TR7048 - The Interpreter's Skills and Tools (2019/20)
|Module specification||Module approved to run in 2019/20|
|Module status||DELETED (This module is no longer running)|
|Module title||The Interpreter's Skills and Tools|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||Guildhall School of Business and Law|
|Total study hours||200|
|Running in 2019/20(Please note that module timeslots are subject to change)||No instances running in the year|
This module introduces students to the main skills and tools used by interpreters when performing their work and makes them aware of their impact on maximizing interpreting performance. This module focuses on long consecutive interpreting (memory exercises, consecutive interpreting without notes, note taking system, information analysis, speech making and public speaking skills, development of strategies to engage with current affairs in all language combinations use by students).
This module aims for students:
- To familiarise themselves with and develop their knowledge of the relevant consecutive interpreting tools and skills such as note taking, memorising, synthesising, critical listening, anticipating and extracting information, presentation skills and voice performance;
- To appreciate the crucial role of these tools and skills for the effective preparation and completion of consecutive interpreting assignments;
- To acquire the ability to use interpreting tools and develop competence in consecutive interpreting skills (long and short);
- To understand the important role that context plays in the appropriate choice of the various tools and skills.
The module introduces students to the main tools and skills used by interpreters in performing consecutive interpreting (short and long), such as memory skills, verbal and non-verbal communication skills, presentation skills, public speaking skills, anticipation and note taking as well as voice performance. It also develops their awareness of the crucial part these tools and skills play during consecutive interpreting performance and their context of use. Students are then trained in the use of these tools and skills for consecutive interpreting and are made aware of their impact on maximising interpreting performance. Tools and skills specific to particular interpreting fields will be dealt with in the modules dedicated to these fields.
Learning and teaching
The module is delivered in the form of seminars during which students are introduced to the tools and skills generally used in consecutive interpreting; students will apply these skills and tools to a long consecutive interpreting exercise (6 mn maximum).
The module introduces students to the main tools and skills used by interpreters in performing their work, such as memorising, synthesising, critical listening, anticipating, extracting relevant information and conceptualising. It also develops their awareness of the crucial part these tools and skills play in consecutive interpreting and their context of use. The module also equips students with interpreting presentation skills, public speaking skills, note taking techniques and coaches them in voice performance.
Within the module, virtual classes are offered to students. Virtual classes take place at Moorgate and with partner international universities as well as potential employers such as the European Commission. Virtual classes continue during the second semester. Speeches and assessment are delivered by members of staff from london met and staff from partner universities.
Finally, interpreting alumni enrolled on the ‘Ambassadors Scheme’ organise a 2 hour guided practice for students every two weeks.
By the end of this module, students will:
LO1. have developed the ability to use appropriately their knowledge of consecutive interpreting tools and skills to produce competent consecutive interpreting performance;
LO2. have gained comprehensive understanding of consecutive interpreting tools and skills applied to consecutive interpreting and of the crucial part they play in facilitating the interpreter's performance and in producing work at professional standards;
LO3.have acquired and developed the competence to use appropriately such tools and skills to maximise interpreting performance;
LO4.have developed the ability to identify the relevant interpreting tools and skills to use according to specific interpreting contexts.
The students' knowledge and understanding of the skills and tools used by interpreters and awareness of their context of use is assessed by group presentations during which students introduce a tool or skill of their choice and discuss their relevance to interpreting performance. The assignment will also provide students with an opportunity to demonstrate useful skills acquired such as presentation, public speaking skills and voice performance.
In their second assignment, the students' competence in using the skills and tools crucial to interpreting and developed during the course is assessed by a practice-based exam in long consecutive interpreting.
Chernov, Ghelly V. (2004) Inference and Anticipation in Simultaneous Interpreting: a Probability-Prediction Model Amsterdam/Philadelphia: John Benjamins
Gillies, Andrew (2014) Note Taking for Consecutive Interpreting. Translation Practices Explained: Volume 8. Routledge
Gillies, Andrew (2004) Conference Interpreting - A New Students' Companion: Tertium Cracow
Gillies, Andrew (2013) Conference Interpreting: A Student’s Practice Book: Routledge - London
Hale, Sandra Beatriz (2007) Community Interpreting Basingstoke: Palgrave (available as E-Book)
Jones, Roderick (2002) Conference Interpreting Explained (second edition) Manchester: St Jerome
Kelly, Nataly (2008) Telephone Interpreting Victoria (Canada): Trafford
Nolan, James (2005) Interpreting: Techniques and Exercises. Multilingual Matters LtD.
Padilla, P., Bajo, M. T., Canas, J.J. and Padilla, F. (1995) "Cognitive Processes of Memory in Simultaneous Interpretation," in Tammola, J. (ed) Topics in Interpreting Research, Turku: University of Turku, Centre for Translation and Interpreting, pp. 61-71.
Paneth, E. (1984) "Training in Note Taking (for interpreting), " in Wilss, W and Thome,
Pöchhacker, Franz & Shlesinger, Miriam (eds) (2002) The Interpreting Studies Reader London: Routledge
Pöchhacker, Franz (2004) Introducing Interpreting Studies London: Routledge (available as E-Book)
Rozan, Jean Francois (1956) La prise de notes en interprétation consécutive.
Valencia, Valerie (2013) Note Taking Manual: A Study Guide for Interpreters and Anyone Taking Notes. www.InterpreTrain.com
Widlund-Fantini Anne-Marie (2009) - Danica Seleskovitch - interprete et temoin du XXe siecle. Editions l’age d’homme (http://www.lagedhomme.com/boutique/liste_rayons.cfm to order)