Conference interpreting :: a complete course /
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: | 9789027267573 902726757X |
Internformat
MARC
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|---|---|---|---|
| 001 | ZDB-4-EBA-ocn930786577 | ||
| 003 | OCoLC | ||
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| 008 | 151130s2016 ne obf 001 0 eng | ||
| 010 | |a 2015047065 | ||
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| 020 | |z 9789027258618 |q (hb ; |q alk. paper) | ||
| 035 | |a (OCoLC)930786577 | ||
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| 050 | 0 | 0 | |a P306.95 |
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| 100 | 1 | |a Setton, Robin, |e author. | |
| 245 | 1 | 0 | |a Conference interpreting : |b a complete course / |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. 120 | |
| 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 Complete Course -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Training interpreters: tradition and innovation -- Progression and incremental realism -- Full realism: going the last mile -- 'Bi-active' SI -- Teaching professionalism -- Acknowledgements -- 1. Introduction to the Complete Course -- 2. The interpreter's job -- 2.1 Introduction -- 2.1.1 Defining the task -- 2.1.2 Interpreting vs. written translation -- 2.1.3 Why is it called 'interpreting'? -- 2.1.4 How verbal communication works -- 2.1.5 Mediated communication (with a change of language) -- 2.1.6 Language: crucial but not sufficient -- 2.1.7 The interpreter as mediator -- 2.1.8 Mediation: neutral vs. affiliated roles -- 2.2 Modes of interpreting -- 2.2.1 Consecutive interpreting -- 2.2.2 Simultaneous interpreting -- 2.2.3 Sight translation -- 2.2.4 Informal and makeshift arrangements -- 2.2.4.1 Whispered interpretation ('chuchotage') -- 2.2.4.2 'Bidule' interpreting -- 2.2.5 Modes: mix and distribution -- 2.3 Diversity in interpreting -- 2.3.1 Domains and settings -- 2.3.1.1 'Natural' and improvized interpreting -- 2.3.1.2 Community-based and public-service -- 2.3.1.3 Business and in-house interpreting -- 2.3.1.4 Judicial, courtroom and legal interpreting -- 2.3.1.5 Military and conflict interpreting -- 2.3.1.6 Conference interpreting -- 2.3.1.7 Diplomatic interpreting -- 2.3.1.8 Broadcast and media interpreting -- 2.3.1.9 Tele- or remote interpreting -- 2.3.2 Sign(ed) language interpreting (SLI) -- 2.3.2.1 Modality, mode, settings and role -- 2.3.2.2 Professionalization and training -- 2.3.3 Mediation in different modes and settings -- 2.3.4 Diversity in interpreting: summary -- 2.4 Common competencies: 'LKSP' -- 2.5 Skillsets and settings. | |
| 505 | 8 | |a 2.5.1 Common skills and specialization -- 2.5.2 Hierarchical classifications -- 2.5.3 Skillsets, settings and specialization -- some caveats -- 2.5.4 Professionalism, personality and adaptability -- 2.5.5 Modularity and skillset-specific training -- 2.6 The interpreter's language combination -- 2.6.1 Language classification and combinations -- 2.6.2 Getting there: from novice to journeyman -- 2.7 Summary -- Further reading -- Appendix A -- Appendix B -- 3. Prerequisites and admission -- 3.1 Introduction -- 3.1.1 Who can be a conference interpreter? -- 3.1.2 The course: what to expect -- 3.2 Selection criteria -- 3.2.1 Language proficiency -- 3.2.1.1 The A language(s) -- 3.2.1.2 Comprehension of B and C languages -- 3.2.1.3 Active B language: 'Bcons' and 'Bsim' -- 3.2.2 Verbal intelligence and communicative skills -- 3.2.3 General knowledge -- 3.2.4 Personal qualities -- 3.2.5 Additional pluses -- 3.3 The admission test -- 3.4 How to prepare -- 3.4.1 Realistic self-assessment: is this for me? -- 3.4.2 General advice and information to applicants -- 3.4.3 How to prepare -- 3.4.4 Personal study: some recommendations -- 3.4.4.1 Understanding factors in comprehension difficulty -- 3.4.4.2 Working with a partner -- 3.5 Studying in the B-language country -- 3.6 Summary -- Further reading -- 4. Initiation to interpreting -- 4.1 Introduction -- 4.2 From Active Listening to Discourse Modelling -- 4.2.1 Active Listening -- 4.2.1.1 Ways of listening -- 4.2.1.2 Mobilizing relevant knowledge -- 4.2.1.3 Empathy and the speaker's communicative intent -- 4.2.1.4 Imagination -- 4.2.2 Exercises for Active Listening -- 4.2.2.1 Idiomatic Gist (B/C-into-A) -- 4.2.2.2 Listening Cloze -- 4.2.3 Discourse modelling and outlining -- Discourse outlining -- Discourse outlining: procedure -- 4.2.4 Concision, compression, summary and gisting -- 4.2.4.1 Compression exercise. | |
| 505 | 8 | |a 4.2.4.2 (Optional) resequencing exercise -- 4.3 'Deverbalization' and interference-busting -- 4.3.1 Deverbalization and the Théorie du sens -- 4.3.2 Introduction to Sight Translation -- 4.4 Short Consecutive without notes -- 4.4.1 Materials and classroom procedure -- 4.4.2 Dos and don'ts: ground rules of interpreting -- 4.4.3 Role and mediation issues (impartiality and fidelity) -- 4.4.3.1 Over-translation and under-translation -- 4.4.3.2 The interpreter's role: basics -- 4.5 Public Speaking and delivery skills -- 4.5.1 Components of Public Speaking -- 4.5.1.1 Delivery ('ethos') -- 4.5.1.2 Structure and signposting ('logos') -- 4.5.1.3 Language, expression, rhetoric ('pathos') -- 4.5.2 Public Speaking: summary -- 4.6 Putting it all together: listening, capturing and speaking -- 4.6.1 Consecutive without notes: materials, procedure and feedback -- 4.6.2 Initiation: objectives -- 4.7 Self-directed learning: first steps -- 4.7.1 Independent study and practice -- 4.7.1.1 The art of oralising -- 4.7.1.2 Group practice -- 4.8 Bridging gaps: some theory for students -- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering -- 4.8.2 Interpreting as 'communication-plus': a model -- 4.8.3 Linguistic interference -- 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful? -- 4.8.5 Knowledge: how much do we need to interpret? -- Specialized and technical knowledge and interpreting -- 4.9 Summary -- Further reading -- 5. Consecutive interpreting -- 5.1 Introduction -- 5.1.1 History and specificity -- 5.1.2 Long vs. short consecutive -- 5.1.3 How does full consecutive (with notes) work? -- Consecutive interpreting: a simple model -- 5.1.4 Overview: consecutive expertise in five stages -- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9) -- 5.3 Note-taking I: Cue-words and links -- 5.3.1 Materials and classroom procedure. | |
