Chapter 1-An Introduction to Interpreting
interpretation Lesson[1]精品PPT课件
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表达一般比理解要难些。联合国聘用语文专业人员有一 条规定：翻译审校要一律以母语为译入语言 。因此，
在国际翻译界, 从事翻译工作的人大多将外语翻译成本 国语言。
3.但是由于国际上懂中文、并懂到能够担任翻译的外国 人还是不多，中国翻译在大多数情况下必须进行双向对 译。
3。记录,或者叫做暂存,是指将感知到的语码信息暂时储存下来。口译的信息 记录采用两种形式,一种是以 “ 脑记 ”为主, 一种是以 “ 笔记 ” 主。译员 所记录的内容主要是信息的概念、主题、论点、情节、要点、逻辑关系、数 量关系等。
4．编码是指将来源语的信息解码后, 赋以目标语的表达形式。口译的编码技 巧与笔译的编码技巧相仿, 所不同的是,口译要求快速流利, 所以无法像笔译那 样有时间斟酌字眼, 处理疑难杂症,追求目标语的 " 雅致 " 。
5．表达是指译员将以目标语编码后的信息通过口头表达的方式传译出来。口 译表达无需译员具备伶牙俐齿、口若悬河、能言善辩的演说才能,但口齿清楚、 吐字干脆、音调准确、择词得当、语句通顺、表达流畅却是一名职业译员必
备的条件。
口译的类型 The Categorical Classification of
口译类型的划分有三种不同的方法, 即 " 形式分类法 " 、 " 方向分类法 " 和 " 任 务分类法 " 三种。
II.口译的定义
The Definition of Interpretation
1.口译是一种通过口头表达形式,将所听到 ( 间或读到 ) 的信息准确而又快速地由一种语言转换成另一种语言, 进而达到传递与交流信息之目的的交际行为,是人类在 跨文化、跨民族交往活动中所依赖的一种基本的语言 交际工具。 2.从事上述口译工作的人叫做译员。在相当长的时期 里以口译为职业的人叫做职业译员。 3.译员必须是掌握两种语言 ( 或两种以上语言 ) 的语 言知识和语言能力的双语人。具有双语能力的人可以 通过系统学习、强化训练和勇于实践,进而较好地掌握 口译知识和技能,成为一名合格的职业译员。
Chapter 1 Introduction
Ⅴ
Established in continental Europe, is based on a comprehensive code.
Came from the Roman tradition and was codified in the sixth century in Justnian Code In the 18th century, France codified the law into a civil, commercial, penal, civil procedure and criminal procedure code. Other European countries such as Germany and Switzerland followed with a codification of their law. The colonization of Africa, Asia, and Latin America spread the civil law system.
International Treaties and Conventions (国际条约和国际公约)
条约是指两个 或两个以上国 家之间在国际 商事问题上达 成的具有约束 力的协议。 公约是指国与 国之间在国际 组织主持下达 成的具有约束 力的协议。
Characteristics of Treaties and Conventions
a big foreign buyer contacts you by e-
mail, and wants to place a large order to
you. Then please think, if you want to do the business transaction with him, what
Chapter One An Introduction to Pragmatics
Understanding Utterances: The Pragmatics of Natural Language and Grundy (1995) in his Doing Pragmatics.
Many linguists are against Chomsky’s practice of ignoring the social and contextual factors in language use.
In the early 1960s, Katz and his collaborators began to find out how to corporate meaning into a formal linguistic theory.
Pragmatics---the study of the relation of signs to interpreters
Then in Signs, Language and Behavior (1946), he remarks that pragmatics is
one part of semiotics, studying the origin of signs, the usage and the function of signs in behaviour.
The Anglo-American VS Continental tradition of pragmatic study
Chapter 1 Introduction-文档资料
The uncle responded to his nephew in a letter dated February 6, 1875 in which he told his nephew that he would fulfill his promise. Story I also stated that he would prefer to wait until his nephew was older before actually handing over the (then) extremely large sum of money (according to an online inflation calculator, $5000 in 1890 would be worth approximately $118,000). The elder Story also declared in his letter that the money owed to his nephew would accrue interest while he held it on his nephew's behalf. The younger Story consented to his uncle's wishes and agreed that the money would remain with his uncle until Story II became older.
