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Příručka

Revised ed.

Amsterdam : John Benjamins Publishing Company, c2009

xv, 283 s. : il. ; 24 cm

ISBN 978-90-272-2432-3 (brož.)

Benjamins translation library, ISSN 0929-7316 ; vol. 8

Obsahuje bibliografii na s. [264]-278 s. a rejstříky

000227962

Preface to the revised edition // Introduction // CHAPTER 1 // Theoretical components in interpreter and translator training // 1. The role of training in interpreting and translation 5 // 2. The components of Translation competence 8 // 3. The diversity of training requirements 10 // 3.1 Initial training programmes for newcomers to Translation 11 // 3.2 Conversion courses/further training/continuing education for practicing Translators 11 // 4. The need for optimization in formal Translator training 12 // 5. The process-oriented approach in Translator training 14 // 6. Potential benefits of theoretical components in interpreter and translator training 16 // 7. Potential criteria and rules for theoretical components for training 18 // 8. Where and how to find theoretical components for Translator training // 9. The models 21 // 10. This chapters main ideas 23 // chapter 2 // Communication and quality in interpreting and translation // 1. Introduction 25 // 2. Professional Translation: An act of communication 26 // 2.1 School Translation vs. Professional Translation 26 // 2.2 The actors’ configuration in professional Translation 27 // 2.3 Awareness of Translation and its effects 28 // 3. Aims and intentions 29 // 3.1 Fundamental aims and intentions 29 // 3.2 Macro-level and micro-level aims 30 // 3.3 The communication actors aims and professional loyalty 31 // 3.3.1 Convergence and divergence of aims 31 // 3.3.2 Professional loyalty 33 // 4. Content and packaging 35 // VI Basic Concepts and Models for Interpreter and TranslatorTraining // 5. Quality 37 // 5.1 The criteria 37 // 5.2 Discourse and quality components 38 // 5.3 The perception of quality: Positions 39 // 5.4 The perception of quality: Motivation and attention 43 // 5.5 Behavioural components of quality 44 // 6. Social status and quality 45 // 7. Teaching suggestions 46 //

8. What students need to remember 48 // Appendix - A demonstration in the classroom for written translation 49 French translation 50 Source-language text 51 // chapter 3 // Fidelity in interpreting and translation 52 // 1. Introduction 52 // 2. An experiment in fidelity 53 // 2.1 Phase one: Verbalizing a simple idea 54 // 2.1.1 Framing Information 57 // 2.1.2 Linguistically/Culturally Induced Information 58 // 2.1.3 Personal Information 59 // 2.2 Phase two, version 1: Translating a simple statement 60 // 2.3 Phase two, version 2: Immediate replication 61 // 3. Principles of fidelity 62 // 3.1 The Message 62 // 3.2 Framing Information 63 // 3.3 Linguistically/Culturally Induced Information 64 // 3.4 Personal Information 65 // 3.5 Conclusion 65 // 4. Secondary Information: An obstacle and a help 68 // 4.1 The language-specificity of LCII-generated problems 69 // 4.2 Interpreting vs. translation from the secondary information perspective 70 // 5. Teaching suggestions 71 // 5.1 The experiment 71 // 5.2 A road-map metaphor 73 // 6. What students need to remember 74 // Appendix A 74 // Appendix B 76 // chapter 4 // Comprehension of specialized discourse in interpreting and translation 79 // 1. Introduction 79 // 2. The comprehension equation 81 // 2.1 A basic equation 81 // 2.2 Analysis 83 // 2.3 More about the relations in the comprehension equation 84 // 2.3.1 Subjective aspects of comprehension 84 // 2.3.2 Linguistic knowledge 86 // 2.3.3 Extralinguistic knowledge 87 // 2.3.4 Analysis 88 // 3. Translation and the comprehension of specialized texts 89 // 3.1 An example 90 // 3.2 The laypersons comprehension 91 // 4. The Translator s comprehension requirements 95 // 5. The Translators acquired specialized knowledge 96 // 6. Teaching the principles of comprehension 97 // 7. What students need to remember 99 // chapter 5 // A Sequential Model of translation 101 //

