1. interpreting course.ppt

1、,INTERPRETING,Unit One A General Introduction,Todays Main Teaching Content 1. A general introduction to interpreting 2. A general introduction to this course and the requirements of the course 3. A general introduction to interpreting tests in China,1. Introduction to Interpreting Course,To think ab

2、out: 1) what is translation? 2) what is interpretation? 3) whats the difference between them? ( Compared with translation, what is the difficulty in interpreting?),Similarities and dissimilarities between translating and interpreting,1)In terms of medium The Nuremberg Trials of Nazi war criminals in

3、 194546.,The symbols of the formal establishment of conference interpretation as a profession: The first interpreting school was set up in 1950 in Geneva, Switzerland; AIIC, the International Association of Conference Interpreters, was founded on Nov. 11, 1953 with its Secretariat in Geneva.,Interpr

4、eting, as an internationally recognized profession, began to take shape only around the turn of the twentieth century. Chronologically, Consecutive Interpreting (CI) antedates Simultaneous Interpreting (SI). The Paris Peace Conference of 1919 was conventionally cited as consecutive interpreting offi

5、cial debut . Between the two World Wars, consecutive interpreting had predominant status.,The first attempt to introduce SI was made shortly before the Second World War. SI was first patented as a technique by IBM in 1926, and its first implementation (in whisper form) was at Geneva in a tentative f

6、orm in 1927 and, on a larger scale, in the former USSR in 1928 for the Sixth Congress of Comintern. However, it was during the Nuremberg trials of the Nazi war criminals, which were conducted in English, French, Russian, and German that real full-scale simultaneous interpretations was first used. Fr

7、om 1947 onward, simultaneous interpretation had come to stay at the United Nations.,In the years after the Second World War, with the establishment of the United Nations (UN), European Union (EU), Organization of Economic Cooperation and Development (OECD) and many other international organs, there

8、was a growing need for new interpreters to join the ranks of the first generation of highly skilled but untrained conference interpreters.,In the headquarters of the EU in Luxembourg and Brussels, most of the meeting rooms are facilitated with eleven booths for eleven languages (English, French, Spa

9、nish, Italian, German, Greek, Dutch, Portuguese, Finnish, Swedish and Danish). The Official languages of the United Nations are the six languages that are used in UN meetings, and in which all official UN documents are written, including: Arabic, Chinese, English, French, Russian, Spanish Several tr

10、aining institutions were founded in Europe. Since then the training institutions for conference interpreter have sprung all over the world.,The earliest establishment of “interpreting officials“ in China goes as far back as the Zhou Dynasty (1100-770 BC). According to written records, there was an o

11、fficial post called “寄”, “象”, “译” and “象胥首” , “重译” and “舌人” respectively in the eastern, western, southern and northern part of China. These interpreting officials had, at that time, dual function: interpreting for internal and external purposes. The internal purpose referred to the interpreting act

12、ivities between the central imperial government and the various ethnic nationalities, while the external purpose was for communication between the central imperial government and its neighboring states.,The oral form of translation came into being earlier than the written translation, which appeared

13、 in ancient China in the Spring and Autumn period (770 476 BC). However, regarding the training of conference interpreters, China is a relatively newcomer; the Peoples Republic of China did not start until the late 1970s. The first such programme began in Beijing after China was accepted as working

14、language of the UN.,The profession of conference interpreting was formally introduced into China with the establishment of the United Nations Training Programme for Interpreters and Translators in 1979. Set up as a joint project between the UN and the Chinese government to train professionals for th

15、e United Nations, the programme turned out 98 interpreters (out of 217 graduates), many of whom are now working for the UN and other international organisations, some for the Chinese government, and a few as full-time freelances.,In 1994, the UN programme was reconstituted as the Graduate School of

16、Translation and Interpretation of Beijing Foreign Studies University (“Bei Wai“). It continues to offer a two-year course of professional training in conference interpreting at the MA level, but its graduates (32 in conference interpreting out of 57 to date) are now responsible for securing their ow

17、n employment. Most become staff interpreters or officers in government ministries and agencies, with a minority taking positions in the private sector; it is still rare for a graduate to go freelance.,To date, the majority of Chinas professional interpreters have been trained at Bei Wai, but these m