William E. Story I died on January 29, 1887 without having transferred any of the money owed to his nephew. Story II had meanwhile transferred the $5,000 financial interest to his wife; Story II's wife had later transferred this financial interest to Louisa Hamer on assignment. The elder Story's estate executor refused to grant Hamer the money, believing there was no binding contract due to a lack of consideration. As a result, Hamer sued the estate's executor, Franklin Sidway.
introduction to__ interpretation
As a qualified interpreter, one should know everything of something and something of everything. Do you know “Miranda Rights”? “ To understand others, it takes intelligence; to understand yourself, it takes wisdom.” “Big Blue” “ Big Five of Africa”
3．介绍言语体。其思维线路主要是循观察 ．介绍言语体。 与认识事物的一般规律介绍，如参观游览 介绍或产品介绍等。 4．礼仪性演说体。其思维线路主要是沿相 ．礼仪性演说体。 对固定的套式表述内涵，如祝酒词。因此 熟悉这些套式显然很有好处。 5．鼓动演说体。其思维线路主要是联想式 ．鼓动演说体。 与综合式。
The interpreter's function is to convey every intention and feeling of the message that the source-language speaker is directing to target-language recipients.
一是听与理解阶段，主要解决听什么、理 解什么的问题。要学会启动认知知识，根 据语境、交际环境和交际主题等理解篇章 意义； 二是记忆阶段，主要解决如何把理解的内 容记忆下来。要逐渐学会跟踪讲话人的思 路，通过视觉、感觉、形象、顺时、线性、 类比等记忆方法。或者利用笔记把可唤起 记忆的意义载体记录下来； 三是表达阶段，主要解决如何借助笔记的 提示把理解了的内容表达出来。
Procedures
1. Warming-up exercise Impromptu speech Note-taking & retelling 2. Field interpretation
英语口译基础教程Unit1Introdu
01
Introduction to Interpretation
Definition of Interpretation
It involves comprehending the exact meaning and intention of the source language and expressing it in the target language with accuracy and fluency
Executive Interpretation
The interpreter translates the spooked words of the source language after they have been delivered, either note taking or without notes
Standards for Interpretation
Accuracy
The interpreter must accurately translate the source language into the target language, ensuring that the meaning and intention are fully conveyed.
The interpreter needs to have a good memory to store and recall information during the interpretation process
Language conversion skills
Language comprehension
跨文化交际第一课材料
Unit 1 An Introduction to Intercultural CommunicationWarm UpCase Study OneProfessor Johnson was invited to give a guest lecture at a Chinese university in the early 1990s. He could tell that the students were very attentive. They applauded warmly when the lecture came to an end. However, Professor Johnson was disappointed when no one asked any questions, even after they were encouraged to do so. In fact, most students avoided eye contact with him as he tried to communicate with them.1. 1 Culture1.1.1 A Definition of CultureIn 1993, two anthropologists, Alfred Kroeber and Clyde Kluckhorn examined 300 definitions of culture , and they found none of them are the same；Yet there are some fundamental properties about culture on which most people agree. Culture is the collective answer to questions as: Who am I? How should I live my life? Where do I fit in the world? In other words, culture is the set of values and beliefs, norms, and customs, and rules and codes that socially defines a group of people, binds them to one another, and gives a sense of commonality (Trenholm and Jenson, 2000)1.1.2 Characteristics of CultureDespite of the different opinion about the definition of culture, most people agree about the main characteristics of culture. Larry A. Samovar and Richard E. Porter summarized the characteristics of culture as followings:Culture is learned.If one can’t learn from those who live before, we would not have culture. Therefore, we say learning was the most important of all the characteristics of culture. If a baby was cut off from all adult care, training. He can still instinctively eat, drink, defecate, urinate and cry. But what and when would he eat, where would he defecate and urinate, it is most likely he would do all these things randomly.But where and how can we learn culture is hard to explain. We learn our culture through interactions with other people. It’s hard to name who are the “other people”, we receive instructions from family and friends and numerous other “teachers” without knowing it.Culture is transmitted from generation to generation.For culture to exist, endure, and perpetuate, they must make sure that their crucial “message” and elements get passed on. Brislin once said “ if there are values considered central to a soc iety that have existed for many years, they must be transmitted from one generation to another” (p. 6). Keesing said, “ any break in the learning chain would lead to a culture’s disappearance” (p. 28).Culture is based on symbols. Culture is learned and passed from generation to generation, but how to learn and pass? It is our symbol-making ability enables us to learn and pass on our culture from individual to individual, group to group, and generation to generation. The portability of symbols allows people to package and store them as well as transmit them. Culture is historical as well as preservable. Each new generation might “write”Culture is subject to change. Cultures are dynamic systems that do not exist in a vacuum and therefore are subject to change. Cultures are constantly being confronted with ideas and information for “outside” sources.When we talk about culture