multilingual society: competence development in inerpreter and translator training natalia zinukova...
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MULTILINGUAL SOCIETY: COMPETENCE DEVELOPMENT IN INERPRETER AND TRANSLATOR
TRAININGNatalia Zinukova
Vira Zirka,Alfred Nobel University
Dnipropetrovsk, Ukraine
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Translation - a very important instrument of international communication
• New challenges in the field of translation studies:
• transition to the multilingual society,
• intercultural integration at different levels (national and international),
• globalization,
• cultural and linguistic diversity.
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E. Gentzler, D. Gile, M. Baker, R.T. Bell, D. Robinson, B. Hatim, S. Bassnett, J. Munday, I.D. Melamed, A. Chesterman, A. Lefevere, S. Tyulenev and many others.
These overviews are very incongruent. Result in a collection of fairly long lists
of translation studies approaches that lack a consistent basis.
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*Significant change and the profession is becoming more attractive nowadays everywhere.
*Undergraduate and postgraduate university courses,
*Retraining of people who have already been trained in other professions,
*This profession - a high level of flexibility and independence.
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Interpreting is the process of immediately changing message produced in one language into another language in real-time, thus producing a message that faithfully incorporates linguistic and cultural features of the source language discourse, translation is transferring a message between written texts (Pöchhacker, 2004).
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Setting in which interpreting takes place
• Conference, • Public Agencies and Institutions – Court, health-care
or community-based,• Business and Industry (one-on-one or small business
meetings, training instruction, board meeting, conferences, presentations, sales meetings, plant or factory tours, interviews, negotiations, media events, business phone calls, Skype negotiations).
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A number of parameters for A number of parameters for interpretinginterpreting
the mode of interpreting:simultaneous, consecutive or dialogue; the nature of the discourse:monologic vs. dialogic, language direction:uni-directional or bi-directional,social characteristics of the interpreter-
mediated encounter.
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The constraints under which an interpreter works
• time restrictions,
• single presentation of the source text
• single realization of the receptor text,
• impossibility of editing the receptor text.
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interpreting in conference settings: monologic, physical distance between the interpreter
and the client. Community-based interpreting: conversation (dialogic discourse), often
in an institutional context, close physical proximity to both clients.
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Conference interpreters work simultaneously in one language direction, typically from their ‘B’ into their ‘A’ language.
Association Internationale des Interprètes de Conférence – AIIC describes an interpreter’s languages according to the ‘A-B-C system.
Interpreting and language direction
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A-B-C SYSTEM
Language A:
‘The interpreter’s native language
(or another language strictly equivalent to a native language),
into which the interpreter works from all her or his other languages in both modes of interpretation, simultaneous and consecutive.
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A-B-C systemA-B-C system
Language B:a language other than the
interpreter’s native language, of which she or he has a perfect command and into which she or he works from one or more of her or his other languages.
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Language C: Languages, of which the
interpreter has a complete understanding and from which she or he works.
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Strategies
• Interpreters - short-term strategies • as compared with long-term strategies
for translators.• One more interpreting constraint is the
linearity one (an additional pressure).
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Language and Translation Education in Ukraine
• growth and improvement
• The number of language graduates has multiplied many times and the market need for this profession has increased.
• Requirements to people who would like to become interpreters or translators.
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*competences translators / interpreters need to compete successfully for translation jobs in different institutions and to work in the rapidly evolving field of multilingual and multimedia communication.
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DEFINING TRANSLATION COMPETENCE (TC)
TC - the underlying system of knowledge, abilities and attitudes required to be able to translate (PACTE 2002).
TC is mostly described as a complex concept that requires knowledge of two or more languages and usually consists of two or more sub-competencies.
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Complicated nature of translation Complicated nature of translation
Translation is in theory an interdisciplinary field and in practice a multitasking activity that requires much more than “merely” a linguistic competence in two languages.
Translation(al) competences have to provide translators with the ability to re-create the source text in a context of different language and culture.
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COMPETENCES
• UTTU’s activity (Ukrainian Translators’ Training Union)
• UTTU’s research project• Its main task is to help raise the standard of
translator / interpreter training in Ukraine and foster cooperation and exchanges between higher-education institutions offering translation courses.
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second-cycle training of between 90 and 120 credits (ECTS), presupposing mastery of the working languages (of at least level C1: 'Competent use of language (Effective Operational Proficiency)', according to the Common European Framework of Reference for languages).
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• This is intended as a basis, enabling the content of training sequences /modules / syllabi/sessions to be established and the most appropriate teaching methods to be chosen.
• It is concerned with the ends (the competences) but in no way prejudges the means (resources, syllabi, teaching).
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TC Competences
• The competences proposed in each of the six areas are interdependent.
• They all lead to the qualification of experts in multilingual and multimedia communication.
• By 'competence', we mean the combination of aptitudes, knowledge, behaviour and know-how necessary to carry out a given task under given conditions.