18、ake up only a fraction of the large number of practitioners, including government officers and corporate personnel who perform interpretation duties.,Now as we are approaching the 21st century, the globalization of the world economy has become an irreversible trend. Economic activities such as inves

19、tment, banking, business and trade are increasing rapidly, the transformation of science and technology and the training of personnel continue apace, and international exchanges in politics, foreign affairs and culture are flourishing. All of these would be impossible without the involvement of inte

20、rpreters and translators. Furthermore, with the implementation of economic reform and its opening up policy, China s demand for qualified interpreters and translators has become all the more urgent.,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

21、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。,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Master of Translation and Interpreting，简称MTI）。MTI是我国目前19个专业硕士之一 翻译硕士 - 培养

22、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。”,2.4.3 Training and accreditation 1)Interpreting training

23、is now offered at more institutions and in more formats than ever before. 2)In 2000, interpreting was made a compulsory course for all undergraduates majoring in English. 3)New postgraduate program and courses in T& I are being offered at increasing numbers of institutions. 4)Some government institu

24、tions provide internal training for new staff. 5) Conference interpreting program,About this Interpreting Course,3.1 Teaching Aims and Objectives To familiarize students with different types of interpreting with primary attention given to consecutive interpreting(交传) To help students master basic an

25、d effective interpreting skills and techniques used by professional interpreters, such as noting-taking techniques, public speaking skills, etc.,To give assignments on-class and off-class to improve students listening ability, vacabulary accumulation and note-taking ability, and your performence wil

26、l be evaluated in class, the results of which will help give you a final score. You need to prepare 2 notebooks for the course (one for notetaking and summerizing and the other for homework) and a pad of papers for notetaking while listening to materials.,3.2 Content,The teaching will be focused on

27、consecutive interpreting. The class will be students-centered. Different types of interpreting materials will be provided for you, aiming to help you practice fundamental techniques such as note-taking, rapid encoding and decoding, memory-training and abstracting and paraphrasing, etc,Details: The f

28、irst week is allowed for the introduction of interpretation and the second week for the training methods and note-taking, etc. Then, the 14 units will be arranged for one unit per week. There are assignments of reviewing and preparation after each class and checking of your practice at the beginning

29、 of each class.,In addition, you are required to read newspapers everyday and do the sight interpreting at the beginning and then consecutive interpreting. Finally, Youd better communicate more with your classmates and teachers and you can form groups and share materials and experience with others.,

30、3.3 Learning Outcomes,Be able to take compressed notes effectively and reconstitute the message from these notes. Be equipped with the techniques necessary to interpret materials of different types consecutively from and into the target language.,Will have topic-specific vocabulary and sufficient ba

31、ckground knowledge to be able to interpret accurately. Will know how to express the knowledge on your own and how to behave professionally.,3.4 Main reference book 中级口译教程上海外语教育出版社，梅德明编著； 英语口译笔记法实战指导，2005，吴钟明 主编，（电驴提供下载电子书和光盘） 中/高级口译口试备考精要，2009，汪海涛、邱政政 主编，世界图书出版社； 口译二阶段备考训练，（昂立），2009，陶伟 主编，同济大学出版社； 新

32、编英语口译教程，厦门大学外语系 编著，上海外语教育出版社； 英语高级口译资格证书第二阶段考试应试指导与标准预测题，2008，朱巧莲 等编著，人民教育出版社,3.5 Assessment,Class performance 20% Homework 30% Final oral test 50%,1. 约翰逊博士的冲突论表明，许多西方国家对东亚，尤其是对中国近年来经济持续增长有一种既失望又焦虑的心情。也反映了人们对西方文明前途的一种与日俱增的困惑和信心的丧失。 2. 保护生态系统，保护物种有助于维持自然界的平衡，而这样的平衡已经被近年来的人类活动打破。 3. 我们应该求同存异，增进相互理解和信任，消除贸易歧视，反对贸易制裁，加强技术交流与合作。 4今天各位将游览举世闻名的景点和名胜,参观雄伟的古建筑群,观赏珍贵的文物. 5. 所有国家，无论其大小强弱，都应该在相互尊重、平等互利的基础上处理相互间的关系，这一点是至关重要的。 6. 我们要下决心调整投资方向，把国家对基础设施建设进行投入的重点转向农村，这是一个重大改变。,1. Dr. Johnsons clash theory suggests a sense of frustration and anxiety among many Weste