change, we should keep two points in mind. First, cultures are highly adaptive. In history, there are a lot of examples of how cultures have been forced to changetheir course because of natural disasters, wars, and etc. Second, although many aspects of culture are subject to change, the deep structure of a culture resists major alterations. Barnlund clearly make this point when he writes: “The spread of Buddhism, Islam, Christianity, and Confucianism did not homogenize the societies they enveloped. It was usually the other way around: Societies insisted on adapting the religions to their own cultural traditions” (p.192)Culture is ethnocentric. The important tie between ethnocentrism and communication can be seen in the definition of the term “ ethnocentrism”. Summer defined it as “ the technical name for the view of things in which one’s own group is the center of everything, and all othe rs are scaled and rated with reference to it” (p.13) Keesing summarized the power and impact of ethnocentrism “ Nearly always the folklore of a people includes myths of origin which give priority to themselves, and place the stamp of supernatural approval upon their particular customs” (p. 45).1.1.3 Cultural SyndromesSome cultures are relatively simple, and other cultures are relatively complex. The organizing theme of the syndrome is complexity. Harry C. Triandis classified culture syndromes according to the following categories.TightnessTight cultures have many rules, norms, and ideas about what is correct behaviour in each situation; loose cultures have fewer rules and norms. In tight cultures, people can not tolerate when others do not follow the norms of the society, and may even kill those who do not behave as is expected, but in loose cultures people are tolerant of many difference from normative behaviours.Thus, conformity is high in tight cultures. Eg. In Japan, which is a tight culture, people are sometimes criticized for minor deviations from norms. Most Japanese live in fear that they will not act properly. (Iwao, 1993).Tightness is more likely in the following situations:1. The culture is relatively isolated from other cultures, so that consensus about what is proper behaviour can develop.2.The culture is more likely to be tight where people are highly interdependent.3. Tightness is more likely to occur where there is a high population density.Individualism and CollectivismIndividualism stands for a society in which the ties between individuals are loose: everyone is expected to look after himself or herself and his or her immediate family only.”Collectivism “stands for a society in which people from birth onwards are integrated into strong cohesive ingroups, which throughout people’s lifetime continue to protect them in exchange for unquestioning loyalty.”Individualistic cultures like USA and France are more self-centred and emphasize mostly on their individual goals. People from individualistic cultures tend to think only of themselves as individuals and as "I" distinctive from other people. They make just a little different between ingroup and outgroup communication . They prefer clarity in their conversations to communicate more effectively and come in general directly to the point like the Finns and Americans are doing. Vertical and Horizontal CulturesVertical cultures take hierarchy as a natural state. In this culture, people are different from each other. The people who are at the top “naturally” have more power and privileges than those atthe bottom of the hierarchy. In horizontal culture, people are basically similar, equality is a given state.Active-Passive CulturesThis way of classifying culture is from the perspective of attitude towards nature. In active cultures people try to change the nature to fit them; in passive cultures people try to change themselves to fit into the nature. (Diaz-Guerrero, 1979). The active cultures are more competitive, and emphasize self-fulfillment; in passive cultures , people are more cooperative, emphasize the experience of living, and getting along with other people are their concerns.Universalism-ParticularismUniversalism and particularism are standards that may guide behavior of persons or of whole cultures. Universalism implies that correct behavior can be defined and always applies, while particularism suggests that relationships come ahead of abstract social codes. In universalist culture people try to treat others on the basis of universal criteria regardless of who they are in sex, age, race, etc.; in particularist cultures people treat others on the basis of who the other person is.In universalist cultures, people’s focus is more on rules than on relationships; while in particulist culture, people’s focus is more on relationships than on rules. A univeralist is preparing for “rational”, while a particulist is preparing for “personal”.Take the case of trying to cross the street at the red light. In a universalist culture, you will still be frowned at even if there is no traffic. In a particularist culture, it is likely to be OK with one if it is his/her brothers or friends that violate the traffic rule. These people are not "citizens", but their "friends" or "brothers".Diffuse-SpecificThis dimension measures how far people get involved with other's