| 505 | 8 | |a 5.3.2 How to note links -- 5.3.3 Choosing the right cue-word: exercise -- 5.4 Note-taking II: the standard method -- 5.4.1 Origins and key features -- 5.4.2 Layout -- Exercise: 'Slow notes' -- 5.4.3 Information capture -- 5.4.3.1 Simplification -- 5.4.3.2 Abbreviation -- 5.4.3.3 Symbols, sketches and combinations -- 5.4.4 Note-taking III: completing the toolkit -- 5.4.5 Demonstration and practice -- 5.5 Coordination (mid-S1) -- 5.5.1 Objectives, materials and focus -- 5.5.2 Making choices in real time -- 5.5.3 The method and the individual -- 5.5.4 Group practice -- 5.6 Experimentation (late S1, early S2) -- 5.6.1 Focus: adaptation and flexibility -- 5.6.2 Materials and objectives -- 5.6.3 Time and motion: varying the 'Ear-Pen Span' -- 5.6.4 Class organization and feedback -- 5.6.5 Exercise: Real Consecutive (end of Semester 1) -- 5.6.6 Experimentation: summary -- 5.7 Consolidation (mid-S2 onwards) -- 5.7.1 Focus, objectives and materials -- 5.7.2 Coherence: leveraging the consecutive mode -- 5.7.3 Precision -- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4) -- 5.8.1 Focus, objectives and materials -- 5.8.2 Polishing the product -- 5.8.3 Coping with pressure -- 5.8.4 Optimizing communication -- 5.8.4.1 Degrees and types of optimization -- 5.8.4.2 Stronger forms of mediation -- 5.9 Summary -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 6. Sight translation -- 6.1 Introduction -- 6.2 Steps to full Sight Translation -- 6.2.1 Controlled Sight Translation -- 6.2.2 Full Sight Translation -- 6.2.3 Sight Translation into B and as preparation for SI -- 6.2.4 Word order, context and 'syntacrobatics' -- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3) -- 6.3.1 Pre-segmented Sight Translation: chunking and joining -- 6.3.2 Imposed starts and constructions -- 6.3.3 'Consecutive from text' -- 6.4 Summary -- Further reading. | |
| 505 | 8 | |a 7. Language and knowledge enhancement -- 7.1 Introduction and overview -- 7.2 Language enhancement for interpreters: specificity and goals -- 7.2.1 Specificity of LE for interpreting -- 7.2.2 Goals of L(K)E for interpreting -- 7.2.3 Independent study and practice -- 7.3 Comprehension (B and C languages) -- 7.3.1 Objectives -- 7.3.2 Reading for language and knowledge enhancement -- 7.3.3 Listening -- 7.4 Production (A and B languages) -- 7.4.1 Enriching the A language -- 7.4.2 Strengthening the B language: exercises and activities -- 7.4.2.1 Imitation and immersion -- 7.4.2.2 Remedial linguistic polishing -- 7.4.2.3 Deverbalization and interference-proofing -- 7.4.2.4 Linguistic feedback on interpreting performance -- 7.4.2.5 Written translation into B -- 7.5 Lexical availability: managing words -- 7.5.1 Building the 'bilingual phrasebook' -- 7.5.2 How to (re- )learn words -- 7.5.3 Using advanced second-language learning textbooks or media -- Further reading -- Appendix A -- 8. Simultaneous interpreting (SI) -- 8.1 Introduction -- 8.1.1 The SI set-up -- 8.1.2 The origins and history of SI -- 8.1.3 How does SI work? -- 8.1.4 SI training in five stages: An overview -- 8.2 SI-Initiation: discovering SI -- 8.2.1 Orientation -- 8.2.1.1 Settling in: the booth, equipment and manners -- 8.2.2 Initiation 'Strand A': easy SI on line -- 8.2.3 Initiation 'Strand B': controlled input (off-line) -- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2]) -- 8.2.3.2 Chunk-by-chunk interpreting (oral input) -- 8.2.3.3 Circle Game (Interpreters' 'Consequences') -- 8.2.4 Transition to real SI: Spoonfeeding -- 8.3 Coordination and control (around 3-5 weeks) -- 8.3.1 Faster Spoonfeeding -- 8.3.2 SI with Training Wheels (Consecutive first) -- 8.3.3 'Simultaneous Consecutive' -- 8.3.4 Take-off: real SI on fresh trainer speeches. | |
| 650 | 0 | |a Congresses and conventions |x Translating services. |0 http://id.loc.gov/authorities/subjects/sh93000951 | |
| 650 | 0 | |a Translating services |v Handbooks, manuals, etc. | |
| 650 | 0 | |a Translating and interpreting |v Handbooks, manuals, etc. | |
| 650 | 6 | |a Congrès et conférences |x Services de traduction. | |
| 650 | 6 | |a Services de traduction |v Guides, manuels, etc. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Spelling. |2 bisacsh | |
| 650 | 7 | |a Congresses and conventions |x Translating services |2 fast | |
| 650 | 7 | |a Translating and interpreting |2 fast | |
| 650 | 7 | |a Translating services |2 fast | |
| 655 | 7 | |a handbooks. |2 aat | |
| 655 | 7 | |a Handbooks and manuals |2 fast | |
| 655 | 7 | |a Handbooks and manuals. |2 lcgft |0 http://id.loc.gov/authorities/genreForms/gf2014026109 | |
| 655 | 7 | |a Guides et manuels. |2 rvmgf | |
| 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 9789027258618 |w (DLC) 2015041506 |
| 830 | 0 | |a Benjamins translation library. |0 http://id.loc.gov/authorities/names/n94010568 | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn930786577 |
|---|---|
| _version_ | 1816882332110422016 |
| adam_text | |
| any_adam_object | |
| 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 |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P306 |
| callnumber-raw | P306.95 |
| callnumber-search | P306.95 |
| callnumber-sort | P 3306.95 |
| callnumber-subject | P - Philology and Linguistics |
| collection | ZDB-4-EBA |
| contents | Intro -- Conference Interpreting A Complete Course -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Training interpreters: tradition and innovation -- Progression and incremental realism -- Full realism: going the last mile -- 'Bi-active' SI -- Teaching professionalism -- Acknowledgements -- 1. Introduction to the Complete Course -- 2. The interpreter's job -- 2.1 Introduction -- 2.1.1 Defining the task -- 2.1.2 Interpreting vs. written translation -- 2.1.3 Why is it called 'interpreting'? -- 2.1.4 How verbal communication works -- 2.1.5 Mediated communication (with a change of language) -- 2.1.6 Language: crucial but not sufficient -- 2.1.7 The interpreter as mediator -- 2.1.8 Mediation: neutral vs. affiliated roles -- 2.2 Modes of interpreting -- 2.2.1 Consecutive interpreting -- 2.2.2 Simultaneous interpreting -- 2.2.3 Sight translation -- 2.2.4 Informal and makeshift arrangements -- 2.2.4.1 Whispered interpretation ('chuchotage') -- 2.2.4.2 'Bidule' interpreting -- 2.2.5 Modes: mix and distribution -- 2.3 Diversity in interpreting -- 2.3.1 Domains and settings -- 2.3.1.1 'Natural' and improvized interpreting -- 2.3.1.2 Community-based and public-service -- 2.3.1.3 Business and in-house interpreting -- 2.3.1.4 Judicial, courtroom and legal interpreting -- 2.3.1.5 Military and conflict interpreting -- 2.3.1.6 Conference interpreting -- 2.3.1.7 Diplomatic interpreting -- 2.3.1.8 Broadcast and media interpreting -- 2.3.1.9 Tele- or remote interpreting -- 2.3.2 Sign(ed) language interpreting (SLI) -- 2.3.2.1 Modality, mode, settings and role -- 2.3.2.2 Professionalization and training -- 2.3.3 Mediation in different modes and settings -- 2.3.4 Diversity in interpreting: summary -- 2.4 Common competencies: 'LKSP' -- 2.5 Skillsets and settings. 