagogical and class management skills -- 2.2.2 Feedback and demonstration expertise -- 2.2.3 Human qualities -- 2.2.4 Theoretical knowledge -- 2.2.5 Training the trainers -- 2.2.6 Postgraduate teaching assistants (TAs) -- 2.2.7 Other auxiliary instructors -- 2.2.8 Pedagogical coordination and cohesion -- 2.3 The student's experience -- 2.3.1 Morale and motivation -- 2.3.2 The learning curve -- 2.4 Class design and configurations -- 2.4.1 Types of class configuration -- 2.4.2 Class size, composition and duration -- 2.4.3 Diversity and class participation -- 2.4.4 Language combination of instructors -- 2.4.5 Team- or assisted teaching and 'triangular' classes -- 2.5 The interpreting skills classroom -- 2.5.1 Student-centred learning -- 2.5.2 Putting yourself in the student's place -- 2.5.3 Learning what and learning how -- 2.5.4 Teaching methods and classroom procedures -- 2.5.5 Choosing the right materials -- 2.5.5.1 Progression in materials -- 2.5.5.2 Assessing speech difficulty -- 2.5.5.3 Finding authentic speeches and maintaining a speech bank -- 2.5.6 Topic and event preparation and brainstorming -- 2.5.7 Student performance and discussion -- 2.5.7.1 Taking turns and class involvement -- 2.5.7.2 Discussion: staying focused -- 2.5.8 Feedback -- 2.5.8.1 General principles. 2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy -- 2.5.9 Explanations, theory, metaphors and models -- 2.5.10 Agreeing on terms -- 2.5.11 Instructor demonstrations -- 2.5.12 Combining teaching modes -- 2.6 Expertise and deliberate practice -- 2.6.1 Expert performance research -- 2.6.2 Deliberate practice -- 2.6.3 Private study and deliberate practice -- 2.7 Summary -- Appendix A -- 3. Curriculum and progression -- 3.1 Introduction -- 3.2 Revisiting the standard training paradigm -- 3.2.1 Origins: instinct and apprenticeship -- 3.2.2 The call for a scientific basis for training -- 3.2.3 Component-skills approaches -- 3.2.3.1 Component skills (part-task) vs. holistic training -- 3.2.3.2 Task analysis: models of interpreting -- 3.2.3.3 What kind of task is interpreting? -- 3.2.3.4 Conditions for effective part-task training -- 3.2.3.5 Incremental realism and motivation -- 3.2.4 What can be taught and how? -- 3.2.4.1 Teaching interpreting 'strategies' -- 3.2.4.2 Bridging the declarative-procedural gap -- 3.2.5 Apprenticeship, scientific teaching and student-focused learning -- 3.2.6 Individual variability and flexibility -- 3.3 Curriculum design -- 3.3.1 Curriculum components -- 3.3.2 Progression: steps to expertise -- 3.3.3 Cross-cutting skills -- 3.3.4 Bridging theory and practice -- 3.3.5 Course duration and staging -- 3.3.5.1 Why Consecutive and Sight Translation before SI? -- 3.3.5.2 Sight translation -- 3.3.5.3 Working first into A, then into B -- 3.3.6 Curriculum flexibility -- 3.4 In-course assessment -- 3.4.1 The Midpoint Exam: selection for SI training -- 3.4.1.1 Rationale, criteria and procedure -- 3.4.1.2 Test items -- 3.4.1.3 Midpoint assessment criteria -- 3.4.2 Assessment through the course: progression of constructs and criteria -- 3.4.3 Other forms of in-course assessment -- 3.4.3.1 Self- and peer-assessment. 3.4.3.2 Student portfolios and journals -- 3.5 Pedagogy and curriculum: updating the apprenticeship model -- 3.5.1 Existing weaknesses -- 3.5.2 Summary of recommendations -- Further reading -- 4. Selection and admission -- 4.1 Introduction -- 4.2 Defining standards for admission -- 4.2.1 Language proficiency -- 4.2.2 The profile of a promising trainee: other criteria -- 4.3 Entrance examinations -- 4.3.1 General procedure and pre-screening -- 4.3.2 The written exam -- 4.3.2.1 Standardly scorable tests -- 4.3.2.2 Performance tests -- 4.3.2.3 Choice of tests and grading: the decision tree -- 4.3.3 Oral test and interview -- 4.3.3.1 Panel composition and qualifications -- 4.3.3.2 Guidelines for speeches -- 4.3.3.3 Live speech vs. video -- 4.3.3.4 Rater training and preparation -- 4.3.3.5 Oral exam procedure -- 4.3.3.6 Adapting or varying test procedure (on the fly) -- 4.3.4 Assessment, grading and deliberations -- 4.3.4.1 Scoring procedure -- 4.3.4.2 What to look for -- 4.3.4.3 Final selection -- 4.3.5 Candidate profiles -- 4.3.6 Admission