任文——交替传译.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,ACompleteInterpretingSkillTrainingSystem,Pre-interpretingskilltrainingConsecutiveinterpretingMockdialogue(conference)SighttranslationSimultaneousinterpretingMockconference,Contents,CourseNatureCourseObjectivesTeachingResourcesPedagogicalPrinciplesTeachingPlansTestingcultivatinggoodinterpretinghabitsparalinguisticandnon-verbalaspectsstressedProduct(static):no“standardkeys”,3Psadvocated,Phased:incremental,topic-relatedPracticed:inthespeechdeliveredinfrontoftheclassInstructorandpeercommentsonboththeverbalandnon-verbalaspects,TopicFocus:DifferentTypesofSpeeches,Opening/closingremarks:“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！”PresentationspeechVideoaddress,Unit3:ListeningforSense,TheoryfocusdeverbalizationSkillfocusdifferenttypesoflistening(protective,selective,active/concentrated)listeningforsenseTopicfocusfamiliartopicspassageswithclearlogicalthread,Listeningforsense,Analyticallisteningdissociatingsensewithlinguisticformassociatingincominginformationwithpre-existingknowledgeInformationprocessingvisualizationlogicality(explicitindustrialandtrafficpollution;infectiousdiseasesthatthriveonsqualorandcrowdedconditions;highratesoftobaccouse;physicalinactivity;unhealthydiets;crime,violenceandtheuseofharmfulsubstances.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。,Complexvs.Simplex,ThereallyimpressiveleapinAustralia-Chinatradeisthatby2008,two-waytradehadsurgedto74billionAustraliandollars,or13percentofAustraliastotaltrade,seeingChinaknockingonthedoorofbeingourlargesttradingpartner.ThisyearChinaranksbesideJapanasourmostsubstantialexportmarket,andthesetwocountriescombinedtoaccountforamassive40percentofAustraliasexports.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。,LanguageTransference(1),Amplification(增译法)Deletion(减译法)Simplification(简化法)Conversion(转换法)Negation(反译法)SegmentationOnebyone,differentmaterialsfordifferentstudents;Dialogue/conferenceinterpreting(materialsprovidedbytheinstructoronthespot)Professionaltestingandaccreditation,VI.TestingandEvaluation,TypesofprofessionalevaluationevaluationofprofessionalcapabilitiesKL,ELK,psychological+physicalaspectsevaluationofservicequalitysatisfactionfromtheclients,VI.TestingandEvaluation,Parametersofprofessionalevaluationfaithfulnessofmessageclarityofexpressionlanguageuseparalinguisticandnonlinguisticaspectsflexibleandeffectiveuseoftacticssatisfactionofclients,VI.TestingandEvaluation,Typesofclassroomevaluationprocess-orientedevaluation(dynamic)result-orientedevaluation(static),VI.TestingandEvaluation,Typesofclassroomevaluationselfevaluationrecordingandlisteningtoonesownrenditionspeerevaluationverbalorevaluationforminstructorevaluationverbaland/orevaluationform,VI.TestingandEvaluation,Parametersofclassroomevaluationfaithfulnessofmessageclarityofexpressionlanguageuseparalinguisticaspectsnonlinguisticaspectstimecontrol,EvaluationForm-1,Messagetransference/completeness30%Accuracy30%Languageexpression10%Fluency/speed10%Clarity10%Resourcefulness10%XiamenUniversity(林郁如、LeongKo,1996),EvaluationForm-2,忠实（准确、完整）50%表达（流程、明确）30%语言（语法、选词）20%时间控制2%FuJenCatholicUniversity(杨承淑，2005),EvaluationForm-3,Semester(Stage)One/TwoContent(message)50%/60%Package(linguisticandpara-linguisticchoices,non-verbalsignal,timecontrol)50%/40%,FinalScoreComposition,Classroomperformance40%Classattendance5%Out-of-classassignment15%Finalexam40%,Gile,Daniel.BasicConceptsandModelsforInterpreterandTranslatorTrainingM.Amsterdam/Philadelphia:JohnBenjaminsPublishingCompany,1995.Pellatt,V.etal.TeachingandTestingInterpretingandTranslatingM.Oxford:PeterLang,2010.Seleskovitch,Danica.InterpretingforInternationalConferencesM.transbyDailey,Stephanie&McMillan,EricN.Thirdedition.Washington,D.C.:PenandBooth,1978.-&Lederer,Marianne.ASystematicApproachtoTeachingInterpretingM.trans.Harmer,Jacolyn.Luxembourg/Paris:OfficeforOfficialPublicationsoftheEuropeanCommunitiesandDidierErudition,1989.Wadensj,Cecilia.Interp