2.5.1 Common skills and specialization -- 2.5.2 Hierarchical classifications -- 2.5.3 Skillsets, settings and specialization -- some caveats -- 2.5.4 Professionalism, personality and adaptability -- 2.5.5 Modularity and skillset-specific training -- 2.6 The interpreter's language combination -- 2.6.1 Language classification and combinations -- 2.6.2 Getting there: from novice to journeyman -- 2.7 Summary -- Further reading -- Appendix A -- Appendix B -- 3. Prerequisites and admission -- 3.1 Introduction -- 3.1.1 Who can be a conference interpreter? -- 3.1.2 The course: what to expect -- 3.2 Selection criteria -- 3.2.1 Language proficiency -- 3.2.1.1 The A language(s) -- 3.2.1.2 Comprehension of B and C languages -- 3.2.1.3 Active B language: 'Bcons' and 'Bsim' -- 3.2.2 Verbal intelligence and communicative skills -- 3.2.3 General knowledge -- 3.2.4 Personal qualities -- 3.2.5 Additional pluses -- 3.3 The admission test -- 3.4 How to prepare -- 3.4.1 Realistic self-assessment: is this for me? -- 3.4.2 General advice and information to applicants -- 3.4.3 How to prepare -- 3.4.4 Personal study: some recommendations -- 3.4.4.1 Understanding factors in comprehension difficulty -- 3.4.4.2 Working with a partner -- 3.5 Studying in the B-language country -- 3.6 Summary -- Further reading -- 4. Initiation to interpreting -- 4.1 Introduction -- 4.2 From Active Listening to Discourse Modelling -- 4.2.1 Active Listening -- 4.2.1.1 Ways of listening -- 4.2.1.2 Mobilizing relevant knowledge -- 4.2.1.3 Empathy and the speaker's communicative intent -- 4.2.1.4 Imagination -- 4.2.2 Exercises for Active Listening -- 4.2.2.1 Idiomatic Gist (B/C-into-A) -- 4.2.2.2 Listening Cloze -- 4.2.3 Discourse modelling and outlining -- Discourse outlining -- Discourse outlining: procedure -- 4.2.4 Concision, compression, summary and gisting -- 4.2.4.1 Compression exercise. 4.2.4.2 (Optional) resequencing exercise -- 4.3 'Deverbalization' and interference-busting -- 4.3.1 Deverbalization and the Théorie du sens -- 4.3.2 Introduction to Sight Translation -- 4.4 Short Consecutive without notes -- 4.4.1 Materials and classroom procedure -- 4.4.2 Dos and don'ts: ground rules of interpreting -- 4.4.3 Role and mediation issues (impartiality and fidelity) -- 4.4.3.1 Over-translation and under-translation -- 4.4.3.2 The interpreter's role: basics -- 4.5 Public Speaking and delivery skills -- 4.5.1 Components of Public Speaking -- 4.5.1.1 Delivery ('ethos') -- 4.5.1.2 Structure and signposting ('logos') -- 4.5.1.3 Language, expression, rhetoric ('pathos') -- 4.5.2 Public Speaking: summary -- 4.6 Putting it all together: listening, capturing and speaking -- 4.6.1 Consecutive without notes: materials, procedure and feedback -- 4.6.2 Initiation: objectives -- 4.7 Self-directed learning: first steps -- 4.7.1 Independent study and practice -- 4.7.1.1 The art of oralising -- 4.7.1.2 Group practice -- 4.8 Bridging gaps: some theory for students -- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering -- 4.8.2 Interpreting as 'communication-plus': a model -- 4.8.3 Linguistic interference -- 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful? -- 4.8.5 Knowledge: how much do we need to interpret? -- Specialized and technical knowledge and interpreting -- 4.9 Summary -- Further reading -- 5. Consecutive interpreting -- 5.1 Introduction -- 5.1.1 History and specificity -- 5.1.2 Long vs. short consecutive -- 5.1.3 How does full consecutive (with notes) work? -- Consecutive interpreting: a simple model -- 5.1.4 Overview: consecutive expertise in five stages -- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9) -- 5.3 Note-taking I: Cue-words and links -- 5.3.1 Materials and classroom procedure. 5.3.2 How to note links -- 5.3.3 Choosing the right cue-word: exercise -- 5.4 Note-taking II: the standard method -- 5.4.1 Origins and key features -- 5.4.2 Layout -- Exercise: 'Slow notes' -- 5.4.3 Information capture -- 5.4.3.1 Simplification -- 5.4.3.2 Abbreviation -- 5.4.3.3 Symbols, sketches and combinations -- 5.4.4 Note-taking III: completing the toolkit -- 5.4.5 Demonstration and practice -- 5.5 Coordination (mid-S1) -- 5.5.1 Objectives, materials and focus -- 5.5.2 Making choices in real time -- 5.5.3 The method and the individual -- 5.5.4 Group practice -- 5.6 Experimentation (late S1, early S2) -- 5.6.1 Focus: adaptation and flexibility -- 5.6.2 Materials and objectives -- 5.6.3 Time and motion: varying the 'Ear-Pen Span' -- 5.6.4 Class organization and feedback -- 5.6.5 Exercise: Real Consecutive (end of Semester 1) -- 5.6.6 Experimentation: summary -- 5.7 Consolidation (mid-S2 onwards) -- 5.7.1 Focus, objectives and materials -- 5.7.2 Coherence: leveraging the consecutive mode -- 5.7.3 Precision -- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4) -- 5.8.1 Focus, objectives and materials -- 5.8.2 Polishing the product -- 5.8.3 Coping with pressure -- 5.8.4 Optimizing communication -- 5.8.4.1 Degrees and types of optimization -- 5.8.4.2 Stronger forms of mediation -- 5.9 Summary -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 6. Sight translation -- 6.1 Introduction -- 6.2 Steps to full Sight Translation -- 6.2.1 Controlled Sight Translation -- 6.2.2 Full Sight Translation -- 6.2.3 Sight Translation into B and as preparation for SI -- 6.2.4 Word order, context and 'syntacrobatics' -- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3) -- 6.3.1 Pre-segmented Sight Translation: chunking and joining -- 6.3.2 Imposed starts and constructions -- 6.3.3 'Consecutive from text' -- 6.4 Summary -- Further reading. 7. Language and knowledge enhancement -- 7.1 Introduction and overview -- 7.2 Language enhancement for interpreters: specificity and goals -- 7.2.1 Specificity of LE for interpreting -- 7.2.2 Goals of L(K)E for interpreting -- 7.2.3 Independent study and practice -- 7.3 Comprehension (B and C languages) -- 7.3.1 Objectives -- 7.3.2 Reading for language and knowledge enhancement -- 7.3.3 Listening -- 7.4 Production (A and B languages) -- 7.4.1 Enriching the A language -- 7.4.2 Strengthening the B language: exercises and activities -- 7.4.2.1 Imitation and immersion -- 7.4.2.2 Remedial linguistic polishing -- 7.4.2.3 Deverbalization and interference-proofing -- 7.4.2.4 Linguistic feedback on interpreting performance -- 7.4.2.5 Written translation into B -- 7.5 Lexical availability: managing words -- 7.5.1 Building the 'bilingual phrasebook' -- 7.5.2 How to (re- )learn words -- 7.5.3 Using advanced second-language learning textbooks or media -- Further reading -- Appendix A -- 8. Simultaneous interpreting (SI) -- 8.1 Introduction -- 8.1.1 The SI set-up -- 8.1.2 The origins and history of SI -- 8.1.3 How does SI work? -- 8.1.4 SI training in five stages: An overview -- 8.2 SI-Initiation: discovering SI -- 8.2.1 Orientation -- 8.2.1.1 Settling in: the booth, equipment and manners -- 8.2.2 Initiation 'Strand A': easy SI on line -- 8.2.3 Initiation 'Strand B': controlled input (off-line) -- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2]) -- 8.2.3.2 Chunk-by-chunk interpreting (oral input) -- 8.2.3.3 Circle Game (Interpreters' 'Consequences') -- 8.2.4 Transition to real SI: Spoonfeeding -- 8.3 Coordination and control (around 3-5 weeks) -- 8.3.1 Faster Spoonfeeding -- 8.3.2 SI with Training Wheels (Consecutive first) -- 8.3.3 'Simultaneous Consecutive' -- 8.3.4 Take-off: real SI on fresh trainer speeches. |