exams and pedagogy -- 4.4 Research on aptitude testing: criticisms and solutions -- 4.4.1 Consensus and best practices -- 4.4.2 Criticisms of the traditional aptitude test -- 4.4.3 The search for (more) objectivity -- 4.4.3.1 An early experiment with psychometric testing -- 4.4.3.2 Staggered or extended selection procedures -- 4.4.4 Aptitude testing in practice -- the challenge of feasibility -- 4.5 Summary and recommendations -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 5. Initiation to interpreting -- 5.1 Introduction -- 5.2 Active Listening exercises -- 5.2.1 Idiomatic Gist -- 5.2.2 Listening Cloze -- 5.2.3 Discourse Modelling and Outlining -- 5.3 Concision and compression -- 5.4 Deverbalization and interference-busting -- 5.5 First steps in real interpreting. 5.5.1 Short Consecutive without notes -- 5.5.2 Role and mediation: impartiality and fidelity -- 5.6 Public Speaking and Delivery Skills -- 5.7 Initiation: pedagogical notes -- 5.8 The learning curve: a novelty bonus -- 5.9 Initiation: structure and objectives -- 5.10 Some basic theory for instructors (and students) -- 5.10.1 A general theory of communication -- 5.10.2 Language, context and communicative intent -- 5.10.3 What makes a speech a speech? Function, rhetoric and genre -- 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT) -- 5.11 Summary -- Further reading -- 6. Teaching consecutive interpreting -- 6.1 Introduction: teaching full consecutive -- 6.1.1 Note-taking: doctrine and pedagogy -- 6.1.2 Progression in consecutive -- 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9) -- 6.2.1 Student morale and the learning curve -- 6.2.2 Demonstration: notes as a help and a hindrance -- 6.2.3 The place of theory -- 6.3 Note-taking: the 'Standard Method' -- 6.3.1 Cue-words and links -- 6.3.2 Note-taking II: layout and information capture -- 6.3.3 Note-taking III: Completing the Toolkit -- 6.4 Coordination (mid- S1, weeks 10-13) -- 6.4.1 Focus and class procedure -- 6.4.2 The learning curve: getting on the bicycle -- 6.4.3 Coordination: pedagogy and feedback -- 6.4.4 The method and the individual -- 6.5 Experimentation through practice (late S1, early S2) -- 6.5.1 Focus: adaptation and flexibility -- 6.5.2 The learning curve: student and class morale -- 6.5.3 Pedagogical focus and class organization -- 6.6 Consolidation (from early/mid S2 through S3) -- 6.6.1 The learning curve: resurfacing -- 6.6.2 Consolidation: pedagogy and feedback -- 6.6.3 'At the table': adapting to setting and environment -- 6.6.4 Consecutive and new technology -- 6.7 Polishing and advanced consecutive (Year 2, S3-S4) -- 6.8 Research and modelling. 6.8.1 Observational research: the role of notes -- 6.8.2 Consecutive and memory -- 6.8.3 Attention and processing capacity -- 6.8.3.1 The Effort Model of Consecutive Interpreting -- 6.8.3.2 Reducing cognitive load: knowledge and procedural skills -- 6.8.3.3 Distributing effort between capture and delivery -- 6.8.4 Technique, process and product in consecutive -- 6.9 Summary -- 7. Language, knowledge and working into B -- 7.1 Introduction and overview -- 7.1.1 Language and knowledge in interpreter training -- 7.1.2 The directionality debate: ideals and reality -- 7.2 Language enhancement in the curriculum -- 7.2.1 LE classes for interpreters -- 7.2.2 Feedback in interpreting skills classes -- 7.2.3 Remedial coaching in tutorial format -- 7.2.4 Independent study and practice -- 7.3 Interpreting into B: needs, challenges and strategies -- 7.3.1 Parameters for successful interpreting into B -- 7.3.1.1 Quality of the B language -- 7.3.1.2 Speech and event type -- 7.3.1.3 Finding the right balance -- 7.3.2 Timing and management of into-B training -- 7.3.3 Common into-B problems and remedies -- 7.3.4 SI into B: feedback -- 7.3.4.1 Participation of 'pure users' -- 7.3.4.2 Relay interpreting from a pivot working into B -- 7.3.5 Working into B in difficult conditions -- 7.4 Knowledge Enhancement: general and special modules -- 7.4.1 General domain modules: Law and Economics -- 7.4.2 Talking the talk: the language of research reports and presentations -- 7.4.3 Specialized knowledge and customized modules -- 7.5 Some background science -- 7.5.1 Language enhancement: the art of the possible -- 7.5.2 Implicit and explicit competence -- 7.5.3 Linguistic knowledge, pragmatic competence and motivation -- 7.5.4 Selective activation in the multilingual brain -- 7.6 Summary -- Further reading -- 8. Teaching simultaneous interpreting -- 8.1 Introduction. Congresses and conventions Translating services. http://id.loc.gov/authorities/subjects/sh93000951 Translating services Handbooks, manuals, etc. Translating and interpreting Handbooks, manuals, etc. Congrès et conférences Services de traduction. Services de traduction Guides, manuels, etc. