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2012 外研社 MTI/BTI 教材与教法研修班

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

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2012 外研社 MTI/BTI 教材与教法研修班

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  1. 2012外研社MTI/BTI教材与教法研修班 交替传译 四川大学外国语学院 任文 2012、5、4

  2. A Complete Interpreting Skill Training System Pre-interpreting skill training Consecutive interpreting Mock dialogue (conference) Sight translation Simultaneous interpreting Mock conference

  3. Contents • Course Nature • Course Objectives • Teaching Resources • Pedagogical Principles • Teaching Plans • Testing & Evaluation

  4. I. Course Nature To Whom? – BTI, MTI students, 3rd/4th-year English majors When? – after pre-interpreting skills training What? – liaison (dialogue) + conference How? – skill-based training + topic-relevant exercise

  5. II. Course Objectives Main objective ◆ to develop and/or improve and consolidate comprehensive CI skills Byproducts ◆ improved language proficiency ◆ expanded knowledge base

  6. III. Teaching Resources A textbook Companion textbooks The internet TV programs Newspapers & magazines

  7. III. Teaching Resources Textbook (2nd version)

  8. III. Teaching Resources Textbook

  9. III. Teaching Resources Some useful websites www.kouyi.org（口译网） tr.hjenglish.com （沪江口译频道） www.hjenglish.com（沪江英语） www.putclub.com（普特英语听力） www.chinadaily.com.cn（中国日报） www.fmprc.gov.cn（中华人民共和国外交部） www.wto.gov（世贸组织） www.whitehouse.gov（美国白宫网） www.economist.com（经济学人） official websites of specialized organizations…

  10. Features of the Textbook(s) Skill-oriented Relevance between skills and topics Authentic/near authentic dialogues & speeches + important policy documents Appropriate level of difficulty Topics, text-types & accents diversified Instructor-friendliness

  11. IV. Pedagogical Principles Skill-based and skills separately practiced Instructor-guided and student-centered Theoretical components included Both process & product stressed 3Ps advocated Both textbooks and additional materials needed

  12. Skill-based Teaching Public speaking Listening for sense Memory Note-taking Language transference Interpreting figures Summary/summarization Coping tactics Cross-cultural communication Advance preparation Professionalism

  13. Instructor-guided & Student-centered The instructor should teach by doing: explanation demonstration motivating monitoring comment & correction assignment

  14. Instructor-guided & Student-centered The students should learn by doing: pre-class preparation in-class participation post-class practice

  15. Theoretical Components Included The value of teaching theory ◆ better understanding of interpreting phenomena ◆ better understanding of interpreting difficulties ◆ better and faster mastery of interpreting skills ◆ going beyond correcting individual mistakes ◆ helping fulfill academic requirements and future research needs (Seleskovitch 1989, Gile 1995)

  16. Theoretical Components The way of teaching theory ◆ preferably introduced in combination with skill introduction ◆ directly relevant to the students’ needs and easy to grasp ◆ repeatedly referred to during practice or when correcting errors (Seleskovitch 1989, Gile 1995)

  17. Both process & product stressed ● Process (dynamic): ◆understanding good interpreting principles, methods and procedures; ◆cultivating good interpreting habits ◆paralinguistic and non-verbal aspects stressed ● Product (static): ◆no “standard keys”

  18. 3Ps advocated ●Phased: incremental, topic-related ● Practiced: in & outside class ● Pluralized: exercise formats exercise materials renditions evaluations

  19. Both textbooks and additional materials needed Teaching better organized Students better guided Other usage (sight interpreting) More and up-to-date materials added

  20. V. Teaching Plan Option One: a new course Option Two: : a continuation of Basic Interpreting

  21. You do not have to follow the structural order of the textbook(s).

  22. You do not have to cover all the topics in the textbook(s).

  23. Option One: A New Course • 2 semesters, 17 weeks in each semester, 2 periods/week, 45m/period • Skill training running through the entire Y • 2 (sometimes 3) weeks for each topic, one week for E-C, the other for C-E • 1-2 mock exercises/semester