| ctrlnum | (OCoLC)930786577 |
| 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>12901cam a2200817 i 4500</leader><controlfield tag="001">ZDB-4-EBA-ocn930786577</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"> 2015047065</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">U3W</subfield><subfield code="d">SNK</subfield><subfield code="d">DKU</subfield><subfield code="d">INTCL</subfield><subfield code="d">IGB</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">K6U</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">9789027267573</subfield><subfield code="q">(pdf)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">902726757X</subfield><subfield code="q">(pdf)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789027258618</subfield><subfield code="q">(hb ;</subfield><subfield code="q">alk. paper)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)930786577</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 complete course /</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></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Benjamins Translation Library ;</subfield><subfield code="v">v. 120</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 Complete Course -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Training interpreters: tradition and innovation -- Progression and incremental realism -- Full realism: going the last mile -- 'Bi-active' SI -- Teaching professionalism -- Acknowledgements -- 1. Introduction to the Complete Course -- 2. The interpreter's job -- 2.1 Introduction -- 2.1.1 Defining the task -- 2.1.2 Interpreting vs. written translation -- 2.1.3 Why is it called 'interpreting'? -- 2.1.4 How verbal communication works -- 2.1.5 Mediated communication (with a change of language) -- 2.1.6 Language: crucial but not sufficient -- 2.1.7 The interpreter as mediator -- 2.1.8 Mediation: neutral vs. affiliated roles -- 2.2 Modes of interpreting -- 2.2.1 Consecutive interpreting -- 2.2.2 Simultaneous interpreting -- 2.2.3 Sight translation -- 2.2.4 Informal and makeshift arrangements -- 2.2.4.1 Whispered interpretation ('chuchotage') -- 2.2.4.2 'Bidule' interpreting -- 2.2.5 Modes: mix and distribution -- 2.3 Diversity in interpreting -- 2.3.1 Domains and settings -- 2.3.1.1 'Natural' and improvized interpreting -- 2.3.1.2 Community-based and public-service -- 2.3.1.3 Business and in-house interpreting -- 2.3.1.4 Judicial, courtroom and legal interpreting -- 2.3.1.5 Military and conflict interpreting -- 2.3.1.6 Conference interpreting -- 2.3.1.7 Diplomatic interpreting -- 2.3.1.8 Broadcast and media interpreting -- 2.3.1.9 Tele- or remote interpreting -- 2.3.2 Sign(ed) language interpreting (SLI) -- 2.3.2.1 Modality, mode, settings and role -- 2.3.2.2 Professionalization and training -- 2.3.3 Mediation in different modes and settings -- 2.3.4 Diversity in interpreting: summary -- 2.4 Common competencies: 'LKSP' -- 2.5 Skillsets and settings.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2.5.1 Common skills and specialization -- 2.5.2 Hierarchical classifications -- 2.5.3 Skillsets, settings and specialization -- some caveats -- 2.5.4 Professionalism, personality and adaptability -- 2.5.5 Modularity and skillset-specific training -- 2.6 The interpreter's language combination -- 2.6.1 Language classification and combinations -- 2.6.2 Getting there: from novice to journeyman -- 2.7 Summary -- Further reading -- Appendix A -- Appendix B -- 3. Prerequisites and admission -- 3.1 Introduction -- 3.1.1 Who can be a conference interpreter? -- 3.1.2 The course: what to expect -- 3.2 Selection criteria -- 3.2.1 Language proficiency -- 3.2.1.1 The A language(s) -- 3.2.1.2 Comprehension of B and C languages -- 3.2.1.3 Active B language: 'Bcons' and 'Bsim' -- 3.2.2 Verbal intelligence and communicative skills -- 3.2.3 General knowledge -- 3.2.4 Personal qualities -- 3.2.5 Additional pluses -- 3.3 The admission test -- 3.4 How to prepare -- 3.4.1 Realistic self-assessment: is this for me? -- 3.4.2 General advice and information to applicants -- 3.4.3 How to prepare -- 3.4.4 Personal study: some recommendations -- 3.4.4.1 Understanding factors in comprehension difficulty -- 3.4.4.2 Working with a partner -- 3.5 Studying in the B-language country -- 3.6 Summary -- Further reading -- 4. Initiation to interpreting -- 4.1 Introduction -- 4.2 From Active Listening to Discourse Modelling -- 4.2.1 Active Listening -- 4.2.1.1 Ways of listening -- 4.2.1.2 Mobilizing relevant knowledge -- 4.2.1.3 Empathy and the speaker's communicative intent -- 4.2.1.4 Imagination -- 4.2.2 Exercises for Active Listening -- 4.2.2.1 Idiomatic Gist (B/C-into-A) -- 4.2.2.2 Listening Cloze -- 4.2.3 Discourse modelling and outlining -- Discourse outlining -- Discourse outlining: procedure -- 4.2.4 Concision, compression, summary and gisting -- 4.2.4.1 Compression exercise.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4.2.4.2 (Optional) resequencing exercise -- 4.3 'Deverbalization' and interference-busting -- 4.3.1 Deverbalization and the Théorie du sens -- 4.3.2 Introduction to Sight Translation -- 4.4 Short Consecutive without notes -- 4.4.1 Materials and classroom procedure -- 4.4.2 Dos and don'ts: ground rules of interpreting -- 4.4.3 Role and mediation issues (impartiality and fidelity) -- 4.4.3.1 Over-translation and under-translation -- 4.4.3.2 The interpreter's role: basics -- 4.5 Public Speaking and delivery skills -- 4.5.1 Components of Public Speaking -- 4.5.1.1 Delivery ('ethos') -- 4.5.1.2 Structure and signposting ('logos') -- 4.5.1.3 Language, expression, rhetoric ('pathos') -- 4.5.2 Public Speaking: summary -- 4.6 Putting it all together: listening, capturing and speaking -- 4.6.1 Consecutive without notes: materials, procedure and feedback -- 4.6.2 Initiation: objectives -- 4.7 Self-directed learning: first steps -- 4.7.1 Independent study and practice -- 4.7.1.1 The art of oralising -- 4.7.1.2 Group practice -- 4.8 Bridging gaps: some theory for students -- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering -- 4.8.2 Interpreting as 'communication-plus': a model -- 4.8.3 Linguistic interference -- 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful? -- 4.8.5 Knowledge: how much do we need to interpret? -- Specialized and technical knowledge and interpreting -- 4.9 Summary -- Further reading -- 5. Consecutive interpreting -- 5.1 Introduction -- 5.1.1 History and specificity -- 5.1.2 Long vs. short consecutive -- 5.1.3 How does full consecutive (with notes) work? -- Consecutive interpreting: a simple model -- 5.1.4 Overview: consecutive expertise in five stages -- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9) -- 5.3 Note-taking I: Cue-words and links -- 5.3.1 Materials and classroom procedure.