任文交替传译

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1、 2012外研社MTI/BTI教材与教法研修班教材与教法研修班四川大学外国语学院四川大学外国语学院 任文任文20122012、5 5、4 4 交替传译A Complete Interpreting Skill Training System Pre-interpreting skill training Pre-interpreting skill training Consecutive interpretingConsecutive interpreting Mock dialogue (conference) Mock dialogue (conference) Sight transl

2、ation Sight translation Simultaneous interpreting Simultaneous interpreting Mock conference Mock conferenceContents Course Nature Course Objectives Teaching Resources Pedagogical Principles Teaching Plans Testing & Evaluation I. Course NatureTo Whom? BTI, MTI students, 3rd/4th-year English majorsWhe

3、n? after pre-interpreting skills trainingWhat? liaison (dialogue) + conferenceHow? skill-based training + topic-relevant exercise II. Course Objectives Main objective to develop and/or improve and consolidate comprehensive CI skills Byproducts improved language proficiency expanded knowledge baseIII

4、. Teaching ResourcesA textbookCompanion textbooksThe internetTV programsNewspapers & magazinesIII. Teaching Resourcesl Textbook (2nd version)III. Teaching Resourcesl TextbookIII. Teaching Resourcesl Some useful websites www.kouyi.org （口译网） （沪江口译频道） （沪江英语） （普特英语听力） （中国日报） （中华人民共和国外交部） www.wto.go

5、v （世贸组织） www.whitehouse.gov （美国白宫网） （经济学人） official websites of specialized organizationsFeatures of the Textbook(s)Skill-orientedRelevance between skills and topicsAuthentic/near authentic dialogues & speeches + important policy documentsAppropriate level of difficultyTopics, text-types & accents

6、diversifiedInstructor-friendlinessIV. Pedagogical PrincipleslSkill-based and skills separately practicedlInstructor-guided and student-centeredlTheoretical components includedlBoth process & product stressedl3Ps advocatedlBoth textbooks and additional materials neededSkill-based TeachinglPublic spea

7、kinglListening for senselMemorylNote-takinglLanguage transferencelInterpreting figureslSummary/summarizationlCoping tacticslCross-cultural communicationlAdvance preparationlProfessionalismInstructor-guided & Student-centeredlThe instructor should teach by doing: explanation demonstration motivating

8、monitoring comment & correction assignment Instructor-guided & Student-centeredlThe students should learn by doing: pre-class preparation in-class participation post-class practice Theoretical Components IncludedThe value of teaching theory better understanding of interpreting phenomena better under

9、standing of interpreting phenomena better understanding of interpreting difficulties better understanding of interpreting difficulties better and faster mastery of interpreting skills better and faster mastery of interpreting skills going beyond correcting individual mistakes going beyond correcting

10、 individual mistakes helping fulfill academic requirements and future helping fulfill academic requirements and future research needs research needs ( (SeleskovitchSeleskovitch 1989, 1989, GileGile 1995) 1995)Theoretical Components The way of teaching theory preferably introduced in combination with

11、 preferably introduced in combination with skill introduction skill introduction directly relevant to the students needs and directly relevant to the students needs and easy to grasp easy to grasp repeatedly referred to during practice or when repeatedly referred to during practice or when correctin

12、g errors correcting errors ( (SeleskovitchSeleskovitch 1989, 1989, GileGile 1995) 1995) Both process & product stressed Process (dynamic): understanding good interpreting principles, methods and procedures; cultivating good interpreting habits paralinguistic and non-verbal aspects stressed Product (

13、static): no “standard keys”3Ps advocated Phased: incremental, topic-related Practiced: in & outside class Pluralized: exercise formats exercise materials renditions evaluationsBoth textbooks and additional materials neededTeaching better organizedStudents better guidedOther usage (sight interpreting

14、)More and up-to-date materials addedV. Teaching PlanOption One: a new courseOption Two: : a continuation of Basic Interpreting You do not have to follow the structural order of the textbook(s).You do not have to cover all the topics in the textbook(s).Option One: A New Course2 semesters, 17 weeks in

15、 each semester, 2 periods/week, 45m/periodSkill training running through the entire Y2 (sometimes 3) weeks for each topic, one week for E-C, the other for C-E1-2 mock exercises/semesterUnit 1: Fundamentals of InterpretingHighlights:Criteria of CIReconstruction principlesKnowledge requirementsCompreh

