TR6K50 - Interpreting Skills (2018/19)
|Module specification||Module approved to run in 2018/19|
|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 2018/19||
This module expands your skills in cross-linguistic and intercultural mediation by introducing you 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 you with ample opportunities to acquire and develop relevant skills including memorising, note taking and communication.
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. LO1,LO2
Balance of independent study and scheduled teaching activity
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 to:
1. use relevant skills in interpreting, and appreciate linguistic, pragmatic and cultural specificities of selected interpreter-mediated events as well as interpret accurately and appropriately in selected events by means of choosing techniques suitable for a given context
2. 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, G. (2004) Inference and anticipation in simultaneous interpreting: a probability-prediction model. Philadelphia: John Benjamins.
Gillies, A. (2005) Note-taking for consecutive interpreting: a short course. Manchester: St Jerome Publications.
Hale, S. (2007) Community interpreting. Basingstoke: Palgrave Macmillan.
Monacelli, C. (2009) Self-preservation in simultaneous interpreting: surviving the role. Amsterdam: John Benjamins.
Pöchhacker, F. (2004) Introducing interpreting studies. London: Routledge.
Pöchhacker, F. and Shlesinger M. (2002) (eds) The interpreting studies reader. London: Routledge.
Szabó, C. (2003) (ed.) Interpreting: from preparation to performance: recipes for practitioners and teachers. Budapest: British Council Hungary.
Valero-Garces, C. (2008) (ed.) Crossing borders in community interpreting: definitions and dilemmas. Amsterdam: John Benjamins.