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">5.3.2 How to note links -- 5.3.3 Choosing the right cue-word: exercise -- 5.4 Note-taking II: the standard method -- 5.4.1 Origins and key features -- 5.4.2 Layout -- Exercise: 'Slow notes' -- 5.4.3 Information capture -- 5.4.3.1 Simplification -- 5.4.3.2 Abbreviation -- 5.4.3.3 Symbols, sketches and combinations -- 5.4.4 Note-taking III: completing the toolkit -- 5.4.5 Demonstration and practice -- 5.5 Coordination (mid-S1) -- 5.5.1 Objectives, materials and focus -- 5.5.2 Making choices in real time -- 5.5.3 The method and the individual -- 5.5.4 Group practice -- 5.6 Experimentation (late S1, early S2) -- 5.6.1 Focus: adaptation and flexibility -- 5.6.2 Materials and objectives -- 5.6.3 Time and motion: varying the 'Ear-Pen Span' -- 5.6.4 Class organization and feedback -- 5.6.5 Exercise: Real Consecutive (end of Semester 1) -- 5.6.6 Experimentation: summary -- 5.7 Consolidation (mid-S2 onwards) -- 5.7.1 Focus, objectives and materials -- 5.7.2 Coherence: leveraging the consecutive mode -- 5.7.3 Precision -- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4) -- 5.8.1 Focus, objectives and materials -- 5.8.2 Polishing the product -- 5.8.3 Coping with pressure -- 5.8.4 Optimizing communication -- 5.8.4.1 Degrees and types of optimization -- 5.8.4.2 Stronger forms of mediation -- 5.9 Summary -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 6. Sight translation -- 6.1 Introduction -- 6.2 Steps to full Sight Translation -- 6.2.1 Controlled Sight Translation -- 6.2.2 Full Sight Translation -- 6.2.3 Sight Translation into B and as preparation for SI -- 6.2.4 Word order, context and 'syntacrobatics' -- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3) -- 6.3.1 Pre-segmented Sight Translation: chunking and joining -- 6.3.2 Imposed starts and constructions -- 6.3.3 'Consecutive from text' -- 6.4 Summary -- Further reading.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">7. Language and knowledge enhancement -- 7.1 Introduction and overview -- 7.2 Language enhancement for interpreters: specificity and goals -- 7.2.1 Specificity of LE for interpreting -- 7.2.2 Goals of L(K)E for interpreting -- 7.2.3 Independent study and practice -- 7.3 Comprehension (B and C languages) -- 7.3.1 Objectives -- 7.3.2 Reading for language and knowledge enhancement -- 7.3.3 Listening -- 7.4 Production (A and B languages) -- 7.4.1 Enriching the A language -- 7.4.2 Strengthening the B language: exercises and activities -- 7.4.2.1 Imitation and immersion -- 7.4.2.2 Remedial linguistic polishing -- 7.4.2.3 Deverbalization and interference-proofing -- 7.4.2.4 Linguistic feedback on interpreting performance -- 7.4.2.5 Written translation into B -- 7.5 Lexical availability: managing words -- 7.5.1 Building the 'bilingual phrasebook' -- 7.5.2 How to (re- )learn words -- 7.5.3 Using advanced second-language learning textbooks or media -- Further reading -- Appendix A -- 8. Simultaneous interpreting (SI) -- 8.1 Introduction -- 8.1.1 The SI set-up -- 8.1.2 The origins and history of SI -- 8.1.3 How does SI work? -- 8.1.4 SI training in five stages: An overview -- 8.2 SI-Initiation: discovering SI -- 8.2.1 Orientation -- 8.2.1.1 Settling in: the booth, equipment and manners -- 8.2.2 Initiation 'Strand A': easy SI on line -- 8.2.3 Initiation 'Strand B': controlled input (off-line) -- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2]) -- 8.2.3.2 Chunk-by-chunk interpreting (oral input) -- 8.2.3.3 Circle Game (Interpreters' 'Consequences') -- 8.2.4 Transition to real SI: Spoonfeeding -- 8.3 Coordination and control (around 3-5 weeks) -- 8.3.1 Faster Spoonfeeding -- 8.3.2 SI with Training Wheels (Consecutive first) -- 8.3.3 'Simultaneous Consecutive' -- 8.3.4 Take-off: real SI on fresh trainer speeches.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Congresses and conventions</subfield><subfield code="x">Translating services.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh93000951</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Translating services</subfield><subfield code="v">Handbooks, manuals, etc.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Translating and interpreting</subfield><subfield code="v">Handbooks, manuals, etc.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Congrès et conférences</subfield><subfield code="x">Services de traduction.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Services de traduction</subfield><subfield code="v">Guides, manuels, etc.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">FOREIGN LANGUAGE STUDY</subfield><subfield code="x">Multi-Language Phrasebooks.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES</subfield><subfield code="x">Alphabets & Writing Systems.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES</subfield><subfield code="x">Grammar & Punctuation.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES</subfield><subfield code="x">Linguistics</subfield><subfield code="x">General.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES</subfield><subfield code="x">Readers.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES</subfield><subfield code="x">Spelling.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Congresses and conventions</subfield><subfield code="x">Translating services</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Translating and interpreting</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Translating services</subfield><subfield code="2">fast</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="a">handbooks.</subfield><subfield code="2">aat</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="a">Handbooks and manuals</subfield><subfield code="2">fast</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="a">Handbooks and manuals.</subfield><subfield code="2">lcgft</subfield><subfield code="0">http://id.loc.gov/authorities/genreForms/gf2014026109</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="a">Guides et manuels.</subfield><subfield code="2">rvmgf</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Dawrant, Andrew,</subfield><subfield code="e">author.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Setton, Robin.</subfield><subfield code="t">Conference interpreting.</subfield><subfield code="d">Amsterdam ; 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| genre_facet | handbooks. Handbooks and manuals Handbooks and manuals. Guides et manuels. |
| id | ZDB-4-EBA-ocn930786577 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:55Z |
| institution | BVB |
| isbn | 9789027267573 902726757X |