16、ensiveness of CI skillsUnit 2: Public Speaking SkillsTheory focus interpreting as a communicative act interpreting as a communicative actSkill focus verbal and non-verbal aspects verbal and non-verbal aspects coping with stage fright coping with stage fright features of different types of speeches f

17、eatures of different types of speechesTopic focus different kinds of ceremonial speechesdifferent kinds of ceremonial speechesSKill FocusVerbal aspects clarity as a priority clarity as a priority avoiding gibberish avoiding gibberishParalinguistic aspects voice projection voice projection clear pron

18、unciation and articulation clear pronunciation and articulation proper speed of speaking proper speed of speaking fluency (short EVS, proper pace, absence of fluency (short EVS, proper pace, absence of false start, unnecessary repetition or self false start, unnecessary repetition or self correction

19、, hesitation, pet phrases, etc.) correction, hesitation, pet phrases, etc.)SKill FocusNon-verbal aspects eye contact eye contact personal appearance personal appearance appropriate mannerism appropriate mannerism sound psychological quality sound psychological qualitySkill-related Exercisea 3-minute

20、 speech prepared in advance in Chinese/English on a hotspot issue;the speech delivered in front of the classInstructor and peer comments on both the verbal and non-verbal aspects Topic Focus: Different Types of Speeches Opening/closing remarks: “尊敬的” “金秋十月，蜀地飘香” “我谨代表向表示祝贺（欢迎、感谢等）” “最后，我祝大会取得圆满成功，祝代

21、表们” Toast: “让我们共同举杯，为干杯！” Presentation speechPresentation speech Video addressVideo address Unit 3: Listening for SenseTheory focus deverbalizationdeverbalizationSkill focus different types of listeningdifferent types of listening (protective, selective, (protective, selective, active/concentratedac

22、tive/concentrated) ) listening for sense listening for senseTopic focus familiar topics familiar topics passages with clear logical thread passages with clear logical threadListening for senseAnalytical listening dissociating sense with linguistic form dissociating sense with linguistic form associa

23、ting incoming information with associating incoming information with pre-existing knowledge pre-existing knowledgeInformation processing visualization visualization logicality (explicit & implicit)logicality (explicit & implicit) conceptualization conceptualizationListening for senseInformation reor

24、ganization focusing on main ideas focusing on main ideas building building intratextualintratextual and and intertextualintertextual logic logic reformulating information reformulating information an example an exampleTips for listening for sensel Pay attention to the context: “Study abroad is like

25、spring training for this century.” “They are there for attention, not retention.” “To drive that shift in investment from low to high carbon, we need a global climate change deal under the United Nations.”Tips for listening for senselPay attention to the key words/sense groups and key structure of a

26、 sentence (who does what where and when): 1979年10月25日，国际奥委会执委会在日本东京举行会议，一致通过恢复中国在国际奥委会的合法席位的决议。11月26日，国际奥委会宣布，决定中华人民共和国奥林匹克委员会的名称为“中国奥林匹克委员会”，设在台湾的奥委会的名称是“中国台北奥林匹克委员会”。随即，中国奥委会作出了参加1980年奥运会的决定。Tips for listening for sensel Pay attention to the intratextual logical relations: Causal Transitional Conc

27、essive Conditional Hypothetical Chronological/Sequential Spatial/Directional Comparison & contrast (explicit vs. implicit) lListen for sense, not words. But lexical or syntactical structure can be important in helping your sense-making. an example le.g.Lord Stern describes and elaborates on 3 essent

28、ial elements needed on the framework on climate change / to establish carbonpricing and investment fund / there are greatpotential for economic development betweenus / to develop a technology policy so necessary to achieve sustainability / and to remove the barriers to good governancenationally and

29、globally. (transcribed from John Prescotts speech). Tips for listening for senselPay attention to the tense.lPay attention to the pragmatic and implied meaning. lPay attention to numbers, names Unit 4: MemoryTheory focus memory mechanism memory mechanism 3 types of memory 3 types of memory (sensory,

30、 short-term, long-term) (sensory, short-term, long-term) 2 ways of memorization 2 ways of memorization (verbatim, substantive) (verbatim, substantive)Unit 4: MemorySkill focus comprehension retentioncomprehension retention deverbalizationdeverbalization expanding carrying capacity of info unitsexpan