life space. Take a research group as an example. In specific-oriented cultures, the project leader would segregate out the task relationship he/she has with a subordinate, and insulates this "work relationship" from other dealings. Therefore, the leader's authority only reaches where his/her work relationship with the subordinate is defined, and each area in which the two persons encounter each other is considered apart from the other. Work and life are sharply separated in specific-oriented cultures life the U.S. In diffuse cultures, however, life space and every level of personality tends to permeate ALL others. For example, a teacher would be treated by the student not only as an instructor in the classroom, but also has certain influence on the student's home life. The boss-subordinate relationship usually does not stop only in the office; the boss is likely to have a say in other aspects of his/her employee's personal life.Affective - NeutralIn relationships between people, reason and emotion both play a role. Which of these dominates will depend upon whether we are affective, that is we show our emotions, in which case we probably get an emotional response in return, or whether we are emotionally neutral in our approach. Members of cultures which are affectively neutral do not express their feelings but keep them carefully controlled and subdued. In contrast, in cultures high in affectivity, people show their feelings plainly by laughing, smiling, grimacing, scowling and gesturing; they attempt to find immediate outlets for their feelings.Neutral cultures are not necessarily cold or unfeeling, nor are they emotionally constipated or repressed. In fact, the amount of emotion we show is often the result of convention. Achievement vs. AscriptionThis dimension is about how status is accorded to people in different cultures. The contrast between an achievement culture and an ascriptive culture is not difficult to understand. Achievement means that people are judged on what they have accomplished and on their record. Ascription means that status is attributed to you by things like birth, kinship, gender, age, interpersonal connections, or educational record. The former kind of status is called achieved status and the latter ascribed status. Achieved status refers to doing; ascribed status refers to being. Take a look at the difference from another angle. Achievement-oriented societies or organizations justify their hierarchies by claiming that senior people have "achieved more." Inascription-oriented cultures, however, hierarchies are justified by "power-to-get-things-done." Here are some examples.Let's assume that you are being interviewed by your potential boss and he/she is interested in knowing more about your educational background. In an achievement culture, the first question is likely to be "What did you study?" In contrast, this question will more likely be "Where did you study?" and only if it was a lousy university or one they do not recognize will this ascriptive interviewer asks what you studied.In addition to sampling different attributes, members of different cultures give different weights to the attributes that they sample. One can identify many more syndromes.1.2 Communication1.2.1 A Definition of CommunicationAlthough communication has been written for about 25 centuries, there is still disagreement about how to define it. In 1972, Frank Dance and Karl Larson surveyed the field for definition of communication. They found 126. And we can list some.Communication is the discriminatory response of an organism to a stimulus.Communication… is an “effort after meaning,” a creative act initiated by man in which he seeks to discriminate and organize cues so as to orient himself in his environment and satisfy his changing needs.Speech communication is a human process through which we make sense out of the world and share that sense with others.Communication: the transmission of information, ideas, emotions, skills, etc. by the use of symbols…Communication is a process by which a source transmits a message to a receiver through some channel.Communication is a transactional process and we develop a mutually dependent relationship by exchanging symbols. First, communication is a process. And it is symbolic, continuous, systematic, irreversible, and unrepeatable.1.2.2 The Prosperities of CommunicationIn last section, communication was defined. The definition reflects how we define communication. But there are numerous ways this word communication can be defined. Dance and Larson (1976) list over 125 definitions of this term. Yet despite these different definitions, most theorists agree on the properties of communication. Neuliep (2000) provides a summary of these, along with eight definitions of communication.1. Communication is a process. “Communication theory reflects a process point of view…you cannot talk about the beginning or the end of communication…”(Berlo)2. Communication is dynamic. “Communication is a transaction among symbol users in which meanings are dynamic, changing as a function of earlier usages and of changes in perceptions and metaperceptions. Common to both meanings is the notion that communication is time-bound and irreversible.” (Bowers and Bradac)3. Communication