franz pöchhacker center for translation studies, university of vienna interpreting studies:...
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Franz Pöchhacker
Center for Translation Studies, University of Vienna
Interpreting Studies:
Round-Trip from Practice to Theory
“Translation in the University and the Workplace” Thessaloniki, 3-4 November 2006
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Outline
Definitions
Relations
Practice >> Theory
Theory >> Practice
?
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A long-standing concern
C. Stenzl (Trieste Symposium, Nov. 1986):
“there must be genuine interaction between theory and practice if we want to see sound and constructive developments in both areas.”
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“interpreting studies” ?
“field of academic study” ?
(sub)discipline of TS course at University
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IS as a discipline
sociological
phenomenon
researchers, departments,
conferences, chairs, PhD
programs …
theoretical
construct
‘literature’ = published
theories, models, empirical
findings, scholarly debate …
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Theory is…
… anything that is not practice
… non-empirical enquiry
… part of research (“theory vs. data”)
“what comes out of people doing research”
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Practice Theory ?
Relations over time
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Practice Theory ?
Relations over time
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Practice Theory ?
Relations over time
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Practice Theory ?
Relations over time
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Practice Theory ?
Relations over time
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Practice ‘Theory’
METHOD
QUALITY
CONDITIONS
TEACHING
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Method
note-taking (e.g. J. Herbert)
‘true’ simultaneous (G. Rabinovitch)
SimConsec (M. Ferrari)
Practice
‘Theory’
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Quality
standards – e.g. Herbert (1952):
“to enable his audience to know accurately
what the speaker intended to convey, and
to make on the audience the impression
which the speaker wishes to be made.”
Practice
‘Theory’
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Working conditions
input rate turn length text in booth visual access
Practice
‘Theory’
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Teaching
e.g. Herbert, Dostert, Rozan,
Seleskovitch, Ilg, Gile, etc.
Practice
‘Theory’
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Research Practice
METHOD
QUALITY
CONDITIONS
TEACHING
Research
Practice
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Method
language of note-taking(e.g. Dam 2004, Szabo 2006)
‘one ear better than two?’(e.g. Lambert 1994)
SimConsec
(e.g. Hamidi & Pöchhacker, in press)
Research
Practice
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Quality
Research
Practice
criteria and user expectations(e.g. Bühler 1986, Kurz 1993, Moser 1995)
perception / judgment
(e.g. Collados Aís 1998, Garzone 2003)
assessment(e.g. Barik 1975, Mackintosh 1983, Tommola & Lindholm 1995, Soler 2006)
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Working conditions
Research
Practice
input rate(e.g. Gerver 1969)
intonation(e.g. Gerver 1971, Déjean Le Féal 1978)
booth temperature & ventilation(e.g. Kurz & Kolmer 1984, AIIC 2002)
extended turns(Moser-Mercer et al. 1998)
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Teaching
Research
Practice
dual-task exercises(e.g. Moser 1978)
shadowing(e.g. Lambert 1991, Moser-Mercer et al.
2000)
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Theory Practice
MODELS
aptitude and skill components
comprehension processes
processing capacity andattention management
Theory
Practice
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Theory Practice
‘SEEING THINGS’
documenting problems of practice
Identifying social/institutional needs
Theory
Practice
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Theory Practice
Theory
Practice
SEEING THINGS critically / differently
professional ideology (e.g. Diriker 2004)
codes of ethics (e.g. Angelelli 2006)
setting standards (e.g. ÖNORM D 1202 02)
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A sociological view
practitioner
(e.g. Mantoux)
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A sociological view
trainer
practitioner
(e.g. Herbert)
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A sociological view
trainer
practitioner
prof. repr.
(e.g. Seleskovitch)
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A sociological view
(e.g. Seleskovitch) practitioner
trainer scholar
prof. repr.
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A sociological view
scientist
(e.g. Barik)
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A sociological view
trainer
scie
ntis
t (e.g. Lambert)
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A sociological view
practitioner scie
ntis
t(e.g. Moser-Mercer)
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A sociological view
trainer
practitioner scie
ntis
t(e.g. Moser-Mercer,Gile, Kurz, Liu, etc.)
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A sociological view
(e.g. Schjoldager,Diriker, Kalina, etc.)
practitioner
trainer scholar
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A sociological view
scie
ntis
t
scholartrainer
practitioner
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A sociological view
scie
ntis
t
scholar
prof. repr.
trainer
practitioner
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the trainer/scholar’s /practisearcher’s Workplace
trainer scholar
practitioner scie
ntis
t
prof. repr.
The University:
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A healthy pursuit?
J. Herbert (1952: 94; “last word”):
“the interpreter who devotes himself exclusively to his profession may suffer gravely from the resultant strain.”
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A healthy pursuit!(Herbert 1952 cont’d.)
“He should therefore indulge in other occupations and interests which he may find (...) in intellectual work which can be carried on at a slower tempo, such as writing, teaching, research”!
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Thank You
for your attention!
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Franz Pöchhacker
Center for Translation Studies, University of Vienna
Interpreting Studies:
Round-Trip from Practice to Theory
“Translation in the University and the Workplace” Thessaloniki, 3-4 November 2006