31、ding carrying capacity of info units tips for short-term memory enhancementtips for short-term memory enhancementTopic focus sport, tourism, etc.sport, tourism, etc. interesting topicsinteresting topicsInformation Unitsl72 principle 2003年6月29日/，中华人民共和国商务部/安民/副部长/代表中国政府/与香港特别行政区/财政司/梁锦松司长/共同签署了/内地与香港

32、/关于建立更紧密经贸关系的/安排/，总体目标包括/货物贸易/和服务贸易的/自由化/，以及贸易投资便利化三个方面/。lMe? 2003/6/29 Who CEPA 3Gs lThe interpreter of FM? CEPA Tips for memory enhancementVisualization 信息视觉化Organization 信息组织Mental repetition 大脑重复Chunking 信息组块化Association 信息联想Visualization Paint a vivid mental picture. Be imaginative but dont fab

33、ricate.Organization Identifying link words Logical analysis (causal, transitional, conditional, concessive, hypothetical, chronological/sequential, comparison & contrast, spatial/directional, etc.)Mental repetition Repeat main ideas mentally. Give special attention to the first and last sentences (p

34、oints). Chunking Segment long sentences. Categorize information.Association Proximity in sound, shape, nature, meaning Opposite in meaning An example Skill-related ExerciseListen and retell in SLFocus on main ideasAnalyze nature of the information and causes for information lossLengthen materials us

35、edListen and retell in TL Mock Dialogue The dialogue prepared in advance (short turns) The “interpreter” randomly picked Peer comment + instructors comment Verbal + nonverbal aspects included Skills of PS, listening and memorization all testedUnit 5: Note-takingTheory focus role of cognitive process

36、ing capacity role of cognitive processing capacity limitations in processing capacity limitations in processing capacity attention splitting attention splitting memory vs. note-takingmemory vs. note-takingUnit 5: Note-takingSkill focus nature of notesnature of notes characteristics of note-takingcha

37、racteristics of note-taking what to notewhat to note how to notehow to note formats of note-takingformats of note-takingTopic focus education, family, society, etc.education, family, society, etc.Nature of Notes : shorthand notes lecture notes meeting minutes dictation : - product of comprehension a

38、nd logical analysis - personal memory aids/prompters - signposts Characteristics for NoteslInstantaneouslConciselUnsystematiclExclusivelPersonalWhat to Notelkey words and phrasesllink wordslfigures and proper nounsltechnical termslenumerationslmodifiersla few notes for the first & last sentencesHow

39、to Notelsymbols and signslabbreviationslpartial words/phraseslSL + TL + pinyinla long line at the end of a speech segmentHow to Notela loose-leaf note padlpalm size when standinglB5 or A4 with tables and chairslpen or ballpoint pen opened with a click preferredllines sparsely writtenlusing big words

40、/signsla margin left on one or both sidesllegible handwritingTwo formats of Note-takingl Verticalization (纵写式)l Indentation (内缩式)l 汉族分布在全国各地，主要聚居在黄河、长江、珠江三大流域的中下游和东北平原。55个少数民族虽然人口少，但分布的地区却很广约占全国总面积的64.3%。主要分布在从东北到华北、西北、西南的边疆地区。云南省居住着20多个民族，是中国民族成分最多的一个省份。在全国绝大多数县、市中，都居住有两个以上的民族成分。(p.339) Verticaliza

41、tionVerticalization ( (纵写式纵写式) ) Han 各地 / 主 Ylw 长 珠 55 少 / 但 地广 64.3% / 主 / NE N NW SW中下NE平边 云 20 多 / 大+ 县 市2l 中国的基础教育包括学前教育、小学至初中的九年义务教育、普通高中教育、残疾儿童的特殊教育和扫盲教育。中国有两亿多中小学生，再加上学龄前儿童，占全国人口的六分之一。为此，国家确立了基础教育的优先发展地位，作为基础设施建设和教育事业发展的重点领域。按照政府的要求，中国基础教育发展的目标是，在2010年实现基础教育总体水平接近或达到世界中等发达国家水平。 Verticalizatio

42、nVerticalization ( (纵写式纵写式) ) basic edu: pre- 小 初 Y9 普高 残 特 盲C: 200 M 中 & 小 pre- : - 优先 infra. edu. Gov: goal: 10, or 中D1/6keyl 1998年5月4日，北京大学百年校庆之际，国家主席江泽民在庆祝北京大学建校一百周年大会上发表讲话，发出了“为了实现现代化，我国要有若干所具有世界先进水平的一流大学”的号召。在国家的支持下，北京大学适时启动“创建世界一流大学计划”，从此，北京大学的历史翻开了新的一页。 (p.69)Indentation（內缩式） 98.5.4 PKU 100t