is interactive/ transactive. “Communication occurs when two or more people interact through the exchange of messages.” (Goss)4. Communication is symbolic. “… all the symbols of the mind, together with the means of conveying them through space and preserving them in time.” (Cooley)5. Communication is intentional. “…communication has as its central interest those behavioral situations in which source transmits a message to a receivers with conscious intent to affect the latter’s behavior.” (Miller)6. Communication is contextual. “Communication always and inevitably occurs within some context.” (Fisher)7. Communication is ubiquitous. “…communication is the discriminatory response of an organism to a stimulus.” (Stevens)8. Communication is cultural. “…culture is communication…communication is culture.”(Hall)Case Study TwoMing Li is a Chinese scholar in agriculture. He had been co-operating with Hank, an American professor on a project. And Hank had been to China twice for the project. And Ming Li arranged everything for him, including accommodation, having his students accompany him whenever he needed to do something. Frequently Ming Li invited him to home or restaurants for meals. And every meal was like a feast. Hank was very grateful, but told Ming Li several time that he could take care of himself.Eventually, Ming Li went to the United States to work with Hank for a period of time. Hank picked him up at the airport and took him directly to his temporary accommodations. Saying that he would take Ming Li out for dinner some day and went back home.Ming Li did not speak much English and he felt like a stranger in U.S. and he expected more from Hank. Hank did take him out for dinner in a nice restaurant one evening and invited him to his home once. But Ming Li had to arranged everything himself from shopping to traveling. Neither Hank nor his students accompanied him. He was very disappointed and hurt by Hank, thinking Hank should at least return the favor he had done to him.In fact, Ming Li was so upset that his working relationship with Hank suffered. Hank noticed the change but did not know where the tension came from.Questions:1.What is hospitality in Chinese perspective?2.Having Ming Li’s students accompany him everywhere, does Hank feel verycomfortable?3.Was Hank not very grateful and hospitable?1.3 Intercultural Communication1.3.1 What is Intercultural Communication?According to Neuliep (2003), intercultural communication occurs whenever a minimum of two persons from different cultures or microcultures come together and exchange verbal and nonverbal symbols. Microcultures are groups of people that exist within the broader rules andFood.dress.music. visual arts. Drama. craftsnguagecelebrations.gamescourtesy. Contextual conversational patterns. Concept of time. Personalspace. Rules of conduct. Facial expressions. Nonverbal communication.Body language. Touching. Eye contact. Patterns of handling emotions.Notions of modesty. Concept of beauty. Courtship practices.Relationships to animals. Notions of leadship. Tempo of work. Conceptsof food. Ideals of childrearing. Theory of disease. Social interaction rate.Nature of friendships. Tone of voice. Attitudes toward elders. Concept ofcleanliness. Notions of adolescence. Patterns of group decision-making.Definition of insanity. Preference for competition or cooperation.Tolerance … and so forthSurface CultureAbove sea levelEmotional Load:relatively low guidelines of the dominant culture, but are distinct in some way: racially, linguistically, occupation, age, or sexual orientation. Often microcultural groups have histories that differ from the dominant cultural group and are subordinate in some way.Intercultural communication, like all communication, is contextual. A context is a combination of factors--- situation, setting, circumstance, the people involved, the relationship of those people, and so on. In short, context is the overall framework within which communication takes place.1.3.2 A Narrative Approach to Intercultural CommunicationThere are numerous approaches to the study of intercultural communication--- all of which have their strengths and weaknesses. Based on our own intercultural living experiences, we are convinced that the most effective and insightful approach is the narrative approach.Scholars often discuss culture in terns of an iceberg metaphor. What we see in any culture is only the tip of the iceberg. Yet, effective communication occurs only when we begin to understand what is below the water level.The Iceberg Concept of CultureLike an iceberg, nine-tenths of culture is below the surface.Another metaphor compares culture to a theatrical production. You see what is on stage, but you don ’t see all the activity backage. It is the backstage activity that enables the action on stage to be effective.We suggest a narrative approach to the study of intercultural communication. We are the stories we tell. We make sense out of others and ourselves through story. As storytellers, our values, emotions, and aesthetic considerations ground our beliefs and behaviors.A key concept in the narrative approach is the concept of narrative itself. Fisher indicated “By ‘narration’, I mean symbolic actions---- words and/or deeds--- that have sequence