  24. Unit 1: Fundamentals of Interpreting Highlights: Criteria of CI Reconstruction principles Knowledge requirements Comprehensiveness of CI skills

  25. Unit 2: Public Speaking Skills Theory focus ◆ interpreting as a communicative act Skill focus ◆ verbal and non-verbal aspects ◆ coping with stage fright ◆ features of different types of speeches Topic focus ◆ different kinds of ceremonial speeches

  26. SKill Focus Verbal aspects ◆ clarity as a priority ◆ avoiding gibberish Paralinguistic aspects ◆ voice projection ◆ clear pronunciation and articulation ◆ proper speed of speaking ◆ fluency (short EVS, proper pace, absence of false start, unnecessary repetition or self correction, hesitation, pet phrases, etc.)

  27. SKill Focus Non-verbal aspects ◆ eye contact ◆ personal appearance ◆ appropriate mannerism ◆ sound psychological quality

  28. Skill-related Exercise a 3-minute speech prepared in advance in Chinese/English on a hotspot issue; the speech delivered in front of the class Instructor and peer comments on both the verbal and non-verbal aspects

  29. 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，祝代表们……” ◆Toast: “让我们共同举杯，为……干杯！” ◆ Presentation speech ◆ Video address …

  30. Unit 3: Listening for Sense Theory focus ◆ deverbalization Skill focus ◆ different types of listening (protective, selective, active/concentrated) ◆ listening for sense Topic focus ◆ familiar topics ◆ passages with clear logical thread

  31. Listening for sense • Analytical listening ◆ dissociating sense with linguistic form ◆ associating incoming information with pre-existing knowledge • Information processing ◆ visualization ◆ logicality (explicit & implicit) ◆ conceptualization

  32. Listening for sense • Information reorganization ◆ focusing on main ideas ◆ building intratextual and intertextual logic ◆ reformulating information an example…

  33. Tips for listening for sense • Pay attention to the context: “Study abroad is like spring training for this century.” “They are there forattention, not retention.” “To drive that shift in investment from low to high carbon, we need a global climate change deal under the United Nations.”

  34. Tips for listening for sense • Pay attention to the key words/sense groups and key structure of a 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。

  35. Tips for listening for sense • Pay attention to the intratextual logical relations: Causal Transitional Concessive Conditional Hypothetical Chronological/Sequential Spatial/Directional Comparison & contrast… (explicit vs. implicit)

  36. Listen for sense, not words. But lexical or syntactical structure can be important in helping your sense-making. an example …

  37. e.g. Lord Stern describes and elaborates on 3 essential elements needed on the framework on climate change / to establish carbon pricing and investment fund / there are great potential for economic development between us / to develop a technology policy so necessary to achieve sustainability / and to remove the barriers to good governance nationally and globally. (transcribed from John Prescott’s speech).

  38. Tips for listening for sense • Pay attention to the tense. • Pay attention to the pragmaticand implied meaning. • Pay attention to numbers, names …

  39. Unit 4: Memory Theory focus ◆ memory mechanism ◆ 3 types of memory (sensory, short-term, long-term) ◆ 2 ways of memorization (verbatim, substantive)

  40. Unit 4: Memory Skill focus ◆ comprehension → retention ◆ deverbalization ◆ expanding carrying capacity of info units ◆ tips for short-term memory enhancement Topic focus ◆ sport, tourism, etc. ◆ interesting topics

  41. Information Units • 7±2 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//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//。

  42. Me? 2003/6/29 Who CEPA 3Gs

  43. The interpreter of FM? CEPA…

  44. Tips for memory enhancement Visualization 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

  45. Visualization ◆ Paint a vivid mental picture. ◆Be imaginative but don’t fabricate.

  46. Organization ◆Identifying link words ◆Logical analysis (causal, transitional, conditional, concessive, hypothetical, chronological/sequential, comparison & contrast, spatial/directional, etc.)

  47. Mental repetition ◆Repeat main ideas mentally. ◆Give special attention to the first and last sentences (points).

  48. Chunking ◆Segment long sentences. ◆Categorize information.

  49. Association ◆Proximity in sound, shape, nature, meaning… ◆Opposite in meaning

  50. An example

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