149828344334444444444444444444444409.ppt

Interpretation: the generic term for oral translation. And it is used to describe the product of the conference interpreter’s activity. (Jones, 2005)�Interpretation is used as a means of immediate oral communication when language is considered to be a barrier between the original speaker and the audience

1. Consecutive Transaltion

2. What is an interpreter?
Interpretation: the generic term for oral translation.
And it is used to describe the product of the conference
interpreter’s activity. (Jones, 2005)
Interpretation is used as a means of immediate oral
communication when language is considered to be a
barrier between the original speaker and the audience

3. It is a combination of translation and interpretation as
the interpreter is rendering a written text into a verbal
form.
Types of Interpretation
At Sight:

4. Simultaneous Interpretation
Here the interpreter listens to the beginning of the speaker’s
comments then begins interpreting while the speech
continues, carrying out throughout the speech, to finish
almost at the same time as the original. (Jones, 2005)

5. Consecutive Interpretation
It is the spoken rendering of a speech or speech fragment immediately
after it has been pronounced.
The listener listens to the totality of a speaker’s comments, or at least a
significant passage, and then reconstitutes the speech with the help of
notes taken while listening; the interpreter thus speaking consecutively
to the original speaker.

6. Bilateral Interpretation
Bilateral Interpretation is undertaken by two parties. The interpreter interprets
the ongoing interactions and the quick responses.

7. Whispered interpreting :
One participant speaks and simultaneously an interpreter whispers into the ear of the one
or maximum two people who require interpreting services. (Jones, 2005)
Relay: the use of one interpretation as a source for others. It is used in situations where a
meeting is multilingual and not all the interpreters understand all of the languages. The
interpreter providing the source for other interpreters is called the ‘relay’, as is the
interpretation itself. Relay can be used in consecutive and in simultaneous. (Jones, 2005)

8. Interpreters’ Skills
Interpreters’ skills:
•They must have sufficient linguistic knowledge.
•They must be aware of cultural differences. (English & American man)
•Cultural differences can manifest themselves both explicitly and implicitly.
Explicitly means speaker references to political or economic, social, academic
institution or system or concepts that have no direct equivalence in the target
language.
Implicitly: the means used by the speakers to express their idea

9. The Basic Principles of a Consecutive
Interpreter’s Work

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11. Understanding
I don't think that the advisory committee is the
appropriate forum for discussion of this point.
What is important is that the groundwork be done
in the technical working parties, in order to
prepare the basis for a decision in the executive
committee.
•For example, imagine a delegate says:

12. Narrative
Rhetorical
Descriptive
Polemical
Logical
Argument
Analyzing
•The first question the interpreter should ask himself/herself is what kind of speech I am dealing with.
•Knowing the type of speech will influence both the fine tuning of their listening and the style and the
content of their interpretation.

13. 1 2 3
Who? Where? When?
Analyzing
•Identification of main ideas
•Main ideas imply a hierarchy of relative importance of ideas. Generally
one can say that delegates need answers to the three basic questions:

14. Speech
Re-expressing
Interpreter
Understanding
& Analyzing
Re-expressing
•RE-EXPRESSION:
•After understanding and analyzing the speech, the interpreter expresses what she/he
heard.

15. Working in different
contexts
Working with a vast
range of subjects

• The interpreter whether he is interpreting consecutively or
simultaneously is faced with several problems:
Technical difficulties
Challenges

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Memory
A
B
C
D
A conference interpreter listens to a speech and then reproduces it in a different language. This means that
he/she must cultivate the use of short-term memory. The interpreters must order ideas in their brain to be
able to recall them and reproduce them in a significant way.

17. Mnemonic techniques
Mnemonics 
are memory devices
that help learners recall larger
pieces of information, especially in
the form of lists like characteristics,
steps, stages, parts, phases, etc. We
knew back in 1967 from a study by
Gerald R. Miller that mnemonics
increased recall. He found that
students who regularly used
mnemonic devices
 
increased test
scores up to 77%!
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18. Image and
Connection
Mnemonics
Model Mnemonics
Expression or Word
Mnemonic: FANBOYS
Name Mnemonics:
ROY Colors(Red,
 
Orange,
 
Yellow)
Mnemonic techniques

19. Recalling Techniques
•visualizing the content of a speech,
creating images in one's mind.
•concentrating on ideas, not on single
words.
•Connecting the main ideas to a series of
numbers. It is an effective technique
concentrating on the main ideas and on
the links between these ideas, trying to
reproduce the structure of the speech as a
kind of skeleton.
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20. Enhancing Short-Term Memory
Memory
Exercise 1: Shadowing
•Shadowing involves repeating what a speaker says, word for word, in the same language. It
generally involves staying a word or two behind the speaker as one repeats what has been
said.
 
•For example:
Speaker:
 
The suspect was handcuffed and placed in the police car.
Interpreter:
 
[Lag] The suspect [Lag] was handcuffed [Lag] and placed in the police car.

21. Exercise 2: Shadowing with a Twist
Memory
•It involves repeating exactly what a speaker says in the same language. However, in shadowing with a twist,
this repetition is done after a short pause following the speaker’s utterance, which makes the shadowing
more like consecutive interpreting.
•This adjustment to conventional shadowing eliminates the dif
ficulties related to listening and speaking at the
same time and allows the interpreter to focus speci
fically on memory.

•For example:
Speaker:
 
The suspect [Pause] was handcuffed [Pause] and placed in the police car.
Interpreter:
 
[Lag] The suspect [Lag] was handcuffed [Lag] and placed in the police car.

22. Exercise 3:
Freer Shadowing with a
  Twist
•This exercise should be done once the interpreter has
practiced shadowing with a twist and can repeat longer
utterances without a problem.
•This is where the interpreter should test not only
acoustic memory (memory of sounds), but also his or
her memory of meaning. In this exercise the interpreter
does not just repeat blindly what has been said, but,
where possible, says the same thing using other words.
•For example:
Speaker:
 
The suspect was handcuffed [Pause] and placed in
the police car.
Interpreter: [Lag] The suspect was put in handcuffs [Lag]
and put in the police car.

23. Exercise 4: Attentive Listening for Key Elements
Sample
Text
•Careful listening is an important
element of memory recall.
•If you have not listened attentively
to something, it is impossible to
recall it later.

•Attentive listening involves identifying
the key points of an utterance.
For
 example, you should be able to
listen to a short narrative or descriptive
text (about 100 words) and answer the
key questions “Who? What? When?
Where? Why? How?” 

24. Crucial Moments
•There are two crucial moments in any
speech. These are the beginning and
the end. The interpreter must
concentrate hard on them and make
sure he gets them right.
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25. Qualities of Excellent Interpreters
•Speaking up clearly.
•Making eye contact with audience.
•Not looking to their notes all the time.
•Must speak practically as soon as the speaker
made it clear.
•The interpreter should transmit the speaker’s
intonation and pauses.
•Interpreter should be accurate and faithful.
•The interpreter must keep in breast to improve his
or her TL in order to cope with modern
terminology and style.
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