TR6K50 - Interpreting Skills (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Interpreting Skills|
|Module level||Honours (06)|
|Credit rating for module||15|
|School||Guildhall School of Business and Law|
|Total study hours||150|
|Running in 2017/18||
This module expands students’ skills in cross-linguistic and intercultural mediation by introducing them to essential interpreting skills, required in selected professional contexts. It will cover generic sessions on the nature of various types of interpreting and modes of delivery which are widely used in professional situations in the business world. The module will develop skills for liaison interpreting, to facilitate dialogue and discussions between speakers who cannot speak each other’s language.
The generic sessions will be followed by practical sessions providing students with ample opportunities to acquire and develop relevant skills including memorising, note taking and communication.
Prior learning requirements
Good language A and B competence
The module aims:
1. to introduce students to basic concepts, skills and techniques in interpreting
2. to provide students with opportunities to learn and practise interpreting skills in selected business contexts
3. to provide students with opportunities to reflect on their performance with a view to developing and improving their interpreting skills.
The syllabus will include the following sections:
• Introduction: types of interpreting, differences between translation and interpreting skills required in various business contexts, etc.
• Section 1: Interpreting for meetings
• Section 2: Interpreting in negotiating meetings
• Section 3: Interpreting in technical domain
Each section will consist of three sessions: a generic session followed by two practical sessions, inclusive of a language specific one.
Learning and teaching
The module will be delivered through a combination of student-centred learning and teaching methods, including interactive lecture sessions and practical, role-playing and scenario-based exercises. Ample opportunities for peer and teacher feedback will be provided, including but not limited to reflective sessions (debriefing). WebLearn will be used as a platform for learning and practice materials, additional resources and self-study guidance.
On successful completion of the module, students will be able:
1. to use relevant skills in interpreting, and to appreciate linguistic, pragmatic and cultural specificities of selected interpreter-mediated events
2. to interpret accurately and appropriately in selected events by means of choosing techniques suitable for a given context
3. to reflect on their interpreting performance, identify areas of improvement and apply various learning techniques to develop and enhance the essential skills required.
a) Diagnostic assessment (week 17/18) – providing students with information on their strengths and weaknesses in their interpreting performance.
b) Formative assessment (week 22) – providing students with in-depth feedback on their progress so far in order to identify possible areas for improvement.
c) Summative assessment (week 30) – assessing students’ performance on the basis of the audio and/or video recording obtained from a role-play scenario enacted in examination conditions and lasting around 15 minutes.
Chernov, Gelly (2004) Inference and Anticipation in Simultaneous Interpreting: A Probability-Prediction Model, Philadelphia: John Benjamins.
Gillies, Andrew (2005) Note-Taking for Consecutive Interpreting: A Short Course, Manchester: St Jerome Publications.
Hale, Sandra (2007) Community Interpreting, Basingstoke: Palgrave Macmillan.
Monacelli, Claudia (2009) Self-Preservation in Simultaneous Interpreting: Surviving the Role, Amsterdam: John Benjamins.
Pöchhacker, Franz (2004) Introducing Interpreting Studies, London: Routledge.
Pöchhacker, Franz and Miriam Shlesinger (2002) (eds) The Interpreting Studies Reader, London: Routledge.
Szabó, Csilla (2003) (ed.) Interpreting: From Preparation to Performance: Recipes for Practitioners and Teachers, Budapest, British Council Hungary.
Valero-Garces, Carmen (2008) (ed.) Crossing Borders in Community Interpreting: Definitions and Dilemmas, Amsterdam: John Benjamins.