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Congresses and conventions Translating services fast Translating and interpreting fast Translating services fast Handbooks and manuals fast Dawrant, Andrew, author. Print version: Setton, Robin. Conference interpreting. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 9789027258632 (DLC) 2015042297 Benjamins translation library. http://id.loc.gov/authorities/names/n94010568 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258951 Volltext |
| spellingShingle | Setton, Robin Dawrant, Andrew Conference interpreting : a trainer's guide / Benjamins translation library. Intro -- Conference Interpreting A Trainer's Guide -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Acknowledgements -- 1. Introduction to the Trainer's Guide -- Professionalism: the devil is in the detail -- Revisiting testing and certification -- Theory and research -- 2. Teaching conference interpreting -- 2.1 Introduction -- 2.1.1 Overview -- 2.1.2 Key pedagogical principles and rationale -- 2.2 What makes a good instructor? -- 2.2.1 Pedagogical and class management skills -- 2.2.2 Feedback and demonstration expertise -- 2.2.3 Human qualities -- 2.2.4 Theoretical knowledge -- 2.2.5 Training the trainers -- 2.2.6 Postgraduate teaching assistants (TAs) -- 2.2.7 Other auxiliary instructors -- 2.2.8 Pedagogical coordination and cohesion -- 2.3 The student's experience -- 2.3.1 Morale and motivation -- 2.3.2 The learning curve -- 2.4 Class design and configurations -- 2.4.1 Types of class configuration -- 2.4.2 Class size, composition and duration -- 2.4.3 Diversity and class participation -- 2.4.4 Language combination of instructors -- 2.4.5 Team- or assisted teaching and 'triangular' classes -- 2.5 The interpreting skills classroom -- 2.5.1 Student-centred learning -- 2.5.2 Putting yourself in the student's place -- 2.5.3 Learning what and learning how -- 2.5.4 Teaching methods and classroom procedures -- 2.5.5 Choosing the right materials -- 2.5.5.1 Progression in materials -- 2.5.5.2 Assessing speech difficulty -- 2.5.5.3 Finding authentic speeches and maintaining a speech bank -- 2.5.6 Topic and event preparation and brainstorming -- 2.5.7 Student performance and discussion -- 2.5.7.1 Taking turns and class involvement -- 2.5.7.2 Discussion: staying focused -- 2.5.8 Feedback -- 2.5.8.1 General principles. 2.5.8.2 Follow-up: stand-back vs. hands-on pedagogy -- 2.5.9 Explanations, theory, metaphors and models -- 2.5.10 Agreeing on terms -- 2.5.11 Instructor demonstrations -- 2.5.12 Combining teaching modes -- 2.6 Expertise and deliberate practice -- 2.6.1 Expert performance research -- 2.6.2 Deliberate practice -- 2.6.3 Private study and deliberate practice -- 2.7 Summary -- Appendix A -- 3. Curriculum and progression -- 3.1 Introduction -- 3.2 Revisiting the standard training paradigm -- 3.2.1 Origins: instinct and apprenticeship -- 3.2.2 The call for a scientific basis for training -- 3.2.3 Component-skills approaches -- 3.2.3.1 Component skills (part-task) vs. holistic training -- 3.2.3.2 Task analysis: models of interpreting -- 3.2.3.3 What kind of task is interpreting? -- 3.2.3.4 Conditions for effective part-task training -- 3.2.3.5 Incremental realism and motivation -- 3.2.4 What can be taught and how? -- 3.2.4.1 Teaching interpreting 'strategies' -- 3.2.4.2 Bridging the declarative-procedural gap -- 3.2.5 Apprenticeship, scientific teaching and student-focused learning -- 3.2.6 Individual variability and flexibility -- 3.3 Curriculum design -- 3.3.1 Curriculum components -- 3.3.2 Progression: steps to expertise -- 3.3.3 Cross-cutting skills -- 3.3.4 Bridging theory and practice -- 3.3.5 Course duration and staging -- 3.3.5.1 Why Consecutive and Sight Translation before SI? -- 3.3.5.2 Sight translation -- 3.3.5.3 Working first into A, then into B -- 3.3.6 Curriculum flexibility -- 3.4 In-course assessment -- 3.4.1 The Midpoint Exam: selection for SI training -- 3.4.1.1 Rationale, criteria and procedure -- 3.4.1.2 Test items -- 3.4.1.3 Midpoint assessment criteria -- 3.4.2 Assessment through the course: progression of constructs and criteria -- 3.4.3 Other forms of in-course assessment -- 3.4.3.1 Self- and peer-assessment. 