Consecutive Interpreting from English -Patrie

1. Consecutive Interpreting from English -Patrie Introduction to Consecutive Interpreting Discussion Questions:

2. Discussion Questions:Question 1: • 1. Why is it important to know the difference between consecutive and simultaneous interpretation, especially when many users of interpretation services may not be aware of the differences?

3. Answer to question 1: • Important to know two different processes each with advantages • Interpreters who master both consecutive and simultaneous and know when to use each will offer a higher quality of service • Users of interpreting services are expected or want to decide which should be used. It is up to the interpreter!

4. Difference Between Simultaneous and Consecutive Interpreting • Simultaneous: • Occurs while source is ongoing, speaker do not need to pause while interpretation is rendered. • Consecutive: • Requires source message stop while interpretation is rendered.

5. Question 2: • 2. What are the basic competencies an interpreter needs to master before beginning consecutive interpreting?

6. Answer to Question 2:Basic Competencies: • Linguistic competencies: interpreters must have a high level of language proficiency that allows understanding of the source language and its nuances • ability to express oneself correctly, fluently, clearly and with poise in the target language. • Other important linguistic competencies are:

7. Word Recognition Skills: • Well developed word recognition skills that are nearly automatic, saves cognitive energy for more complex tasks. • Different skills are used when reading a new word for the first time than when you read a word you already know. • The same is true when you see a new sign for the first time.

8. fi yuo cna raed tihs, yuo hvae a sgtrane mnid too Cna yuo raed tihs? Olny 55 plepoe out of 100 can. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg.The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are,the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef,but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuot slpeling was ipmorantt! if you can raed tihs geart! 

9. 1. Fingerspelled word recognition requires rapid processing of serially presented information that differs from sign recognition. • Failure to recognize fingerspelled words in context on the first try is the single greatest difficulty for signed language interpreters. • Word recognition failures account for a large percentage of errors from ASL to English. 2. Training in auditory word recognition is necessary as there may be interfering noises from the environment or poor speech patterns. 3. Figuring which meaning is intended 4. Temporary storage of information

10. Transfer Competence: • Form of linguistic competence that allows the interpreter to understand the message in one language and express it in another. The ability to: • Adhere to source language meaning • Render the meaning accurately • Without undue influence of source language • Point of view of style

11. Discourse Competence: • The ability to combine ideas into a coherent and cohesive set. This includes ability to: • Formulate a complete idea using appropriate pronouns and connectors • When an interpreter has this competency the interpretation sounds natural and cohesive in the target language.

12. Cognitive Flexibility: • Cognitive Flexibility allows you to effectively and rapidly manage memory, accuracy, repetition, and other skills that need to happen with precision during the interpreting process. • Memory, acuity and discrimination, immediate repetition, delayed repetition, number repetition, world level pattern inference, phrase level pattern inference, and multitasking skills. • Control of attention – coordination effort. If you were given specifics in which to attend to, you will do better than if you were not given any training.

13. Methodological Competencies: • Methodological competence is the competence that allows the interpreter to know which tools or methods to use in solving the myriad of linguistic problems that arise with every interpreting situation. • Which mode- consecutive or simultaneous • Ability to find pertinent lexical and terminological data or appropriate vocabulary and to use them correctly.

14. Cultural and Subject Matter Competencies: • Bicultural competence is a deep knowledge and appreciation of the cultures underlying the working languages. • Language is a reflection of culture • True understanding of a message involves mastery of the language and understanding of the culture associated with the language. • Includes knowledge of the basic beliefs, values, experiences, and behaviors characteristic of source and target language speakers. Also sociolinguistic competence.

15. Cultural and Subject Matter Competencies: • Subject matter competence = extralinguistic knowledge. Refers to knowledge the interpreter has about the subject. • Can be based on topic alone, sometimes culture specific. The more familiar it is, the better. • Ex: VRS = culture specific; physics = topic • Too familiar or too intimately connected, interpreter’s effectiveness decreases- extensive prior knowledge influences the interpretation-temptation for interpreter to add information tjat the speaker did not say or to clarify points that were not made clear by the speaker. • Interpreter should know something about the topic but should not add facts that the speaker did not include.

16. Cultural and Subject Matter Competencies: • Non-language based personal competencies: describes an individual’s suitability for working as a professional interpreter. Overall suitability: • Stamina • Curiosity • Maturity • Mental agility • Adaptability • Tolerance for ambiguity • Tolerance for a wide variety of personalities and situations • Strong command of nonlinguistic intricacies of interpretation ex:

17. Nonlinguistic competencies includes: • Culturally appropriate use of personal space, eye contact, seating arrangements, and protocol for various cultures and types of meetings. • Interpersonal competencies • A deficiency in any of the competencies may lead to a skewed interpretation. • Cognitive and linguistic competencies can be improved and refined however if the personality of the person who wants to be an interpreter is simply not a fit for the demands of the profession and this fact can override qualifications in other areas. • Synthesis of the whole is a necessary process

18. Question 3: • 3. How does the development of consecutive interpreting skills affect the development of simultaneous interpretation skills?

19. Answer to question 3: • Development of consecutive interpreting skills helps students better manage the greater complexities of simultaneous interpreting. • Consecutive interpreting allows the interpreter time to understand the source message and render it faithfully into the target language without the pressures of simultaneity. • Consecutive interpreting is challenging as it place different cognitive loads on working memory than simultaneous.

20. Question 4: • 4. How could studying a model of consecutive interpretation help you develop consecutive interpreting skills?

21. Answer to question 4: • The primary value of models is to allow the unseen process of interpretation be discussed in tangible ways. • Models tend to represent simultaneous interpreting • Same process and skills involved in both SI and CI but less overlapped in consecutive. • Focus on component skills can help identify where in the process there is confusion or breakdown

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