9 research outputs found
From practice to theory and back in interpreting: the pivotal role of training
Interpreting research (IR) has so far yielded âno major discoveries or applicationsâ
for professional practice (Gile 2001). Today, with access to new and larger corpora
and advances in analytic techniques, research on authentic data, and in âecovalidâ
conditions, is developing fast, but conclusions will necessarily remain tentative for
the foreseeable future, and uptake by professionals indirect at best. However, IR
has helped to conceptualise and model interpreting to pedagogical effect.
Currently, therefore, the most direct route for interpreting research and theory to
benefit professional practice is still through training, initial or remedial.
Changing markets are posing several new challenges to interpreter training:
multilingualism, shifts in language demand and distribution (with more demand
for work into B), increased pressure to accept fast, âmultimediaâ, recited and remote
input, and the need to rejuvenate an aging profession. An effective pedagogy
adapted to contemporary and future conditions must (i) reset objectives by
âworking backâ from a realistic picture of the balance between client expectations,
inherent constraints, and the potential of expertise, as derived from research on
authentic data and situations; (ii) tap rich seams of relevant theory in cognition
and communicative interaction that have been relatively neglected in the past;
and (iii) take the pedagogical challenge seriously, with more attention to such
aspects as progression, simulation, usable feedback, consistent and credible
evaluation and testing, and putting ourselves in the studentâs (and later, the
clientâs) place
Is Non-Intra-IE Interpretation Different? European Models and Chinese-English Realities
La thĂ©orie europĂ©enne de la traduction et de l'interprĂ©tation, nettement influencĂ©e par l'Ăcole de Paris, affirme l'universalitĂ© de certains principes comme le dĂ©coupage du texte en unitĂ©s de traduction et la traduisibilitĂ© de tout Ă©noncĂ© au-delĂ des langues et des cultures. Or, le cloisonnement entre les civilisations occidentale et orientale, les spĂ©cificitĂ©s morphologiques et structurales des langues d'Orient et la non-homogĂ©nĂ©itĂ© de leurs standards incitent Ă une remise en question de ces principes avec pour consĂ©quence qu'il faut, dans la formation des interprĂštes, insister davantage sur l'acquisition des connaissances culturelles et la maĂźtrise des modĂšles de discours