3.4.3.2 Student portfolios and journals -- 3.5 Pedagogy and curriculum: updating the apprenticeship model -- 3.5.1 Existing weaknesses -- 3.5.2 Summary of recommendations -- Further reading -- 4. Selection and admission -- 4.1 Introduction -- 4.2 Defining standards for admission -- 4.2.1 Language proficiency -- 4.2.2 The profile of a promising trainee: other criteria -- 4.3 Entrance examinations -- 4.3.1 General procedure and pre-screening -- 4.3.2 The written exam -- 4.3.2.1 Standardly scorable tests -- 4.3.2.2 Performance tests -- 4.3.2.3 Choice of tests and grading: the decision tree -- 4.3.3 Oral test and interview -- 4.3.3.1 Panel composition and qualifications -- 4.3.3.2 Guidelines for speeches -- 4.3.3.3 Live speech vs. video -- 4.3.3.4 Rater training and preparation -- 4.3.3.5 Oral exam procedure -- 4.3.3.6 Adapting or varying test procedure (on the fly) -- 4.3.4 Assessment, grading and deliberations -- 4.3.4.1 Scoring procedure -- 4.3.4.2 What to look for -- 4.3.4.3 Final selection -- 4.3.5 Candidate profiles -- 4.3.6 Admission exams and pedagogy -- 4.4 Research on aptitude testing: criticisms and solutions -- 4.4.1 Consensus and best practices -- 4.4.2 Criticisms of the traditional aptitude test -- 4.4.3 The search for (more) objectivity -- 4.4.3.1 An early experiment with psychometric testing -- 4.4.3.2 Staggered or extended selection procedures -- 4.4.4 Aptitude testing in practice -- the challenge of feasibility -- 4.5 Summary and recommendations -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 5. Initiation to interpreting -- 5.1 Introduction -- 5.2 Active Listening exercises -- 5.2.1 Idiomatic Gist -- 5.2.2 Listening Cloze -- 5.2.3 Discourse Modelling and Outlining -- 5.3 Concision and compression -- 5.4 Deverbalization and interference-busting -- 5.5 First steps in real interpreting. 5.5.1 Short Consecutive without notes -- 5.5.2 Role and mediation: impartiality and fidelity -- 5.6 Public Speaking and Delivery Skills -- 5.7 Initiation: pedagogical notes -- 5.8 The learning curve: a novelty bonus -- 5.9 Initiation: structure and objectives -- 5.10 Some basic theory for instructors (and students) -- 5.10.1 A general theory of communication -- 5.10.2 Language, context and communicative intent -- 5.10.3 What makes a speech a speech? Function, rhetoric and genre -- 5.10.4 Meaning vs. form-based translation and the Théorie du sens (ITT) -- 5.11 Summary -- Further reading -- 6. Teaching consecutive interpreting -- 6.1 Introduction: teaching full consecutive -- 6.1.1 Note-taking: doctrine and pedagogy -- 6.1.2 Progression in consecutive -- 6.2 Orientation: Introduction to Note-taking (S1 weeks 6-9) -- 6.2.1 Student morale and the learning curve -- 6.2.2 Demonstration: notes as a help and a hindrance -- 6.2.3 The place of theory -- 6.3 Note-taking: the 'Standard Method' -- 6.3.1 Cue-words and links -- 6.3.2 Note-taking II: layout and information capture -- 6.3.3 Note-taking III: Completing the Toolkit -- 6.4 Coordination (mid- S1, weeks 10-13) -- 6.4.1 Focus and class procedure -- 6.4.2 The learning curve: getting on the bicycle -- 6.4.3 Coordination: pedagogy and feedback -- 6.4.4 The method and the individual -- 6.5 Experimentation through practice (late S1, early S2) -- 6.5.1 Focus: adaptation and flexibility -- 6.5.2 The learning curve: student and class morale -- 6.5.3 Pedagogical focus and class organization -- 6.6 Consolidation (from early/mid S2 through S3) -- 6.6.1 The learning curve: resurfacing -- 6.6.2 Consolidation: pedagogy and feedback -- 6.6.3 'At the table': adapting to setting and environment -- 6.6.4 Consecutive and new technology -- 6.7 Polishing and advanced consecutive (Year 2, S3-S4) -- 6.8 Research and modelling. 