and meaning for those who live, create, or interpret them”(p.58), he also states it “ There is no genre, including technical communication, that is not an episode in the story of life” (p. 347).Thus, listening to a class lecture, talking with your friends, listening to a political speech or the evening news, reading a book--- all consist of your hearing and shaping narratives. If story is a universal medium, then story is the key to our understanding of others from cultures unlike our own.Because our lives are experienced through narratives, some standard for determining which stories to believe and which to disregard is essential. This standard is narrative rationality. It is different from the traditional one in which most Westerners have been trained. Traditional standards of rationality ask questions such as:1. Are the claims supported by the facts?2. Have all relevant facts been considered?3. Are the arguments internally consistent?4. Does the reasoning used conform to the tests of formal and informal logic?In contrast, narrative rationality is concerned with the principle of coherence and fidelity. Coherence refers to the internal consistency of the narrative and asks such questions as:1.Do the elements of the story flow smoothly?2.Is the story congruent with the stories that seem related to it?3.Are the characters in the story believable?Fidelity, the second principle of narrative rationality, concerns truthfulness or reliability of the story. Stories with a high degree of fidelity “ring true” to the listener. When the elements of a story “represent accurate assertions about social reality” (Fisher, 1987, p.105), they have fidelity. Fisher proposes that we assess narrative fidelity through the logic of good reasons. If a narrative possesses fidelity, it constitutes good reasons for a person to hold a certain belief or act in a certain way. The logic of good reasons enables a person to judge the worth of stories by presenting the listener with a set of values that appeal to her or act in a certain way. The logic of good reasons enables a person to judge the worth of stories by presenting the listener with a set of values that appeal to her or him and form warrants for accepting or rejecting a certain story.The logic of good reasons consists of asking two sets of questions. The first set constitutes a logic of reasons:1. Are the statements that claim to be factual in the narrative really factual?2. Have any relevant facts been omitted from the narrative or distorted in its telling?3. What are the patterns of reasoning that exist in the narrative?4. How relevant are the arguments in the story to any decision the listener may make?5. How well does the narrative address the important and significant issues of this case? Assignment:Terms: culture , Individualism and Collectivism, communication, intercultural communication, Questions:1.What are characteristic of culture?2.What are properties of communication/3.How do Harry C. Triandis clarify Cultural Syndromes4. How do you understand The Iceberg Concept of Culture。
An Analysis of the Disillusion of American Dream in The Great Gatsby
An Analysis of the Disillusion of American Dream inThe Great Gatsby论《了不起的盖茨比》中美国梦的幻灭摘要弗朗西斯•司各特•菲茨杰拉尔德是美国“爵士时代”的代言人, 他在其代表作《了不起的盖茨比》中以细腻的笔触表现了二十世纪二十年代美国的风貌, 用主人公盖茨比的悲剧人生隐喻了“美国梦”的虚幻及其不可企及性，揭示了“美国梦”破灭的必然规律。
文中主人公盖茨比是为追求美国梦而最终牺牲自己的典例，他渴望以自己的信念和勇气来获取物质以及爱情上的收获。
然而他的梦想只是一种虚幻的渴望，而不是建立在现实基础之上的追求，结果导致了他梦想的破灭。
论文从作者和小说人物分析着手，通过对《了不起的盖茨比》的写作背景、作者自身的经历、故事的主要内容、小说主人公盖茨比之梦的破灭等多方面的分析和解剖, 深刻地揭示了“美国梦”的发展与破灭。
关键词:《了不起的盖茨比》；美国梦；破灭；爵士时代AbstractFrancis • Scott Fitzgerald is the spokesman of “the Jazz Age” in the United States. In his masterwork, The Great Gatsby, he uses delicate brushwork to show the style of American society in the 1920s. Hero Gatsby’s tragic life, as a metaphor for the illusion and entertainment of the “American Dream”, reveals the inexorable law of the disillusion of “American dream”.The hero in The Great Gatsby reveals a typical example of those who is eager to pursue the American Dream but finally ended by sacrificing themselves. Though he dreams of achieving material wealth and love through his courage and hard working, all the factors from outside world and his character led to the disillusion of his dream. This profoundly reveals the development and di sillusion of “The American Dream” by dissecting writing background of The Great Gatsby, the author’s own experiences, the main content of the story, novel leading character Gatsby’s shattered dream and other side.Key Words：The Great Gatsby; the American dream; disillusion; Jazz AgeIIContents摘要 (I)Abstract........................................................................................................................错误！未定义书签。
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© ZHU Peifen, ZHOU Yuan
CRITERIA OF INTERPRETING
Accuracy/Faithfulness/Fidelity Completeness Fluency
© ZHU Peifen, ZHOU Yuan
THE DEFINITION OF INTERPRETING
Definition:
An extempore oral reproduction in the target language of what is said in the source language
Sight Interpreting/Translation
Sight Interpreting/Translation with texts is real time interpreting for which the interpreter uses the text of the speech to interpret. It’s a combination of interpreting and translation.
