Bridging the gap : empirical research in simultaneous interpretation

Bridging the gap empirical research in simultaneous interpretation

Interpreting has been a neglected area since the late 1970s. Sylvie Lambert and Barbara Moser-Mercer have attempted to give a new impulse to academic research in print with this collection of 30 articles discussing various aspects of interpreting grouped in 3 sections: I. Pedagogical issues, II. Sim...

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Detalles Bibliográficos
Otros Autores: Lambert, Sylvie, 1957- (-), Moser-Mercer, Barbara
Formato: Libro electrónico
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : J. Benjamins c1994.
Edición:1st ed
Colección:Benjamins translation library ; v. 3.
Materias:
Translating and interpreting.
Neuropsychology.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009798310706719
Tabla de Contenidos:
  • BRIDGING THE GAP
  • Editorial page
  • Title page
  • Copyright page
  • FOREWORD
  • ACKNOWLEDGEMENTS
  • Table of contents
  • INTRODUCTION
  • Paradigms Gained or the Art of Productive Disagreement
  • References
  • PEDAGOGICAL ISSUES
  • Error Analysis in The Teaching of Simultaneous Interpreting: A Pilot Study
  • 1. Introduction
  • 1.1. Error Analysis
  • 1.2. What Constitutes an Error
  • 2. Procedure
  • 3. Materials
  • 4. Method
  • 5. Evaluation
  • 5.1. Omissions
  • 5.2. Additions
  • 5.3. Inaccurate Renditions of Individual Lexical Items
  • 5.4. Inaccurate Rendition of Longer Phrases
  • 6. Hierarchy of Errors
  • 7. Presentation of the Message
  • 7.1. Lack of TL Fluency
  • 7.2. Loss of Rhetorical Effect
  • 7. Conclusion
  • References
  • Methodological Aspects of Interpretation and Translation Research
  • 1. Introduction
  • 2. Basic I/T Characteristics and Their Implications on Research
  • 2.1. In I/T, Input and Output can be Observed and Recorded Under Particularly Favourable Conditions
  • 2.2. Processes are NOT Easy to Observe and Record
  • 2.3. Although Many Rules on Output, Including Relations between Output and Input Have Been Described, Much of the Process Leading from Input to Output Remains Unknown
  • 2.4. I/T Situations and Operations are Highly Variable
  • 2.5. I/T Operational Environments are Fairly Simple
  • 3. Major Methodological Issues and Problems in I/T Research
  • 3.1. Subjects in I/T Experimentation
  • 3.2. Materials
  • 3.3. Experimental Conditions and Tasks
  • 3.4. Quantification and Quality Assessment
  • 3.5. Drawing Conclusions
  • 4. Strategies for I/T Research
  • 4.1. Institutional Strategies
  • 4.2. Research Programs
  • 4.3. Interdisciplinary Contacts
  • 4.4. Dissemination of Information in I/T Research Circles
  • 5. Strategies for Individuals
  • 5. 1 Strategies for I/T Practitioners
  • 6. Strategies for Non-Practitioners.