6.8.1 Observational research: the role of notes -- 6.8.2 Consecutive and memory -- 6.8.3 Attention and processing capacity -- 6.8.3.1 The Effort Model of Consecutive Interpreting -- 6.8.3.2 Reducing cognitive load: knowledge and procedural skills -- 6.8.3.3 Distributing effort between capture and delivery -- 6.8.4 Technique, process and product in consecutive -- 6.9 Summary -- 7. Language, knowledge and working into B -- 7.1 Introduction and overview -- 7.1.1 Language and knowledge in interpreter training -- 7.1.2 The directionality debate: ideals and reality -- 7.2 Language enhancement in the curriculum -- 7.2.1 LE classes for interpreters -- 7.2.2 Feedback in interpreting skills classes -- 7.2.3 Remedial coaching in tutorial format -- 7.2.4 Independent study and practice -- 7.3 Interpreting into B: needs, challenges and strategies -- 7.3.1 Parameters for successful interpreting into B -- 7.3.1.1 Quality of the B language -- 7.3.1.2 Speech and event type -- 7.3.1.3 Finding the right balance -- 7.3.2 Timing and management of into-B training -- 7.3.3 Common into-B problems and remedies -- 7.3.4 SI into B: feedback -- 7.3.4.1 Participation of 'pure users' -- 7.3.4.2 Relay interpreting from a pivot working into B -- 7.3.5 Working into B in difficult conditions -- 7.4 Knowledge Enhancement: general and special modules -- 7.4.1 General domain modules: Law and Economics -- 7.4.2 Talking the talk: the language of research reports and presentations -- 7.4.3 Specialized knowledge and customized modules -- 7.5 Some background science -- 7.5.1 Language enhancement: the art of the possible -- 7.5.2 Implicit and explicit competence -- 7.5.3 Linguistic knowledge, pragmatic competence and motivation -- 7.5.4 Selective activation in the multilingual brain -- 7.6 Summary -- Further reading -- 8. Teaching simultaneous interpreting -- 8.1 Introduction. Congresses and conventions Translating services. http://id.loc.gov/authorities/subjects/sh93000951 Translating services Handbooks, manuals, etc. Translating and interpreting Handbooks, manuals, etc. Congrès et conférences Services de traduction. Services de traduction Guides, manuels, etc. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Congresses and conventions Translating services fast Translating and interpreting fast Translating services fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh93000951 |
| title | Conference interpreting : a trainer's guide / |
| title_auth | Conference interpreting : a trainer's guide / |
| title_exact_search | Conference interpreting : a trainer's guide / |
| title_full | Conference interpreting : a trainer's guide / Robin Setton ; Andrew Dawrant. |
| title_fullStr | Conference interpreting : a trainer's guide / Robin Setton ; Andrew Dawrant. |
| title_full_unstemmed | Conference interpreting : a trainer's guide / Robin Setton ; Andrew Dawrant. |
| title_short | Conference interpreting : |
| title_sort | conference interpreting a trainer s guide |
| title_sub | a trainer's guide / |
| topic | Congresses and conventions Translating services. http://id.loc.gov/authorities/subjects/sh93000951 Translating services Handbooks, manuals, etc. Translating and interpreting Handbooks, manuals, etc. Congrès et conférences Services de traduction. Services de traduction Guides, manuels, etc. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Congresses and conventions Translating services fast Translating and interpreting fast Translating services fast |
| topic_facet | Congresses and conventions Translating services. Translating services Handbooks, manuals, etc. Translating and interpreting Handbooks, manuals, etc. Congrès et conférences Services de traduction. Services de traduction Guides, manuels, etc. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Congresses and conventions Translating services Translating and interpreting Translating services Handbooks and manuals |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258951 |
| work_keys_str_mv | AT settonrobin conferenceinterpretingatrainersguide AT dawrantandrew conferenceinterpretingatrainersguide |