43、h P江 - ： “为M, 1st Us.” / 支 PKU 时: 建 1st / lWith nominal GDP size of $150 billion, Pakistan is the second largest economy of South Asia. In the aftermath of devastating floods and other unavoidable factors, the country could manage only 2.5% GDP growth in the year 2009-2010. However, the countrys eco

44、nomy is bouncing back and we are expecting 4.5% growth in the ongoing fiscal year of 2010-2011. The export target for the year 2010-2011 was set at $ 20 billion. However, seeing the performance of exports in the first half of the current fiscal year (over $ 11 billion), the target has been revised t

45、o $ 22 billion, which is very much likely to be achieved. This is first time in the history of Pakistan that the export target of the country has been revised positively. (p.184) Verticalization (纵写式) 名 GDP / $15 B PK 2nd e / SA ! 水 x factor PK / GDP 2.5% 只 09-10 / 但，e / we ing: 4.5% F Y 10-11 / ed：

46、 $2 B / Y 10-11 但 / Y $1 B $2.2 B 可能 / 1st T / rev. + /Skill-related ExerciseIndividual workIndividual workPair work/group workPair work/group workWritten text first, audio materials laterWritten text first, audio materials laterDemo from senior studentsDemo from senior studentsExtra work neededExtr

47、a work neededMock Dialogue The dialogue prepared in advance (longer turns) The “interpreter” randomly picked Peer comment + instructors comment Verbal + nonverbal aspects included Skills of note-taking, etc., testedUnit 6: Language TransferenceTheory focus typological and structural differences typo

48、logical and structural differences between C & E between C & E about 10 pairs of differences between about 10 pairs of differences between C & E C & E ( (LianLian 2010) 2010)Language TransferenceSkill focus transcodingtranscoding vs. translation vs. translation transference skills transference skill

49、s (many shared by T & I) (many shared by T & I) internalizedinternalized Topic focus S&T, foreign policy, internationalS&T, foreign policy, international relations, etc.relations, etc.Paratactic vs. hypotactic 出国留学，能让你充实自己，提高自身能力，结出国留学，能让你充实自己，提高自身能力，结识更多的朋友，体验不同文化与国家风情，是很有价识更多的朋友，体验不同文化与国家风情，是很有价值的

50、经历。准备出国学习，也要做好克服一切困难的值的经历。准备出国学习，也要做好克服一切困难的必要准备，这也很重要。必要准备，这也很重要。 Overseas study can help you enrich yourself, improve your capability, make more friends, and experience different cultures and charms. Therefore, it will be a valuable experience for you. However, those who plan to study abroad are a

51、lso required to make preparations for all kinds of difficulties, which is equally important.Dynamic vs. static The threats are numerous: inadequate sanitation The threats are numerous: inadequate sanitation and refuse collection; industrial and traffic pollution; and refuse collection; industrial an

52、d traffic pollution; infectious diseases that thrive on squalor and infectious diseases that thrive on squalor and crowded conditions; high rates of tobacco use; crowded conditions; high rates of tobacco use; physical inactivity; unhealthy diets; crime, violence physical inactivity; unhealthy diets;

53、 crime, violence and the use of harmful substances.and the use of harmful substances. 人们面临的威胁数不胜数，包括卫生和垃圾清收设施不足、工业和交通污染大、传染病在肮脏和拥挤的环境下肆意滋生、烟民众多、不爱锻炼身体、饮食不健康、犯罪、暴力和吸毒情况严重。 Complex vs. Simplex The really impressive leap in Australia-China trade The really impressive leap in Australia-China trade is th

54、at by 2008, two-way trade had surged to 74 is that by 2008, two-way trade had surged to 74 billion Australian dollars, or 13 per cent of Australias billion Australian dollars, or 13 per cent of Australias total trade, seeing China knocking on the door of total trade, seeing China knocking on the doo

55、r of being our largest trading partner. This year China being our largest trading partner. This year China ranks beside Japan as our most substantial export ranks beside Japan as our most substantial export market, and these two countries combined to market, and these two countries combined to accou

