英语口译基础教程 1. interpreting course(教学PPT)

,INTERPRETING,1,UnitOneAGeneralIntroduction,TodaysMainTeachingContent1.Ageneralintroductiontointerpreting2.Ageneralintroductiontothiscourseandtherequirementsofthecourse3.AgeneralintroductiontointerpretingtestsinChina,2,1.IntroductiontoInterpretingCourse,Tothinkabout:1)whatistranslation?2)whatisinterpretation?3)whatsthedifferencebetweenthem?(Comparedwithtranslation,whatisthedifficultyininterpreting?),3,Similaritiesanddissimilaritiesbetweentranslatingandinterpreting,1)IntermsofmediumTheNurembergTrialsofNaziwarcriminalsin194546.,14,Thesymbolsoftheformalestablishmentofconferenceinterpretationasaprofession:Thefirstinterpretingschoolwassetupin1950inGeneva,Switzerland;AIIC,theInternationalAssociationofConferenceInterpreters,wasfoundedonNov.11,1953withitsSecretariatinGeneva.,15,Interpreting,asaninternationallyrecognizedprofession,begantotakeshapeonlyaroundtheturnofthetwentiethcentury.Chronologically,ConsecutiveInterpreting(CI)antedatesSimultaneousInterpreting(SI).TheParisPeaceConferenceof1919wasconventionallycitedasconsecutiveinterpretingofficialdebut.BetweenthetwoWorldWars,consecutiveinterpretinghadpredominantstatus.,16,ThefirstattempttointroduceSIwasmadeshortlybeforetheSecondWorldWar.SIwasfirstpatentedasatechniquebyIBMin1926,anditsfirstimplementation(inwhisperform)wasatGenevainatentativeformin1927and,onalargerscale,intheformerUSSRin1928fortheSixthCongressofComintern.However,itwasduringtheNurembergtrialsoftheNaziwarcriminals,whichwereconductedinEnglish,French,Russian,andGermanthatrealfull-scalesimultaneousinterpretationswasfirstused.From1947onward,simultaneousinterpretationhadcometostayattheUnitedNations.,17,IntheyearsaftertheSecondWorldWar,withtheestablishmentoftheUnitedNations(UN),EuropeanUnion(EU),OrganizationofEconomicCooperationandDevelopment(OECD)andmanyotherinternationalorgans,therewasagrowingneedfornewinterpreterstojointheranksofthefirstgenerationofhighlyskilledbutuntrainedconferenceinterpreters.,18,IntheheadquartersoftheEUinLuxembourgandBrussels,mostofthemeetingroomsarefacilitatedwithelevenboothsforelevenlanguages(English,French,Spanish,Italian,German,Greek,Dutch,Portuguese,Finnish,SwedishandDanish).TheOfficiallanguagesoftheUnitedNationsarethesixlanguagesthatareusedinUNmeetings,andinwhichallofficialUNdocumentsarewritten,including:Arabic,Chinese,English,French,Russian,SpanishSeveraltraininginstitutionswerefoundedinEurope.Sincethenthetraininginstitutionsforconferenceinterpreterhavesprungallovertheworld.,19,Theearliestestablishmentof“interpretingofficials“inChinagoesasfarbackastheZhouDynasty(1100-770BC).Accordingtowrittenrecords,therewasanofficialpostcalled“寄”,“象”,“译”and“象胥首”,“重译”and“舌人”respectivelyintheeastern,western,southernandnorthernpartofChina.Theseinterpretingofficialshad,atthattime,dualfunction:interpretingforinternalandexternalpurposes.Theinternalpurposereferredtotheinterpretingactivitiesbetweenthecentralimperialgovernmentandthevariousethnicnationalities,whiletheexternalpurposewasforcommunicationbetweenthecentralimperialgovernmentanditsneighboringstates.,20,Theoralformoftranslationcameintobeingearlierthanthewrittentranslation,whichappearedinancientChinaintheSpringandAutumnperiod(770476BC).However,regardingthetrainingofconferenceinterpreters,Chinaisarelativelynewcomer;thePeoplesRepublicofChinadidnotstartuntilthelate1970s.ThefirstsuchprogrammebeganinBeijingafterChinawasacceptedasworkinglanguageoftheUN.,21,TheprofessionofconferenceinterpretingwasformallyintroducedintoChinawiththeestablishmentoftheUnitedNationsTrainingProgrammeforInterpretersandTranslatorsin1979.SetupasajointprojectbetweentheUNandtheChinesegovernmenttotrainprofessionalsfortheUnitedNations,theprogrammeturnedout98interpreters(outof217graduates),manyofwhomarenowworkingfortheUNandotherinternationalorganisations,somefortheChinesegovernment,andafewasfull-timefreelances.,22,In1994,theUNprogrammewasreconstitutedastheGraduateSchoolofTranslationandInterpretationofBeijingForeignStudiesUniversity(“BeiWai“).Itcontinuestoofferatwo-yearcourseofprofessionaltraininginconferenceinterpretingattheMAlevel,butitsgraduates(32inconferenceinterpretingoutof57todate)arenowresponsibleforsecuringtheirownemployment.Mostbecomestaffinterpretersorofficersingovernmentministriesandagencies,withaminoritytakingpositionsintheprivatesector;itisstillrareforagraduatetogofreelance.,23,Todate,themajorityofChinasprofessionalinterpretershavebeentrainedatBeiWai,butthesemakeuponlyafractionofthelargenumberofpractitioners,includinggovernmentofficersandcorporatepersonnelwhoperforminterpretationduties.,24,Nowasweareapproachingthe21stcentury,theglobalizationoftheworldeconomyhasbecomeanirreversibletrend.Economicactivitiessuchasinvestment,banking,businessandtradeareincreasingrapidly,thetransformationofscienceandtechnologyandthetrainingofpersonnelcontinueapace,andinternationalexchangesinpolitics,foreignaffairsandcultureareflourishing.Allofthesewouldbeimpossiblewithouttheinvolvementofinterpretersandtranslators.Furthermore,withtheimplementationofeconomicreformanditsopeninguppolicy,Chinasdemandforqualifiedinterpretersandtranslatorshasbecomeallthemoreurgent.,25,目前，国内仅有北京外国语大学、上海外国语大学高级翻译学院，厦门大学、大连外国语学院、广东外语外贸大学等为数不多的高校开设有同声传译专业培训班，同时，对外经济贸易大学也与欧盟联合办起了同声翻译班。但是，同声传译人才问题仍不能得到解决，尤其是缺乏具备AIIC这种尖端的传译人才。随着我国加入WTO，与各国的贸易往来更加密切，各种国际会议日益增多，加上一些新闻媒体在做与外语有关的活动时也时常需要同声传译。这一切表明，同声传译是一个具有巨大潜力的新兴行业。,26,翻译硕士-概况为了适应我国改革开放和社会主义现代化建设事业发展的需要，促进中外交流，培养高层次、应用型翻译专门人才，国务院学位委员会于2007年1月13日第23次会议审议通过设置翻译硕士专业学位（即MasterofTranslationandInterpreting，简称MTI）。MTI是我国目前19个专业硕士之一翻译硕士-培养目标MTI教育打破了现行外语教学以学历教育为主、主要培养学术型或研究型人才的研究生教育模式，采用以培养实践型和应用型人才为主的教育培养模式。翻译硕士-发展历史2007年，国务院学位委员会批准了15所MTI试点教学单位。2009年，又有25所高校成为新增MTI试点教学单位。目前MTI语种已涵盖英、法、日、俄、德、韩等六个语种，不仅包括春季入学的在职MTI研究生，也包括秋季入学的全日制MTI研究生，而且招生对象也扩大到“具有国民教育序列大学本科学历（或本科同等学历）人员。”,27,2.4.3Trainingandaccreditation1)Interpretingtrainingisnowofferedatmoreinstitutionsandinmoreformatsthaneverbefore.2)In2000,interpretingwasmadeacompulsorycourseforallundergraduatesmajoringinEnglish.3)NewpostgraduateprogramandcoursesinT&Iarebeingofferedatincreasingnumbersofinstitutions.4)Somegovernmentinstitutionsprovideinternaltrainingfornewstaff.5)Conferenceinterpretingprogram,28,AboutthisInterpretingCourse,3.1TeachingAimsandObjectivesTofamiliarizestudentswithdifferenttypesofinterpretingwithprimaryattentiongiventoconsecutiveinterpreting(交传)Tohelpstudentsmasterbasicandeffectiveinterpretingskillsandtechniquesusedbyprofessionalinterpreters,suchasnoting-takingtechniques,publicspeakingskills,etc.,29,Togiveassignmentson-classandoff-classtoimprovestudentslisteningability,vacabularyaccumulationandnote-takingability,andyourperformencewillbeevaluatedinclass,theresultsofwhichwillhelpgiveyouafinalscore.Youneedtoprepare2notebooksforthecourse(onefornotetakingandsummerizingandtheotherforhomework)andapadofpapersfornotetakingwhilelisteningtomaterials.,30,3.2Content,Theteachingwillbefocusedonconsecutiveinterpreting.Theclasswillbestudents-centered.Differenttypesofinterpretingmaterialswillbeprovidedforyou,aimingtohelpyoupracticefundamentaltechniquessuchasnote-taking,rapidencodinganddecoding,memory-trainingandabstractingandparaphrasing,etc,31,Details:Thefirstweekisallowedfortheintroductionofinterpretationandthesecondweekforthetrainingmethodsandnote-taking,etc.Then,the14unitswillbearrangedforoneunitperweek.Thereareassignmentsofreviewingandpreparationaftereachclassandcheckingofyourpracticeatthebeginning