AIIC:
International Association of Conference Interpreters Sets the code of ethics and professional standard
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INTERPRETING AS A PROFESSION
Diversity – It is very common for interpreters to come from multicultural families and to have lived in different countries.
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CONSECUTIVE INTERPRETING
9ቤተ መጻሕፍቲ ባይዱ
SIMULTANEOUS INTERPRETING
Booth Interpreting
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Whispering/Whispered Interpreting
Whispering/Whispered Interpreting is real time interpreting for which the interpreter is seated or standing among the delegates and interprets simultaneously directly into the ear of the delegates. It is used mainly in bilateral meetings or in groups where only a few delegates do not share a common language.
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QUALITIES OF INTERPRETERS
Bilingual Competence Extralinguistic Knowledge Interpreting Skills Other Capabilities
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Source Language/SL Target Language/TL
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CATEGORIES OF INTERPRETING
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Occasions:
Conference Interpreting Business Interpreting Diplomatic Interpreting Military Interpreting Court Interpreting Community Interpreting Medical Interpreting Liaison Interpreting Media Interpreting Videoconference
Flexibility – It is common for freelance interpreters to work regularly for international organizations, government agencies, and the private market.
BUSINESS ENGLISH INTERPRETING 商务英语口译
朱佩芬 周媛
CHAPTER ONE
An Introduction to Interpreting
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LEARNING OBJECTIVES
After learning this chapter, students should be able to describe: what interpreting is different modes of interpreting standards and features of interpreting requirements for interpreters
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Daniel Gile
An effort model of simultaneous interpreting
SI =L+P+M+C
L=Listening and Analysis P=Production M=Short-term Memory Operations C=Coordination
Solidarity – Professional conference interpreters are based in different countries. They have different languages, and work in different contex6 ts, but they share a strong sense of common identity and a strong commitment to uniform worldwide professional standards.
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Features of Interpreting
Criteria of Interpreting
Qualities of Interpreters
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A BRIEF HISTORY OF INTERPRETING
As a Profession:
CI-1919: the Paris Peace Conference SI-1945: the Nuremberg Trials
Source: Gile, D. 2009. Basic Concepts and Models for Interpreter and Translator Training. (Rev. ed.)
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FEATURES OF INTERPRETING
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THE PROCESS OF INTERPRETING
Daniel Gile
An Effort Model of Consecutive Interpreting
Phase One:
The listening and note-taking phase or comprehension phase
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PHASE ONE
Consecutive Interpreting=L+N+M+C
L=Listening and Analysis N=Note-taking M=Short-term Memory Operations C=Coordination
Phase Two:
The speech production or reformulation phase
Source: Gile, D. 2009. Basic Concepts and Models for Interpreter and Translator Training. (Rev. ed.) 12
Rem=Remembering Read=Note-reading P=Production C=Coordination
Source: Gile, D. 2009. Basic Concepts and Models for Interpreter and Translator Training. (Rev. ed.) 14
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KEY POINTS
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A Brief History of Interpreting
The Definition of Interpreting
Categories of Interpreting
The Process of Interpreting
Source: Gile, D. 2009. Basic Concepts and Models for Interpreter and Translator Training. (Rev. ed.) 13
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PHASE TWO
Consecutive Interpreting=Rem+Read+P+C
Mobility – The profession is fundamentally international. It is very common for teams to be recruited from all over the world. This is made possible by unified international standards through AIIC.