56、nt for a massive 40 per cent of Australias account for a massive 40 per cent of Australias exports.exports. 澳中贸易真正令人印象深刻的飞跃是在2008年实现的。当时，双向贸易飙升至740亿澳元，占澳大利亚总贸易额的13%。中国即将成为我们最大的贸易伙伴。今年，中国与日本一道成为我们最大的出口市场。这两个国家加起来一共占了澳大利亚出口总额的40%；这是很大的占比。Language Transference (1)l Amplification (增译法)l Deletion (减译法)l

57、Simplification (简化法)l Conversion (转换法)l Negation (反译法)l Segmentation & Combination (拆句法与合并法)Language Transference (2)l Syntactic linearity & appropriate adjustment (顺句驱动与适当调整)l Reversion (C-E，倒置法)l Reversion (E-C，包孕法)l Embedment (插入法)l Reorganization (重组法)Simplification (简化法)We were delighted to hea

58、r that you had basicallyeliminated illiteracy among the young and middle-aged people and basically popularized nine-yearcompulsory education by the end of 2007.我们很高兴地听到你们在07年底就实现了“两基”目标。Simplification (简化法)我们应根据联合国气候变化框架公约及其京都议定书的要求，积极落实“巴厘路线图”谈判。We should act in keeping with the provisions of UNFCC

59、C and its (Kyoto) Protocol and advancenegotiations under the Bali Roadmap in realearnest.Unit 7: Cross Cultural CommunicationTheory focus intercultural vs. intercultural vs. intraculturalintracultural awareness vs. skills awareness vs. skills verbal vs. non-verbal verbal vs. non-verbalSkill focus cu

60、ltural sensitivity encouraged cultural sensitivity encouraged nonverbal aspects stressed nonverbal aspects stressed cultural mediation before, during and after cultural mediation before, during and after a communication event a communication eventTopic focus culture, ethnic minorities, religions, et

61、c. culture, ethnic minorities, religions, etc.Culture-related questions asked“ “您这么大年纪，今天又走了这么多路，一定累坏您这么大年纪，今天又走了这么多路，一定累坏了。就早点休息吧。了。就早点休息吧。” ” How would you translate How would you translate this utterance?this utterance?If vulgar words are uttered and insisted to be If vulgar words are uttered and

62、 insisted to be translated, are you going to do it? Why or why translated, are you going to do it? Why or why not?not?如果讲话人两个食指交叉，说如果讲话人两个食指交叉，说“ “每个组有每个组有1010人。人。” ” Are you going to imitate his hand gestures? Are you going to imitate his hand gestures? Why or why not? If not, how are you going to

63、do Why or why not? If not, how are you going to do it?it?Unit 8: Interpreting FiguresTheory focus differences in E and C numerical systems differences in E and C numerical systems illogical and irregular in nature illogical and irregular in nature Skill focus note-taking a must note-taking a must us

64、ing “.” and “,” when taking notes using “.” and “,” when taking notes a progressive manner a progressive manner Topic focus economy, foreign trade, population, finance, etc. economy, foreign trade, population, finance, etc.Interpreting Figuresindefinite numbersindefinite numbersordinal & cardinal nu

65、mbersordinal & cardinal numbersvulgar fractionsvulgar fractionsdecimal fractions smaller than 1decimal fractions smaller than 1percentage, multiplespercentage, multiplesTips for figure switching practiceUse “Use “点点” ” for “for “万万” ” , “, “十万十万” ”and numbers bigger and numbers bigger than “than “亿亿

66、” ” when translating from E into C.when translating from E into C.Use decimal points for numbers bigger than M.Use decimal points for numbers bigger than M.Isolated figures firstIsolated figures firstThen figures used in clustersThen figures used in clustersThen a series of figures used in combinati

67、on Then a series of figures used in combination with percentage, multiples, measurement units with percentage, multiples, measurement unitsl一季度，民营企业出口920.1亿美元，增长36.6%；进口581.4亿美元，增长90.8%，高于整体增幅26.2%个百分点。国有企业出口495.1亿美元，增长17.3%，低于整体增幅11.4个百分点；进口856.6亿美元，增长63.1%。外资企业出口1746.5亿美元，增长28.4%；进口1578.8亿美元，增长57.

68、4%。e.g. C-E 1st Q: 民营 $92.01 B 36.6% $58.14 B 90.8% 26.2% 整 SOEs $49.51 B 17.3% 11.4% 整 $85.66 B 63.1% 外 $174.65 B 28.4% $157.88 B 57.4%lIn 2010, Chinas import and export totaled $2.9728 trillion, 5.83 times higher than Chinas trade volume of $509.8 billion in 2001. It represented an annual increase

69、 of about 16%, which was higher than the 9.22% GDP growth of the 10th 5-year plan period and 11.2% GDP growth of the 11th 5-year plan period. Chinas ranking in world trade rose from No.15 in 1989, No. 10 in 1997 to No. 6 in 2001 and No. 3 at the end of the 10th 5-year plan period.e.g. E-C 10 im + ex

70、 $2.9728 T 5.83 times 01 TT $509.8 B 16% / Y 9.22% GDP 105 - 11.2% - 115 名： No. 15 89 10 97 6 01 3 105末Mock Forum Speeches prepared by students in advance Numbers embedded in each segment Culture-specific difficulties created Peer comment + instructors comment Verbal + nonverbal aspects included Ski

71、lls of cross-cultural communication and figure switching testedUnit 9: SummaryTheory focus information processing information processing induction & conceptualization induction & conceptualization Skill focus listening for sense listening for sense information reorganization information reorganizati

72、on condensed expression condensed expression Topic focus environment, sustainable development, etc. environment, sustainable development, etc.Principles for SummarizationFocusing on main ideas (subject sentences)Note-taking as usual Identifying logical trainsReorganizing informationDeleting details

73、& examplesConcise re-expressionTips for summary exerciseSummary in SLSummary in SLSummary in TLSummary in TL1/3 of the length of the SL text 1/3 of the length of the SL text Summary in written form firstSummary in written form firstSummary in oral form followedSummary in oral form followedl 现代工业经济是这

74、样运作的：资源资源被从地球一端的洞里挖出来以后，用上几星期，又被倒入地球另一端的一个洞里。这就是所谓的“创造价值”。价值的创造提高了我们的生活质量，从而使我们更加幸福。我们从一个洞运到另一个洞的东西越多，我们就越幸福。不幸的是，我们运送的东西似乎还远远不够。根据世界观察所的调查，自1950年以来，英国25岁的年轻人患忧郁症的机率增加了10倍；有五分之一的学龄儿童存在心理障碍。美国的研究表明，每年有40%到60%的人患有精神疾病。世界卫生组织预测，到2010年，忧郁症在发达国家中将成为第二大常见疾病。如果我们不开始实行审慎的消费，我们永远也不可能体会到真正的快乐。l 现代工业经济是这样运作的：资

75、源资源被从地球一端的洞里挖出来以后，用上几星期，又被倒入地球另一端的一个洞里。这就是所谓的“创造价值创造价值”。价值的创造价值的创造提高了我们的生活质量，从而使我们更加幸福。我们从一个洞运到另一个洞的东西越多越多，我们就越幸福越幸福。不幸的是，我们运送的东西似乎还远远不够不够。根据世界观察所的调查，自1950年以来，英国25岁的年轻人患忧郁症的机率增加了10倍；有五分之一的学龄儿童存在心理障碍心理障碍。美国的研究表明，每年有40%到60%的人患有精神疾病。世界卫生组织预测，到2010年，忧郁症在发达国家中将成为第二大常见疾病。如果我们不开始实行审慎的消费审慎的消费，我们永远也不可能体会到真正的

76、快乐真正的快乐。l 现代人在消耗资源的同时创造了价值。理论上讲，价值创造越多，人的幸福感越强，但现实是很多人都有心理疾病。因此过度消费并不一定带来幸福。审慎的消费才是出路。lTeenage smoking is a big problem in the UK. According to the Office of National Statistics (ONS) in the UK, children start smoking from as young as 11, and over a quarter of 15-year-olds are regular smokers. Paren

77、ts, teachers and the government are increasingly concerned about this trend. The latest ONS research says that this habit will kill about 1 million of todays teenagers when they reach middle age. In Newcastle, in northeast England, the local health authority is working with a secondary school to hel

78、p teenagers stop smoking. They hold regular “quitting” sessions where students can talk openly about smoking and are given advice about why and how to stop. Government campaigns to stop smoking include TV advertisements showing real-life smokers who have cancer. Cigarettes are also very expensive in

79、 the UK, due to government taxes. A packet of 20 cigarettes costs around four pounds and fifty pence (about 54 yuan). Every year, anti-smoking organizations join the government in holding a National No Smoking Day in March. lTeenage smoking is a big problem in the UK. According to the Office of Nati

80、onal Statistics (ONS) in the UK, children start smoking from as young as 11, and over a quarter of 15-year-olds are regular smokers. Parents, teachers and the government are increasingly concerned about this trend. The latest ONS research says that this habit will kill about 1 million of todays teen