| language | English |
| lccn | 2015047065 |
| oclc_num | 930786577 |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| 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 complete course / 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 Benjamins Translation Library ; v. 120 Includes bibliographical references and index. Print version record and CIP data provided by publisher. Intro -- Conference Interpreting A Complete Course -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Training interpreters: tradition and innovation -- Progression and incremental realism -- Full realism: going the last mile -- 'Bi-active' SI -- Teaching professionalism -- Acknowledgements -- 1. Introduction to the Complete Course -- 2. The interpreter's job -- 2.1 Introduction -- 2.1.1 Defining the task -- 2.1.2 Interpreting vs. written translation -- 2.1.3 Why is it called 'interpreting'? -- 2.1.4 How verbal communication works -- 2.1.5 Mediated communication (with a change of language) -- 2.1.6 Language: crucial but not sufficient -- 2.1.7 The interpreter as mediator -- 2.1.8 Mediation: neutral vs. affiliated roles -- 2.2 Modes of interpreting -- 2.2.1 Consecutive interpreting -- 2.2.2 Simultaneous interpreting -- 2.2.3 Sight translation -- 2.2.4 Informal and makeshift arrangements -- 2.2.4.1 Whispered interpretation ('chuchotage') -- 2.2.4.2 'Bidule' interpreting -- 2.2.5 Modes: mix and distribution -- 2.3 Diversity in interpreting -- 2.3.1 Domains and settings -- 2.3.1.1 'Natural' and improvized interpreting -- 2.3.1.2 Community-based and public-service -- 2.3.1.3 Business and in-house interpreting -- 2.3.1.4 Judicial, courtroom and legal interpreting -- 2.3.1.5 Military and conflict interpreting -- 2.3.1.6 Conference interpreting -- 2.3.1.7 Diplomatic interpreting -- 2.3.1.8 Broadcast and media interpreting -- 2.3.1.9 Tele- or remote interpreting -- 2.3.2 Sign(ed) language interpreting (SLI) -- 2.3.2.1 Modality, mode, settings and role -- 2.3.2.2 Professionalization and training -- 2.3.3 Mediation in different modes and settings -- 2.3.4 Diversity in interpreting: summary -- 2.4 Common competencies: 'LKSP' -- 2.5 Skillsets and settings. 2.5.1 Common skills and specialization -- 2.5.2 Hierarchical classifications -- 2.5.3 Skillsets, settings and specialization -- some caveats -- 2.5.4 Professionalism, personality and adaptability -- 2.5.5 Modularity and skillset-specific training -- 2.6 The interpreter's language combination -- 2.6.1 Language classification and combinations -- 2.6.2 Getting there: from novice to journeyman -- 2.7 Summary -- Further reading -- Appendix A -- Appendix B -- 3. Prerequisites and admission -- 3.1 Introduction -- 3.1.1 Who can be a conference interpreter? -- 3.1.2 The course: what to expect -- 3.2 Selection criteria -- 3.2.1 Language proficiency -- 3.2.1.1 The A language(s) -- 3.2.1.2 Comprehension of B and C languages -- 3.2.1.3 Active B language: 'Bcons' and 'Bsim' -- 3.2.2 Verbal intelligence and communicative skills -- 3.2.3 General knowledge -- 3.2.4 Personal qualities -- 3.2.5 Additional pluses -- 3.3 The admission test -- 3.4 How to prepare -- 3.4.1 Realistic self-assessment: is this for me? -- 3.4.2 General advice and information to applicants -- 3.4.3 How to prepare -- 3.4.4 Personal study: some recommendations -- 3.4.4.1 Understanding factors in comprehension difficulty -- 3.4.4.2 Working with a partner -- 3.5 Studying in the B-language country -- 3.6 Summary -- Further reading -- 4. Initiation to interpreting -- 4.1 Introduction -- 4.2 From Active Listening to Discourse Modelling -- 4.2.1 Active Listening -- 4.2.1.1 Ways of listening -- 4.2.1.2 Mobilizing relevant knowledge -- 4.2.1.3 Empathy and the speaker's communicative intent -- 4.2.1.4 Imagination -- 4.2.2 Exercises for Active Listening -- 4.2.2.1 Idiomatic Gist (B/C-into-A) -- 4.2.2.2 Listening Cloze -- 4.2.3 Discourse modelling and outlining -- Discourse outlining -- Discourse outlining: procedure -- 4.2.4 Concision, compression, summary and gisting -- 4.2.4.1 Compression exercise. 4.2.4.2 (Optional) resequencing exercise -- 4.3 'Deverbalization' and interference-busting -- 4.3.1 Deverbalization and the Théorie du sens -- 4.3.2 Introduction to Sight Translation -- 4.4 Short Consecutive without notes -- 4.4.1 Materials and classroom procedure -- 4.4.2 Dos and don'ts: ground rules of interpreting -- 4.4.3 Role and mediation issues (impartiality and fidelity) -- 4.4.3.1 Over-translation and under-translation -- 4.4.3.2 The interpreter's role: basics -- 4.5 Public Speaking and delivery skills -- 4.5.1 Components of Public Speaking -- 4.5.1.1 Delivery ('ethos') -- 4.5.1.2 Structure and signposting ('logos') -- 4.5.1.3 Language, expression, rhetoric ('pathos') -- 4.5.2 Public Speaking: summary -- 4.6 Putting it all together: listening, capturing and speaking -- 4.6.1 Consecutive without notes: materials, procedure and feedback -- 4.6.2 Initiation: objectives -- 4.7 Self-directed learning: first steps -- 4.7.1 Independent study and practice -- 4.7.1.1 The art of oralising -- 4.7.1.2 Group practice -- 4.8 Bridging gaps: some theory for students -- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering -- 4.8.2 Interpreting as 'communication-plus': a model -- 4.8.3 Linguistic interference -- 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful? -- 4.8.5 Knowledge: how much do we need to interpret? -- Specialized and technical knowledge and interpreting -- 4.9 Summary -- Further reading -- 5. Consecutive interpreting -- 5.1 Introduction -- 5.1.1 History and specificity -- 5.1.2 Long vs. short consecutive -- 5.1.3 How does full consecutive (with notes) work? -- Consecutive interpreting: a simple model -- 5.1.4 Overview: consecutive expertise in five stages -- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9) -- 5.3 Note-taking I: Cue-words and links -- 5.3.1 Materials and classroom procedure. 5.3.2 How to note links -- 5.3.3 Choosing the right cue-word: exercise -- 5.4 Note-taking II: the standard method -- 5.4.1 Origins and key features -- 5.4.2 Layout -- Exercise: 'Slow notes' -- 5.4.3 Information capture -- 5.4.3.1 Simplification -- 5.4.3.2 Abbreviation -- 5.4.3.3 Symbols, sketches and combinations -- 5.4.4 Note-taking III: completing the toolkit -- 5.4.5 Demonstration and practice -- 5.5 Coordination (mid-S1) -- 5.5.1 Objectives, materials and focus -- 5.5.2 Making choices in real time -- 5.5.3 The method and the individual -- 5.5.4 Group practice -- 5.6 Experimentation (late S1, early S2) -- 5.6.1 Focus: adaptation and flexibility -- 5.6.2 Materials and objectives -- 5.6.3 Time and motion: varying the 'Ear-Pen Span' -- 5.6.4 Class organization and feedback -- 5.6.5 Exercise: Real Consecutive (end of Semester 1) -- 5.6.6 Experimentation: summary -- 5.7 Consolidation (mid-S2 onwards) -- 5.7.1 Focus, objectives and materials -- 5.7.2 Coherence: leveraging the consecutive mode -- 5.7.3 Precision -- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4) -- 5.8.1 Focus, objectives and materials -- 5.8.2 Polishing the product -- 5.8.3 Coping with pressure -- 5.8.4 Optimizing communication -- 5.8.4.1 Degrees and types of optimization -- 5.8.4.2 Stronger forms of mediation -- 5.9 Summary -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 6. Sight translation -- 6.1 Introduction -- 6.2 Steps to full Sight Translation -- 6.2.1 Controlled Sight Translation -- 6.2.2 Full Sight Translation -- 6.2.3 Sight Translation into B and as preparation for SI -- 6.2.4 Word order, context and 'syntacrobatics' -- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3) -- 6.3.1 Pre-segmented Sight Translation: chunking and joining -- 6.3.2 Imposed starts and constructions -- 6.3.3 'Consecutive from text' -- 6.4 Summary -- Further reading. 