  • References
  • Aptitude Testing for Conference Interpreting: Why, When and How
  • 1. Introduction
  • 2. Types of Aptitude Tests
  • 3. What is Being Tested
  • 3.1. Knowledge
  • 3.2. Skills
  • 3.3. Personality Traits
  • 4. Methodology
  • 4.1. Written Translation Tests (B to A, C to A, and A to B)
  • 4.2. The Oral Interview or Oral Exposé
  • 4.3. Sight Translation
  • 4.4. Paraphrasing
  • 4.5. Memory Tests
  • 4.6. The Cloze-Test
  • 4.7. Consecutive and Simultaneous Interpreting
  • 5. Overall Evaluation
  • 6. Research Agenda
  • References
  • A Psychometric Approach to the Selection of Translation and Interpreting Students in Taiwan
  • 1. Introduction
  • 2.The Research Basis of GITIS Examinations
  • 3. The Approach to Test Construction
  • 4. Entry Requirements for ROC Graduate School
  • 6. The Group Tests
  • 7. The Individual Tests
  • 8. The Traditional Test Scoring System
  • 9. The Written Scores
  • 10. The GITIS Oral Scores
  • 11. Implications of the 'A'-'B'-'C1 Language Classification System
  • 12. The Need for a Psychometric Approach to Aptitude Testing
  • NOTES
  • References
  • Quality in Conference Interpreting: Some Pragmatic Problems
  • 1. Definitions
  • 1.1. Pragmatics
  • 1.2. Quality
  • 2. Respondents
  • 3. Questionnaires
  • 3. Results
  • 3.1. Functions
  • 3.2. Irritants (Table A2)
  • 4. Conclusion
  • References
  • SIMULTANEOUS INTERPRETATION
  • Simultaneous Interpretation: Contextual and Translation Aspects
  • 1. Introduction
  • 2. Experiments 1 and 2: Contextual Factors Surrounding Performance of Task
  • 3. Method
  • 3.1. Subjects
  • 3.2. Stimuli and Apparatus
  • 3.3. Procedure
  • 4. Results
  • 5. Discussion
  • 6. Experiment 3: Central Recoding or "Translating" Stage
  • 7. Results
  • 8. Discussion
  • Notes
  • References
  • A Description of Various Types ofOmissions, Additions and Errors of TranslationEncountered in Simultaneous Interpretation.
  • 1. Introduction
  • 2. Coding Scheme
  • 2.1. Omissions
  • 2.2. Additions
  • 3.3. Substitutions and Errors
  • 3. Some Relevant Data
  • Appendix
  • Notes
  • Message Redundancy and Message Anticipation In Simultaneous Interpretation
  • 1. Introduction
  • 2. The Russian School of Thought
  • 3. Model
  • References
  • Comprehension during Interpreting: What do Interpreters know that Bilinguals don't?
  • 1. Introduction
  • 2. Method
  • 2.1. Subjects
  • 2.2. Materials
  • 2.3. Tasks
  • 2.4. Procedure
  • 2.5. Deviations from Standard Interpreting Practic
  • 2.6. Data Manipulation
  • 2.7. Design and Analyses
  • 3. Results
  • 3.1. The Effects of Experience on Interpreting
  • 3.2. Overall
  • 3.3. Syntactic Processing
  • 3.4. Proposition Generation
  • 3.5. Frame Processing
  • 3.6. The Effects of Text Structure on Interpreting
  • 3.7. Text Type
  • 3.8. Syntactic Processing
  • 3.9. Proposition Generation
  • 3.10. Frame Processing
  • 4. Discussion
  • 5. Conclusion
  • Notes
  • References
  • Appendix A: Experimental Texts
  • Memory For Sentence Form After Simultaneous Interpretation: Evidence Both For And Against Deverbalization
  • 1. Introduction
  • 2. Method
  • 2.1. Subjects
  • 2.2. Materials
  • 3.3. Procedure
  • 4. Results
  • 4.1. Listeners Versus Type I Interpreters
  • 4.2. Listeners Versus Type II Interpreters
  • 4.3. Quiz Results
  • 5. Discussion
  • Notes
  • References
  • Putting one's Heart into Simultaneous Interpretation
  • 1. Introduction
  • 2. Method
  • 2.1. Subjects
  • 2.2. Design
  • 2.3. Procedure
  • 2.4. Apparatus
  • 3. Results
  • 4. Discussion
  • Notes
  • References
  • Intonation In The Production And Perception Of Simultaneous Interpretation
  • 1. Introduction
  • 2. Procedure and Apparatus
  • 2.1. Production: Isolating the Salient Features
  • 2.2. Perception: Effect of Interpretational Intonation on Comprehension and on Recall
  • 3. Results.
