《任文交替传译》PPT课件.ppt

2012外研社MTI/BTI教材与教法研修班,四川大学外国语学院 任文2012、5、4,交替传译,A Complete Interpreting Skill Training System,Pre-interpreting skill training Consecutive interpreting Mock dialogue(conference)Sight translation Simultaneous interpreting Mock conference,Contents,Course Nature Course Objectives Teaching Resources Pedagogical Principles Teaching Plans Testing&Evaluation,I.Course Nature,To Whom?BTI,MTI students,3rd/4th-year English majorsWhen?after pre-interpreting skills trainingWhat?liaison(dialogue)+conferenceHow?skill-based training+topic-relevant exercise,II.Course Objectives,Main objective to develop and/or improve and consolidate comprehensive CI skills Byproducts improved language proficiency expanded knowledge base,III.Teaching Resources,A textbookCompanion textbooksThe internetTV programsNewspapers&magazines,III.Teaching Resources,Textbook(2nd version),III.Teaching Resources,Textbook,III.Teaching Resources,Some useful websites www.kouyi.org（口译网）（沪江口译频道）（沪江英语）（普特英语听力）（中国日报）（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）（经济学人）official websites of specialized organizations,Features of the Textbook(s),Skill-orientedRelevance between skills and topicsAuthentic/near authentic dialogues&speeches+important policy documentsAppropriate level of difficultyTopics,text-types&accents diversifiedInstructor-friendliness,IV.Pedagogical Principles,Skill-based and skills separately practicedInstructor-guided and student-centeredTheoretical components includedBoth process&product stressed3Ps advocatedBoth textbooks and additional materials needed,Skill-based Teaching,Public speakingListening for senseMemoryNote-takingLanguage transferenceInterpreting figuresSummary/summarizationCoping tacticsCross-cultural communicationAdvance preparationProfessionalism,Instructor-guided&Student-centered,The instructor should teach by doing:explanation demonstration motivating monitoring comment&correction assignment,Instructor-guided&Student-centered,The students should learn by doing:pre-class preparation in-class participation post-class practice,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),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),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”,3Ps advocated,Phased:incremental,topic-related Practiced:in&outside class Pluralized:exercise formats exercise materials renditions evaluations,Both textbooks and additional materials needed,Teaching better organizedStudents better guidedOther usage(sight interpreting)More and up-to-date materials added,V.Teaching Plan,Option One:a new courseOption Two:a continuation of Basic Interpreting,You do not have to follow the structural order of the textbook(s).,You do not have to cover all the topics in the textbook(s).,Option One:A New Course,2 semesters,17 weeks in each semester,2 periods/week,45m/periodSkill training running through the entire Y2(sometimes 3)weeks for each topic,one week for E-C,the other for C-E1-2 mock exercises/semester,Unit 1:Fundamentals of Interpreting,Highlights:Criteria of CIReconstruction principlesKnowledge requirementsComprehensiveness of CI skills,Unit 2:Public Speaking Skills,Theory focus interpreting as a communicative actSkill focus verbal and non-verbal aspects coping with stage fright features of different types of speechesTopic focus different kinds of ceremonial speeches,SKill Focus,Verbal aspects clarity as a priority avoiding gibberishParalinguistic 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.),SKill Focus,Non-verbal aspects eye contact personal appearance appropriate mannerism sound psychological quality,Skill-related Exercise,a 3-minute speech prepared in advance in Chinese/English on a hotspot issue;the speech delivered in front of the classInstructor and peer comments on both the verbal and non-verbal aspects,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,Unit 3:Listening for Sense,Theory focus deverbalizationSkill focus different types of listening(protective,selective,active/concentrated)listening for senseTopic focus familiar topics passages with clear logical thread,Listening for sense,Analytical listening dissociating sense with linguistic form associating incoming information with pre-existing knowledgeInformation processing visualization logicality(explicit&implicit)conceptualization,Listening for sense,Information reorganization focusing on main ideas building intratextual and intertextual logic reformulating information an example,Tips for listening for sense,Pay attention to the context:“Study abroad is like spring training for this century.”