1. Introduction 101 // 2. The Model 101 // 2.1 The comprehension phase 101 // 2.2 The reformulation phase 104 // 3. Comments 106 // 3.1 The Sequential Model and ordinary comprehension and production 106 // 3.2 The Model and translation as it is practiced 106 // 3.2.1 The processing of single vs. multiple Translation Units 106 // 3.2.2 Separation between comprehension and reformulation in the field and during training 107 // 3.2.3 Unsolved problems 107 // 3.2.4 Decision-making, risks, gains and losses 108 // 3.2.5 The linearity of the sequential process 109 // 3.2.6 Tests on groups of Translation Units 109 // 3.2.7 The Knowledge Base 110 // 3.3 Revision 110 // Vlil Basic Concepts and Models for Interpreter and TranslatorTraining // 4. Interpreting vs. translation in the light of the Sequential Model 111 // 5. Teaching the Model 113 // 5.1 Raising the students awareness 113 // 5.2 Presenting the Model to students 115 // 5.3 The Sequential Model and error analysis 118 // 5.4 IPDR - Problem reporting by the students 122 // 5.5 The Sequential Model and professionalism 123 // 6. What students need to remember 124 Appendix A 124 // Appendix B 127 // chapter 6 // Ad hoc Knowledge Acquisition in interpreting and translation 129 // 1. Introduction 129 // 2. Differences between interpreting and translation: A reminder 130 // 3. Information sources for ad hoc Knowledge Acquisition 131 // 3.1 Classification of information sources 131 // 3.2 Fundamental variables in the characterization of information sources in Translation work 132 // 3.3 Weaknesses and strengths of documents in the acquisition of terminological knowledge 133 // 4. Knowledge acquisition strategies in translation 137 // 4.1 Time considerations 137 // 4.2 Source selection 137 // 4.2.1 Starting-point sources, Intermediate sources and End-point sources 137 // 4.2.2 Access 138 //

4.2.3 Initial source acquisition 138 // 4.2.4 Library strategies 139 // 4.3 Bilingual and multilingual dictionaries 139 // 4.4 Electronic sources 140 // 4.5 Individually developed sources 141 // 4.6 Human sources 142 // 4.6.1 Experts 142 // 4.6.2 Fellow Translators 144 // 5. Ad hoc Knowledge Acquisition in interpreting 144 // 5.1 The baseline 144 // 5.2 Strategies 144 // 5.2.1 Three phases in ad hoc Knowledge Acquisition 144 // 5.2.2 Issues in conference preparation 146 // 5.2.3 Interpreter glossaries 147 // 5.2.4 Reference documents 148 // 6. Long-term Knowledge build-up in interpreters and translators 148 // 7. Teaching suggestions 149 // 8. What students need to remember 151 Appendix 152 // chapter 7 // The Effort Models of interpreting 157 // 1. Introduction 157 // 2. Automatic operations, processing capacity and interpreting Efforts 158 // 2.1 Automatic and non-automatic operations 158 // 2.2 Interpreting Efforts 160 // 2.2.1 The Listening and analysis Effort 160 // 2.2.2 The Production Effort 163 // 2.2.3 The Memory Effort 165 // 3. Working memory 166 // 4. An Effort Model of simultaneous interpreting 167 // 4.1 A first view of the model 167 // 4.2 Simplifications in the model 168 // 4.2.1 The sequential linearity simplification 168 // 4.2.2 The additivity simplification 169 // 5. Processing capacity-related problems in simultaneous interpreting 169 // 5.1 Operational requirements 169 // 5.2 Problem triggers 171 // 5.3 Failure sequences 171 // 5.4 Anticipation 173 // 5.4.1 Linguistic anticipation 173 // 5.4.2 Extralinguistic anticipation 174 // 6. An Effort Model of consecutive interpreting 175 // 7. Efforts in sight translation 179 // 8. Simultaneous interpreting with text 181 // 9. The Tightrope Hypothesis 182 // 10. The Effort Models and translation 183 // 11. Processing capacity and interpreting students 185 // 12. Teaching suggestions 186 //