7. Language and knowledge enhancement -- 7.1 Introduction and overview -- 7.2 Language enhancement for interpreters: specificity and goals -- 7.2.1 Specificity of LE for interpreting -- 7.2.2 Goals of L(K)E for interpreting -- 7.2.3 Independent study and practice -- 7.3 Comprehension (B and C languages) -- 7.3.1 Objectives -- 7.3.2 Reading for language and knowledge enhancement -- 7.3.3 Listening -- 7.4 Production (A and B languages) -- 7.4.1 Enriching the A language -- 7.4.2 Strengthening the B language: exercises and activities -- 7.4.2.1 Imitation and immersion -- 7.4.2.2 Remedial linguistic polishing -- 7.4.2.3 Deverbalization and interference-proofing -- 7.4.2.4 Linguistic feedback on interpreting performance -- 7.4.2.5 Written translation into B -- 7.5 Lexical availability: managing words -- 7.5.1 Building the 'bilingual phrasebook' -- 7.5.2 How to (re- )learn words -- 7.5.3 Using advanced second-language learning textbooks or media -- Further reading -- Appendix A -- 8. Simultaneous interpreting (SI) -- 8.1 Introduction -- 8.1.1 The SI set-up -- 8.1.2 The origins and history of SI -- 8.1.3 How does SI work? -- 8.1.4 SI training in five stages: An overview -- 8.2 SI-Initiation: discovering SI -- 8.2.1 Orientation -- 8.2.1.1 Settling in: the booth, equipment and manners -- 8.2.2 Initiation 'Strand A': easy SI on line -- 8.2.3 Initiation 'Strand B': controlled input (off-line) -- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2]) -- 8.2.3.2 Chunk-by-chunk interpreting (oral input) -- 8.2.3.3 Circle Game (Interpreters' 'Consequences') -- 8.2.4 Transition to real SI: Spoonfeeding -- 8.3 Coordination and control (around 3-5 weeks) -- 8.3.1 Faster Spoonfeeding -- 8.3.2 SI with Training Wheels (Consecutive first) -- 8.3.3 'Simultaneous Consecutive' -- 8.3.4 Take-off: real SI on fresh trainer speeches. 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. aat Handbooks and manuals fast Handbooks and manuals. lcgft http://id.loc.gov/authorities/genreForms/gf2014026109 Guides et manuels. rvmgf Dawrant, Andrew, author. Print version: Setton, Robin. Conference interpreting. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 9789027258618 (DLC) 2015041506 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=1258950 Volltext |
| spellingShingle | Setton, Robin Dawrant, Andrew Conference interpreting : a complete course / Benjamins translation library. Intro -- Conference Interpreting A Complete Course -- Editorial page -- Title page -- LCC data -- Authors' bios -- Table of contents -- List of tables and figures -- Abbreviations -- General introduction -- Training interpreters: tradition and innovation -- Progression and incremental realism -- Full realism: going the last mile -- 'Bi-active' SI -- Teaching professionalism -- Acknowledgements -- 1. Introduction to the Complete Course -- 2. The interpreter's job -- 2.1 Introduction -- 2.1.1 Defining the task -- 2.1.2 Interpreting vs. written translation -- 2.1.3 Why is it called 'interpreting'? -- 2.1.4 How verbal communication works -- 2.1.5 Mediated communication (with a change of language) -- 2.1.6 Language: crucial but not sufficient -- 2.1.7 The interpreter as mediator -- 2.1.8 Mediation: neutral vs. affiliated roles -- 2.2 Modes of interpreting -- 2.2.1 Consecutive interpreting -- 2.2.2 Simultaneous interpreting -- 2.2.3 Sight translation -- 2.2.4 Informal and makeshift arrangements -- 2.2.4.1 Whispered interpretation ('chuchotage') -- 2.2.4.2 'Bidule' interpreting -- 2.2.5 Modes: mix and distribution -- 2.3 Diversity in interpreting -- 2.3.1 Domains and settings -- 2.3.1.1 'Natural' and improvized interpreting -- 2.3.1.2 Community-based and public-service -- 2.3.1.3 Business and in-house interpreting -- 2.3.1.4 Judicial, courtroom and legal interpreting -- 2.3.1.5 Military and conflict interpreting -- 2.3.1.6 Conference interpreting -- 2.3.1.7 Diplomatic interpreting -- 2.3.1.8 Broadcast and media interpreting -- 2.3.1.9 Tele- or remote interpreting -- 2.3.2 Sign(ed) language interpreting (SLI) -- 2.3.2.1 Modality, mode, settings and role -- 2.3.2.2 Professionalization and training -- 2.3.3 Mediation in different modes and settings -- 2.3.4 Diversity in interpreting: summary -- 2.4 Common competencies: 'LKSP' -- 2.5 Skillsets and settings. 2.5.1 Common skills and specialization -- 2.5.2 Hierarchical classifications -- 2.5.3 Skillsets, settings and specialization -- some caveats -- 2.5.4 Professionalism, personality and adaptability -- 2.5.5 Modularity and skillset-specific training -- 2.6 The interpreter's language combination -- 2.6.1 Language classification and combinations -- 2.6.2 Getting there: from novice to journeyman -- 2.7 Summary -- Further reading -- Appendix A -- Appendix B -- 3. Prerequisites and admission -- 3.1 Introduction -- 3.1.1 Who can be a conference interpreter? -- 3.1.2 The course: what to expect -- 3.2 Selection criteria -- 3.2.1 Language proficiency -- 3.2.1.1 The A language(s) -- 3.2.1.2 Comprehension of B and C languages -- 3.2.1.3 Active B language: 'Bcons' and 'Bsim' -- 3.2.2 Verbal intelligence and communicative skills -- 3.2.3 General knowledge -- 3.2.4 Personal qualities -- 3.2.5 Additional pluses -- 3.3 The admission test -- 3.4 How to prepare -- 3.4.1 Realistic self-assessment: is this for me? -- 3.4.2 General advice and information to applicants -- 3.4.3 How to prepare -- 3.4.4 Personal study: some recommendations -- 3.4.4.1 Understanding factors in comprehension difficulty -- 3.4.4.2 Working with a partner -- 3.5 Studying in the B-language country -- 3.6 Summary -- Further reading -- 4. Initiation to interpreting -- 4.1 Introduction -- 4.2 From Active Listening to Discourse Modelling -- 4.2.1 Active Listening -- 4.2.1.1 Ways of listening -- 4.2.1.2 Mobilizing relevant knowledge -- 4.2.1.3 Empathy and the speaker's communicative intent -- 4.2.1.4 Imagination -- 4.2.2 Exercises for Active Listening -- 4.2.2.1 Idiomatic Gist (B/C-into-A) -- 4.2.2.2 Listening Cloze -- 4.2.3 Discourse modelling and outlining -- Discourse outlining -- Discourse outlining: procedure -- 4.2.4 Concision, compression, summary and gisting -- 4.2.4.1 Compression exercise. 