“They are there for attention,not retention.”“To drive that shift in investment from low to high carbon,we need a global climate change deal under the United Nations.”,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。,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),Listen for sense,not words.But lexical or syntactical structure can be important in helping your sense-making.an example,e.g.Lord Stern describes and elaborates on 3 essential elements needed on the framework on climate change/to establish carbonpricing and investment fund/there are greatpotential for economic development betweenus/to develop a technology policy so necessary to achieve sustainability/and to remove the barriers to good governancenationally and globally.(transcribed from John Prescotts speech).,Tips for listening for sense,Pay attention to the tense.Pay attention to the pragmatic and implied meaning.Pay attention to numbers,names,Unit 4:Memory,Theory focus memory mechanism 3 types of memory(sensory,short-term,long-term)2 ways of memorization(verbatim,substantive),Unit 4:Memory,Skill focus comprehension retention deverbalization expanding carrying capacity of info units tips for short-term memory enhancementTopic focus sport,tourism,etc.interesting topics,Information Units,72 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/。,Me?2003/6/29 Who CEPA 3Gs,The interpreter of FM?CEPA,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,Visualization,Paint a vivid mental picture.Be imaginative but dont fabricate.,Organization,Identifying link words Logical analysis(causal,transitional,conditional,concessive,hypothetical,chronological/sequential,comparison&contrast,spatial/directional,etc.),Mental repetition,Repeat main ideas mentally.Give special attention to the first and last sentences(points).,Chunking,Segment long sentences.Categorize information.,Association,Proximity in sound,shape,nature,meaning Opposite in meaning,An example,Skill-related Exercise,Listen and retell in SLFocus on main ideasAnalyze nature of the information and causes for information lossLengthen materials usedListen and retell in TL,Mock Dialogue,The dialogue prepared in advance(short turns)The“interpreter”randomly picked Peer comment+instructors comment Verbal+nonverbal aspects included Skills of PS,listening and memorization all tested,Unit 5:Note-taking,Theory focus role of cognitive processing capacity limitations in processing capacity attention splitting memory vs.note-taking,Unit 5:Note-taking,Skill focus nature of notes characteristics of note-taking what to note how to note formats of note-takingTopic focus education,family,society,etc.,Nature of Notes,:shorthand notes lecture notes meeting minutes dictation:-product of comprehension and logical analysis-personal memory aids/prompters-signposts,Characteristics for Notes,InstantaneousConciseUnsystematicExclusivePersonal,What to Note,key words and phraseslink wordsfigures and proper nounstechnical termsenumerationsmodifiersa few notes for the first&last sentences,How to Note,symbols and signsabbreviationspartial words/phrasesSL+TL+pinyina long line at the end of a speech segment,How to Note,a loose-leaf note padpalm size when standingB5 or A4 with tables and chairspen or ballpoint pen opened with a click preferredlines sparsely writtenusing big words/signsa margin left on one or both sideslegible handwriting,Two formats of Note-taking,Verticalization(纵写式)Indentation(内缩式),汉族分布在全国各地，主要聚居在黄河、长江、珠江三大流域的中下游和东北平原。55个少数民族虽然人口少，但分布的地区却很广约占全国总面积的64.3%。主要分布在从东北到华北、西北、西南的边疆地区。云南省居住着20多个民族，是中国民族成分最多的一个省份。在全国绝大多数县、市中，都居住有两个以上的民族成分。(p.339),Verticalization(纵写式),Han 各地/主 Ylw 长 珠 55 少/但 地广 64.3%/主/NE N NW SW,中下NE平,边,云 20 多/大+县 市,2,中国的基础教育包括学前教育、小学至初中的九年义务教育、普通高中教育、残疾儿童的特殊教育和扫盲教育。中国有两亿多中小学生，再加上学龄前儿童，占全国人口的六分之一。为此，国家确立了基础教育的优先发展地位，作为基础设施建设和教育事业发展的重点领域。按照政府的要求，中国基础教育发展的目标是，在2010年实现基础教育总体水平接近或达到世界中等发达国家水平。,Verticalization(纵写式),basic edu:pre-小 初 Y9 普高 残 特 盲C:200 M 中&小 pre-:-优先 infra.edu.Gov:goal:10,or 中D,1/6,key,1998年5月4日，北京大学百年校庆之际，国家主席江泽民在庆祝北京大学建校一百周年大会上发表讲话，发出了“为了实现现代化，我国要有若干所具有世界先进水平的一流大学”的号召。在国家的支持下，北京大学适时启动“创建世界一流大学计划”，从此，北京大学的历史翻开了新的一页。(p.69),Indentation（內缩式）,98.5.4 PKU 100th P江-：“为M,1st Us.”