81、agers when they reach middle age. In Newcastle, in northeast England, the local health authority is working with a secondary school to help teenagers stop smoking. They hold regular “quitting” sessions where students can talk openly about smoking and are given advice about why and how to stop. Gover

82、nment campaigns to stop smoking include TV advertisements showing real-life smokers who have cancer. Cigarettes are also very expensive in the UK, due to government taxes. A packet of 20 cigarettes costs around four pounds and fifty pence (about 54 Yuan). Every year, anti-smoking organizations join

83、the government in holding a National No Smoking Day in March. lTeenage smoking is a big problem in the UK. Parents, teachers and the government are increasingly concerned about this trend. So they are working together with different organizations to make some joint efforts to help teenagers stop smo

84、king. Unit 10: Coping TacticsTheory focus interpreting as both a linguistic and interpreting as both a linguistic and socio-cultural phenomenon socio-cultural phenomenon interpreters multiple roles interpreters multiple roles Skill focus crisis management skills crisis management skills coping tacti

85、cs for language-related emergencies coping tactics for language-related emergencies coping tactics for non-linguistic emergencies coping tactics for non-linguistic emergenciesTopic focus HK, Macao and Taiwan, public health, etc. HK, Macao and Taiwan, public health, etc.Coping tactics for language-re

86、lated emergencieslCheck with the speakerlSeek help from a teammate, listener, etc.lParaphrasinglGeneralizationlParrot repetitionlLogical guessinglOmission or skippinglTranscodinglSelection of coping tactics for language-related emergencieslMaximizing information recoverylMinimizing recovery interfer

87、encelMaximizing the communication impact of the speechlThe law of least effortlSelf protection (Gile 1995)Coping tactics for linguistic emergenciesl No hard and fast answers to these Qs.l General principles to followUnit 11: Advance PreparationTheory focus GilesGiles comprehension equation comprehen

88、sion equation GilesGiles effort model of CI effort model of CI Skill focus long-term preparation long-term preparation short-term preparation short-term preparation last-minute preparation last-minute preparation in-conference preparation in-conference preparationTopic focus finance, politics, etc.

89、finance, politics, etc.Giles modelsComprehension equation C = KL + ELK + AC = KL + ELK + A Effort model of CI phase Iphase I I = L + N + M + C I = L + N + M + C phase IIphase II I = I = RemRem + Read + P + Read + PLong-term preparationlbilingual knowledgelinterpreting skillslcultural sensitivitylcro

90、ss-cultural communication competencelsubject-related knowledge & terminologylgeneral knowledgeShort-term preparationlbasic information about the tasklsubject knowledge & terminology preparationllanguage preparationlpsychological preparationlpre-departure preparationPre-departure preparationldresslst

91、ationeryldocumentsltransportationlbeverage Last-minute preparationlarriving earlylfamiliarizing with the environmentlchecking with the organizerlchecking equipmentltalking to earlier comerslgetting physically and psychologically ready Unit 12: ProfessionalismProfessional knowledge & skills Professio

92、nal ethics l lhttp:/http:/ l lhttp:/http:/www.atanet.orgwww.atanet.org l lhttp:/http:/www.ausit.orgwww.ausit.org l lhttp:/http:/www.avlic.cawww.avlic.cal lhttp:/www.tac-http:/www.tac- Criteria for evaluating professionalismCriteria in theory strict adherence to official code of conductstrict adheren

93、ce to official code of conduct high proficiency in professional skillshigh proficiency in professional skillsCriteria in practice space for handling the complex and space for handling the complex and unpredictable feature of interaction unpredictable feature of interaction interpreting as translatio

94、n + coordinationinterpreting as translation + coordination no absolute or unambiguous criteria for no absolute or unambiguous criteria for defining “good interpreting” across the board defining “good interpreting” across the boardCoordinating/MediatingBriefing and advising beforehandBriefing and adv

95、ising beforehandRegulating interactionRegulating interactionBuffering in case of potential crisisBuffering in case of potential crisisExplaining in case of ignorance or Explaining in case of ignorance or embarrassmentembarrassmentDebriefing Debriefing ( (Wadensj 1998) )Mock (Press) Conference Carefu

96、l advance preparation needed The “interpreter” randomly picked Long speech segments, figures, culture- specific difficulties included Paralinguistic and nonlinguistic problems included Peer comment + instructors commentVI. Testing and EvaluationDifferent options for testingDifferent options for test