4.2.4.2 (Optional) resequencing exercise -- 4.3 'Deverbalization' and interference-busting -- 4.3.1 Deverbalization and the Théorie du sens -- 4.3.2 Introduction to Sight Translation -- 4.4 Short Consecutive without notes -- 4.4.1 Materials and classroom procedure -- 4.4.2 Dos and don'ts: ground rules of interpreting -- 4.4.3 Role and mediation issues (impartiality and fidelity) -- 4.4.3.1 Over-translation and under-translation -- 4.4.3.2 The interpreter's role: basics -- 4.5 Public Speaking and delivery skills -- 4.5.1 Components of Public Speaking -- 4.5.1.1 Delivery ('ethos') -- 4.5.1.2 Structure and signposting ('logos') -- 4.5.1.3 Language, expression, rhetoric ('pathos') -- 4.5.2 Public Speaking: summary -- 4.6 Putting it all together: listening, capturing and speaking -- 4.6.1 Consecutive without notes: materials, procedure and feedback -- 4.6.2 Initiation: objectives -- 4.7 Self-directed learning: first steps -- 4.7.1 Independent study and practice -- 4.7.1.1 The art of oralising -- 4.7.1.2 Group practice -- 4.8 Bridging gaps: some theory for students -- 4.8.1 The triple focus of Initiation: Understanding, Mediating, Delivering -- 4.8.2 Interpreting as 'communication-plus': a model -- 4.8.3 Linguistic interference -- 4.8.4 Interpreting and transcoding: are 'ready equivalents' useful? -- 4.8.5 Knowledge: how much do we need to interpret? -- Specialized and technical knowledge and interpreting -- 4.9 Summary -- Further reading -- 5. Consecutive interpreting -- 5.1 Introduction -- 5.1.1 History and specificity -- 5.1.2 Long vs. short consecutive -- 5.1.3 How does full consecutive (with notes) work? -- Consecutive interpreting: a simple model -- 5.1.4 Overview: consecutive expertise in five stages -- 5.2 Introduction to Note-Taking (S1 weeks 5/6-9) -- 5.3 Note-taking I: Cue-words and links -- 5.3.1 Materials and classroom procedure. 5.3.2 How to note links -- 5.3.3 Choosing the right cue-word: exercise -- 5.4 Note-taking II: the standard method -- 5.4.1 Origins and key features -- 5.4.2 Layout -- Exercise: 'Slow notes' -- 5.4.3 Information capture -- 5.4.3.1 Simplification -- 5.4.3.2 Abbreviation -- 5.4.3.3 Symbols, sketches and combinations -- 5.4.4 Note-taking III: completing the toolkit -- 5.4.5 Demonstration and practice -- 5.5 Coordination (mid-S1) -- 5.5.1 Objectives, materials and focus -- 5.5.2 Making choices in real time -- 5.5.3 The method and the individual -- 5.5.4 Group practice -- 5.6 Experimentation (late S1, early S2) -- 5.6.1 Focus: adaptation and flexibility -- 5.6.2 Materials and objectives -- 5.6.3 Time and motion: varying the 'Ear-Pen Span' -- 5.6.4 Class organization and feedback -- 5.6.5 Exercise: Real Consecutive (end of Semester 1) -- 5.6.6 Experimentation: summary -- 5.7 Consolidation (mid-S2 onwards) -- 5.7.1 Focus, objectives and materials -- 5.7.2 Coherence: leveraging the consecutive mode -- 5.7.3 Precision -- 5.8 Polishing and Advanced Consecutive (Year 2, S3-S4) -- 5.8.1 Focus, objectives and materials -- 5.8.2 Polishing the product -- 5.8.3 Coping with pressure -- 5.8.4 Optimizing communication -- 5.8.4.1 Degrees and types of optimization -- 5.8.4.2 Stronger forms of mediation -- 5.9 Summary -- Further reading -- Appendix A -- Appendix B -- Appendix C -- 6. Sight translation -- 6.1 Introduction -- 6.2 Steps to full Sight Translation -- 6.2.1 Controlled Sight Translation -- 6.2.2 Full Sight Translation -- 6.2.3 Sight Translation into B and as preparation for SI -- 6.2.4 Word order, context and 'syntacrobatics' -- 6.3 Pedagogical ST variations as preparation for SI (S2 and S3) -- 6.3.1 Pre-segmented Sight Translation: chunking and joining -- 6.3.2 Imposed starts and constructions -- 6.3.3 'Consecutive from text' -- 6.4 Summary -- Further reading. 7. Language and knowledge enhancement -- 7.1 Introduction and overview -- 7.2 Language enhancement for interpreters: specificity and goals -- 7.2.1 Specificity of LE for interpreting -- 7.2.2 Goals of L(K)E for interpreting -- 7.2.3 Independent study and practice -- 7.3 Comprehension (B and C languages) -- 7.3.1 Objectives -- 7.3.2 Reading for language and knowledge enhancement -- 7.3.3 Listening -- 7.4 Production (A and B languages) -- 7.4.1 Enriching the A language -- 7.4.2 Strengthening the B language: exercises and activities -- 7.4.2.1 Imitation and immersion -- 7.4.2.2 Remedial linguistic polishing -- 7.4.2.3 Deverbalization and interference-proofing -- 7.4.2.4 Linguistic feedback on interpreting performance -- 7.4.2.5 Written translation into B -- 7.5 Lexical availability: managing words -- 7.5.1 Building the 'bilingual phrasebook' -- 7.5.2 How to (re- )learn words -- 7.5.3 Using advanced second-language learning textbooks or media -- Further reading -- Appendix A -- 8. Simultaneous interpreting (SI) -- 8.1 Introduction -- 8.1.1 The SI set-up -- 8.1.2 The origins and history of SI -- 8.1.3 How does SI work? -- 8.1.4 SI training in five stages: An overview -- 8.2 SI-Initiation: discovering SI -- 8.2.1 Orientation -- 8.2.1.1 Settling in: the booth, equipment and manners -- 8.2.2 Initiation 'Strand A': easy SI on line -- 8.2.3 Initiation 'Strand B': controlled input (off-line) -- 8.2.3.1 Dripfed or Scrolled ST (late S2 or early S3 [TG-3.3.2]) -- 8.2.3.2 Chunk-by-chunk interpreting (oral input) -- 8.2.3.3 Circle Game (Interpreters' 'Consequences') -- 8.2.4 Transition to real SI: Spoonfeeding -- 8.3 Coordination and control (around 3-5 weeks) -- 8.3.1 Faster Spoonfeeding -- 8.3.2 SI with Training Wheels (Consecutive first) -- 8.3.3 'Simultaneous Consecutive' -- 8.3.4 Take-off: real SI on fresh trainer speeches. 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 http://id.loc.gov/authorities/genreForms/gf2014026109 |
| title | Conference interpreting : a complete course / |
| title_auth | Conference interpreting : a complete course / |
| title_exact_search | Conference interpreting : a complete course / |
| title_full | Conference interpreting : a complete course / Robin Setton ; Andrew Dawrant. |
| title_fullStr | Conference interpreting : a complete course / Robin Setton ; Andrew Dawrant. |
| title_full_unstemmed | Conference interpreting : a complete course / Robin Setton ; Andrew Dawrant. |
| title_short | Conference interpreting : |
| title_sort | conference interpreting a complete course |
| title_sub | a complete course / |
| 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. Handbooks and manuals Handbooks and manuals. Guides et manuels. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258950 |
| work_keys_str_mv | AT settonrobin conferenceinterpretingacompletecourse AT dawrantandrew conferenceinterpretingacompletecourse |