  • 3.1. Production
  • 3.2. Perception
  • 4. Summary
  • References
  • NEUROPSYCHOLOGICAL RESEARCH
  • Lateralization for Shadowing Words versus Signs: A Study of ASL-English Interpreters
  • 1. Introduction
  • 2. Dual Task Paradigm
  • 3. Functional Cerebral Distance Principle
  • 4. Method
  • 4.1. Subjects
  • 4.2. Stimuli and Apparatus
  • 4.3. Procedure
  • 4.4. Data Analysis
  • 5. Results
  • 6. Discussion
  • Notes
  • References
  • Author Notes
  • Non-Linguistic Factors Influencing Simultaneous Interpretation
  • 1. Introduction
  • 2. Attention and Memory
  • 2.1. Results
  • 2.2. Discussion
  • 2.3. Speaking Speed
  • 2.4. Fundamental Frequency of Speech
  • 3. General Discussion
  • References
  • Neurological and Neuropsychological Aspects Of Polyglossia and Simultaneous Interpretation
  • 1. Bilingual and Polyglot Aphasia
  • 1.1. Selective Aphasia
  • 1.2. Selective Crossed Aphasia
  • 1.3. Different Aphasic Syndromes in Polyglot Aphasia
  • 1.4. Polyglot Aphasia with Mixing Problems
  • 1.5. Translation Impairments
  • 1.6. Alternate Antagonism
  • 1.7. Paradoxical Translation in Aphasies
  • 1.8. Spontaneous Translation
  • 1.9. Liturgical Language Conservation
  • 1.10. Specific Impairments of Reading and Writing
  • 1.11. Aphasia with Tonal Languages
  • 1.12. Reading and Writing Impairments in Phonetic and Ideographic Script Systems
  • 2. Patterns of Recovery in Polyglot Aphasia
  • 3. Cerebral Representation of Languages in Bilinguals and Polyglots
  • 4. Cerebral Asymmetries in Bilingual and Polyglot Subjects
  • 5. Research with Neuropsychological Experimental Techniques
  • 5.1. Experimental Studies with Electroencephalographic Techniques
  • 5.2. Experimental Studies with Tachistoscopic Techniques
  • 5.3. Experimental Studies with Dichotic Listening Techniques
  • 5.4. Experimental Studies with Verbal-Manual Interference Paradigms
  • 5.5. Further Experiments.
  • 6. Neurolinguistic Aspects of Simultaneous Interpretation
  • 6.1. Aphasic Syndromes and Translation: Some Neurofunctional Considerations
  • 6.2. Hemispheric Specialization and Simultaneous Interpretation
  • 7. Conclusions
  • References
  • Simultaneous Interpreters: One Ear May Be Better Than Two
  • 1. Introduction
  • 2. Earedness and Shadowing
  • 3. Earedness and Simultaneous Interpretation
  • 3.1. Method
  • 3.2. Subjects
  • 3.3. Procedure
  • 3.4. Results
  • 4. Finger-tapping Experiments
  • References
  • Lateralization for Shadowing vs. Interpretation: A Comparison of Interpreters with Bilingual and Monolingual Controls
  • 1. Introduction
  • 2. Present Research
  • 2.1. Professional Interpreters
  • 2.2. Description of Paradigm
  • 2.3. Interpretive Issues
  • 3. Previous Time-Sharing Studies with Bilinguals
  • 4. Hypotheses
  • 5. Method
  • 5.1. Subjects
  • 5.2. Apparatus
  • 5.3. Stimuli and Procedure
  • 5.4. Specific Methodological Considerations
  • 6. Results
  • 6.1. Order and Description of Analyses
  • 6.2. Analyses of the Monolingual Group
  • 6.3. Reliability
  • 6.4. Comparison of Early Bilingual Interpreters versus Early Bilingual Controls
  • 6.5. Comparison of Bilinguals and Monolinguals on Tasks in English
  • 6.6. Vocalization Disruption and Attentional Tradeoffs
  • 6.7. Laterality Profiles
  • 7. Discussion
  • Acknowledgements
  • References
  • Index of Authors
  • The series Benjamins Translation Library.

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