13. The Effort Models and cognitive psychology 187 // 14. What students need to remember 190 // X Basic Concepts and Models for Interpreter and TranslatorTraining // chapter 8 // Facing and coping with online problems in interpreting // 1. Introduction 191 // 2. When do online problems arise? 192 // 2.1 Cognitive saturation and failure 192 // 2.1.1 Chronic reasons 192 // 2.1.2 Occasional reasons 192 // 2.2 Cognitive problem triggers 192 // 2.2.1 Problems arising from an increase in processing capacity requirements 192 // 2.2.2 Problems associated with signal vulnerability 194 // 3. Language-specificity related problems 194 // 3.1 Possible language-specific differences in speech perception 194 // 3.1.1 Differences in the perception of words 195 // 3.1.2 Grammatical redundancies 195 // 3.1.3 Syntactic structures 195 // 3.1.4 Sociolinguistic aspects 196 // 3.2 Possible language-specific differences in speech production 196 // 3.3 Culture-specific difficulties 198 // 3.4 Implications for training 198 // 4. The speaker factor 200 // 5. Tactics in simultaneous interpreting 200 // 5.1 Comprehension tactics 201 // 5.2 Preventive tactics 204 // 5.3 Reformulation tactics 206 // 6. ‘Laws in the selection of tactics in simultaneous interpreting 211 // 7. Tactics in consecutive interpreting, sight translation and simultaneous with text 214 // 8. Handling speaker errors 216 // 9. Coping tactics in translation 216 // 10. Teaching suggestions 217 // 11. What students need to remember 217 // chapter 9 // Language availability and its implications in conference interpreting (and translation) // 1. Introduction 219 // 2. The students’ command of their working languages 220 // 3. Language availability 222 // 3.1 Language production and availability 223 // 3.2 Language comprehension and availability 224 //

4. The Gravitational Model of language availability 226 // 4.1 Language constituents 226 // 4.2 The structure of the Gravitational Model of language availability 227 // 4.3 The dynamics of the Gravitational Model 229 // 4.4 Further assumptions about the dynamics of the Gravitational Model 232 // 4.4.1 The speed of availability changes 232 // 4.4.2 Active and passive availability 232 // 4.4.3 Oral and written availability 233 // 5. The Gravitational Model and conference interpreting 234 // 5.1 The interpreter s LG system 234 // 5.2 The interpreters and translators multilingualism 235 // 6. Directionality in interpreting and translation 237 // 7. Availability and speech production tactics 238 // 7.1 High-availability preferences 238 // 7.2 Translinguistic Equivalences 239 // 8. The Gravitational Model and language skills enhancement 240 // 8.1 The needs 240 // 8.2 Methods 241 // 9. Teaching suggestions 242 // 10. What students need to remember 243 // chapter 10 // Integrating more theory into training: The IDRC framework 245 // 1. Introduction: the advantages of a platform for introducing Translation theory to students 245 // 2. The IDRC framework: Interpretation, decisions, resources and constraints 246 // 2.1 Constraints and resources in Translation 247 // 2.2 Interpretation and decisions in Translation 248 // 2.1.1 Interpretation 248 // 2.1.2 Decisions 248 // 2.3 Structure of the IDRC framework 248 // 2.4 Features of the IDRC framework 248 // 3. IDRC as a framework for the introduction of Translation theories 250 // 3.1 Viewing TS theories with IDRC 250 // 3.2 Translation theories viewed from the IDRC angle 250 // 3.2.1 The Translations function and skopos theory 250 // 3.2.2 Prevailing norms and Toury s theory 251 // 3.2.3 Domestication vs. Foreignization and Lawrence Venuti 252 // XII Basic Concepts and Models for Interpreter and TranslatorTraining //

3.2.4 Cognitive issues and the Interpretive Theory 252 // 3.2.5 Cognitive issues and Chernov s probabilistic prognosis theory 253 // 3.2.6 Cognitive issues, cognitive psychology, Relevance Theory and the Information Processing approach 253 // 3.2.7 Translation universals 254 // 4. Complementarity 254 // 5. Using IDRC in the classroom 257 // 5.1 The role of IDRC - a reminder 257 // 5.2 IDRC in the classroom 257 // Glossary 259 // Bibliography 264 // Name index 279 // Concept index 282