/支 PKU 时:建 1st/,With nominal GDP size of$150 billion,Pakistan is the second largest economy of South Asia.In the aftermath of devastating floods and other unavoidable factors,the country could manage only 2.5%GDP growth in the year 2009-2010.However,the countrys economy is bouncing back and we are expecting 4.5%growth in the ongoing fiscal year of 2010-2011.The export target for the year 2010-2011 was set at$20 billion.However,seeing the performance of exports in the first half of the current fiscal year(over$11 billion),the target has been revised to$22 billion,which is very much likely to be achieved.This is first time in the history of Pakistan that the export target of the country has been revised positively.(p.184),Verticalization(纵写式),名 GDP/$15 B PK 2nd e/SA!水 x factor PK/GDP 2.5%只 09-10/但，e/we ing:4.5%F Y 10-11/ed：$2 B/Y 10-11,但/Y$1 B$2.2 B 可能/1st T/rev.+,/,Skill-related Exercise,Individual workPair work/group workWritten text first,audio materials laterDemo from senior studentsExtra work needed,Mock Dialogue,The dialogue prepared in advance(longer turns)The“interpreter”randomly picked Peer comment+instructors comment Verbal+nonverbal aspects included Skills of note-taking,etc.,tested,Unit 6:Language Transference,Theory focus typological and structural differences between C&E about 10 pairs of differences between C&E(Lian 2010),Language Transference,Skill focus transcoding vs.translation transference skills(many shared by T&I)internalized Topic focus S&T,foreign policy,international relations,etc.,Paratactic vs.hypotactic,出国留学，能让你充实自己，提高自身能力，结识更多的朋友，体验不同文化与国家风情，是很有价值的经历。准备出国学习，也要做好克服一切困难的必要准备，这也很重要。Overseas study can help you enrich yourself,improve your capability,make more friends,and experience different cultures and charms.Therefore,it will be a valuable experience for you.However,those who plan to study abroad are also required to make preparations for all kinds of difficulties,which is equally important.,Dynamic vs.static,The threats are numerous:inadequate sanitation and refuse collection;industrial and traffic pollution;infectious diseases that thrive on squalor and crowded conditions;high rates of tobacco use;physical inactivity;unhealthy diets;crime,violence and the use of harmful substances.人们面临的威胁数不胜数，包括卫生和垃圾清收设施不足、工业和交通污染大、传染病在肮脏和拥挤的环境下肆意滋生、烟民众多、不爱锻炼身体、饮食不健康、犯罪、暴力和吸毒情况严重。,Complex vs.Simplex,The really impressive leap in Australia-China trade is that by 2008,two-way trade had surged to 74 billion Australian dollars,or 13 per cent of Australias total trade,seeing China knocking on the door of being our largest trading partner.This year China ranks beside Japan as our most substantial export market,and these two countries combined to account for a massive 40 per cent of Australias exports.澳中贸易真正令人印象深刻的飞跃是在2008年实现的。当时，双向贸易飙升至740亿澳元，占澳大利亚总贸易额的13%。中国即将成为我们最大的贸易伙伴。今年，中国与日本一道成为我们最大的出口市场。这两个国家加起来一共占了澳大利亚出口总额的40%；这是很大的占比。,Language Transference(1),Amplification(增译法)Deletion(减译法)Simplification(简化法)Conversion(转换法)Negation(反译法)Segmentation&Combination(拆句法与合并法),Language Transference(2),Syntactic linearity&appropriate adjustment(顺句驱动与适当调整)Reversion(C-E，倒置法)Reversion(E-C，包孕法)Embedment(插入法)Reorganization(重组法),Simplification(简化法),We were delighted to hear that you had basicallyeliminated illiteracy among the young and middle-aged people and basically popularized nine-yearcompulsory education by the end of 2007.我们很高兴地听到你们在07年底就实现了“两基”目标。,Simplification(简化法),我们应根据联合国气候变化框架公约及其京都议定书的要求，积极落实“巴厘路线图”谈判。We should act in keeping with the provisions of UNFCCC and its(Kyoto)Protocol and advancenegotiations under the Bali Roadmap in realearnest.,Unit 7:Cross Cultural Communication,Theory focus intercultural vs.intracultural awareness vs.skills verbal vs.non-verbalSkill focus cultural sensitivity encouraged nonverbal aspects stressed cultural mediation before,during and after a communication eventTopic focus culture,ethnic minorities,religions,etc.,Culture-related questions asked,“您这么大年纪，今天又走了这么多路，一定累坏了。就早点休息吧。”How would you translate this utterance?If vulgar words are uttered and insisted to be translated,are you going to do it?Why or why not?如果讲话人两个食指交叉，说“每个组有10人。”Are you going to imitate his hand gestures?Why or why not?If not,how are you going to do it?,Unit 8:Interpreting Figures,Theory focus differences in E and C numerical systems illogical and irregular in nature Skill focus note-taking a must using“.”and“,”when taking notes a progressive manner Topic focus economy,foreign trade,population,finance,etc.,Interpreting Figures,indefinite numbersordinal&cardinal numbersvulgar fractionsdecimal fractions smaller than 1percentage,multiples,Tips for figure switching practice,Use“点”for“万”,“十万”and numbers bigger than“亿”when translating from E into C.Use decimal points for numbers bigger than M.Isolated figu