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LANGUAGE COMPETENCE - Knowing how to understand grammatical, lexical and idiomatic structures as well as the graphic and typographic conventions of language A and one's other working languages (B, C)
- Knowing how to use these same structures and conventions in A and B
- Developing sensitivity to changes in language and developments in languages (useful for exercising creativity)
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SOCIOLINGUISTIC dimension - Knowing how to recognise function and
meaning in language variations (social, geographical, historical, stylistic)
- Knowing how to identify the rules for interaction relating to a specific community, including non-verbal elements (useful knowledge for negotiation)
- Knowing how to produce a register appropriate to a given situation, for a particular document (written) or speech (oral)
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INTERCULTURAL COMPETENCE- TEXTUAL dimension - Knowing how to understand and analyze the
macrostructure of a document and its overall coherence (including where it consists of visual and sound elements)
- Knowing how to grasp the presuppositions, the implicit, allusions, stereotypes and intertextual nature of a document
- Knowing how to describe and evaluate one's problems with comprehension and define strategies for resolving those problems
- Knowing how to extract and summarize the essential information in a document (ability to summarize)
- Knowing how to recognize and identify elements, values and references proper to the cultures represented
- Knowing how to bring together and compare cultural elements and methods of composition.
- Knowing how to compose a document in accordance with the conventions of the genre and rhetorical standards
- Knowing how to draft, rephrase, restructure, condense, and post-edit rapidly and well (in languages A and B)
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- Knowing how to search for appropriate information to gain a better grasp of the thematic aspects of a document
- Learning to develop one's knowledge in specialist fields and applications (mastering systems of concepts, methods of reasoning, presentation, controlled language, terminology, etc.) (learning to learn)
- Developing a spirit of curiosity, analysis and summary
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TECHNOLOGICAL COMPETENCE
• - Knowing how to use effectively and rapidly and to integrate a range of software to assist in correction, translation, terminology, layout, documentary research (for example text processing, spell and grammar check, the Internet, translation memory, terminology database, voice recognition software)
• - Knowing how to create and manage a database and files
• - Knowing how to adapt to and familiarize oneself with new tools, particularly for the translation of multimedia and audiovisual material
• - Knowing how to prepare and produce a translation in different formats and for different technical media
• - Knowing the possibilities and limits of MT
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- INTERPERSONAL dimension - Being aware of the social role of the translator - Knowing how to follow market requirements and job profiles (knowing how to remain aware of developments in demand) - Knowing how to organize approaches to clients/ potential clients (marketing) - Knowing how to negotiate with the client (to define deadlines, tariffs/invoicing, working conditions, access to information, contract, rights, responsibilities, translation specifications, tender specifications, etc.) - Knowing how to clarify the requirements, objectives and purposes of the client, recipients of the translation and other stakeholders - Knowing how to plan and manage one's time, stress, work, budget and ongoing training (upgrading various
competences
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TRANSLATION SERVICE PROVISION COMPETENCE
• INTERPERSONAL dimension – • Knowing how to specify and calculate the services• offered and their added value• - Knowing how to comply with instructions, deadlines,• commitments, interpersonal competences, team• organisation• - Knowing the standards applicable to the provision of a• translation service• - Knowing how to comply with professional ethics• - Knowing how to work under pressure and with other experts, with a project
head (capabilities for making• contacts, for cooperation and collaboration), including in a• multilingual situation• - Knowing how to work in a team, including a virtual team• - Knowing how to self-evaluate (questioning one's habits;• being open to innovations; being concerned with quality;• being ready to adapt to new situations/conditions) and• take responsibility
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PRODUCTION dimension - Knowing how to create and offer a translation appropriate to the client's request, i.e. to the aim/skopos and to the translation situation - Knowing how to define stages and strategies for the translation of a document - Knowing how to define and evaluate translation problems and find appropriate solutions - Knowing how to justify one's translation choices and decisions - Mastering the appropriate metalanguage (to talk about one's
work, strategies and decisions) - Knowing how to proofread and revise a translation (mastering techniques and strategies for proofreading and revision) - Knowing how to establish and monitor quality standards.
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The most important components of T and I Competence
• T and I competence -25 %• Textual Competence (the skill to analyze and create
the coherent text) – 20 %• Language Competence (A, B, C languages)- 19 %• Information and Linguistic Search Competence – 14
%• Self-discipline and work capacity – 4 %• Mobility and capacity of learning – 3 %• Computer literacy – 3 %.
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*General conditions that apply to translating and interpreting:
*to comprehend, i.e. analyze the text more thoroughly or fully than the normal reader/listener and will focus as much on what the text producer has wanted to say as on the effect his/her rendition has on the recipient.
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Basic skills common for T (translating) and I (interpreting)
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How to teach efficiently translation / interpretation
• an integrated T&I approach
• an interdisciplinary research of the two sub disciplines with other disciplines
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*The process of developing T and I competences is a complex, multidimensional functional system of influence on an individual, who is taught as a subject of intercultural communication, minding new specific values and becoming aware of multilingualism and multiculturalism.
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Thank you for the attention!!!