97、ing Recording, the same materials for all Recording, the same materials for all students, all at the same time; students, all at the same time; One by one, different materials for differentOne by one, different materials for different students; students; Dialogue/conference interpreting (materials D

98、ialogue/conference interpreting (materials provided by the instructor on the spot) provided by the instructor on the spot) Professional testing and accreditationProfessional testing and accreditationVI. Testing and EvaluationTypes of professional evaluationTypes of professional evaluation evaluation

99、 of professional capabilitiesevaluation of professional capabilities KL, ELK, psychological + physical aspectsKL, ELK, psychological + physical aspects evaluation of service qualityevaluation of service quality satisfaction from the clients satisfaction from the clientsVI. Testing and EvaluationPara

100、meters of professional evaluationParameters of professional evaluation faithfulness of messagefaithfulness of message clarity of expressionclarity of expression language uselanguage use paralinguistic and nonlinguistic aspectsparalinguistic and nonlinguistic aspects flexible and effective use of tac

101、ticsflexible and effective use of tactics satisfaction of clientssatisfaction of clients VI. Testing and EvaluationTypes of classroom evaluationTypes of classroom evaluation process-oriented evaluation (dynamic)process-oriented evaluation (dynamic) result-oriented evaluation result-oriented evaluati

102、on (static)(static) VI. Testing and EvaluationTypes of classroom evaluationTypes of classroom evaluation self evaluationself evaluation recording and listening to ones own recording and listening to ones own renditions renditions peer evaluationpeer evaluation verbal or evaluation form verbal or eva

103、luation form instructor evaluationinstructor evaluation verbal and/or evaluation form verbal and/or evaluation form VI. Testing and EvaluationParameters of classroom evaluationParameters of classroom evaluation faithfulness of messagefaithfulness of message clarity of expressionclarity of expression

104、 language uselanguage use paralinguistic aspectsparalinguistic aspects nonlinguistic aspectsnonlinguistic aspects time controltime control Evaluation Form -1Message transference/completeness 30%Message transference/completeness 30%Accuracy 30%Accuracy 30%Language expression 10%Language expression 10

105、%Fluency/speed 10%Fluency/speed 10%Clarity 10%Clarity 10%Resourcefulness 10%Resourcefulness 10% XiamenXiamen University ( University (林郁如、林郁如、LeongLeong KoKo, 1996), 1996)Evaluation Form - 2忠实（准确、完整）忠实（准确、完整） 50%50%表达（流程、明确）表达（流程、明确） 30%30%语言（语法、选词）语言（语法、选词） 20%20%时间控制时间控制 2%2% Fu Jen Catholic Unive

106、rsity ( Fu Jen Catholic University (杨承淑，杨承淑，2005)2005)Evaluation Form - 3Semester (Stage) One/TwoContent (message) 50% / 60%Package (linguistic and parapara-linguistic-linguistic choices, non-verbal signal, time control) 50% / 40%Final Score CompositionClassroom performance 40%Classroom performance

107、40%Class attendance 5%Class attendance 5%Out-of-class assignment 15%Out-of-class assignment 15%Final exam 40%Final exam 40%lGile, Daniel. Basic Concepts and Models for Interpreter and Translator Training M. Amsterdam/Philadelphia: John Benjamins Publishing Company, 1995.lPellatt, V. et al. Teaching

108、and Testing Interpreting and Translating M. Oxford: Peter Lang, 2010.lSeleskovitch, Danica. Interpreting for International Conferences M. trans by Dailey, Stephanie & McMillan, Eric N. Third edition. Washington, D.C.: Pen and Booth, 1978.l- & Lederer, Marianne. A Systematic Approach to Teaching Inte

109、rpreting M. trans. Harmer, Jacolyn. Luxembourg/Paris: Office for Official Publications of the European Communities and Didier Erudition, 1989.lWadensj, Cecilia. Interpreting as Interaction M. London and New York: Longman, 1998l高亮、林郁如. 英汉/汉英口译教程C. 福建人民出版社，1996l连淑能. 英汉对比研究M. 高等教育出版社，2010l任文. 交替传译C. 外研社，2009l任文. 联络口译过程中译员的主体性意识研究M. 外研社，2010l任文. 英汉口译教程C. 外研社，2011l杨承淑. 口译教学研究理论与实践M. 中国对外翻译出版公司，2005Thank you!