Theory Of Conference Interpreting PDF

THEORY OF CONFERENCE INTERPRETING Faculty of Business English Foreign Trade University 1  1. Definitions and concepts Interpreting: The process by which an interpretation is produced, here understood as the activity of the conference interpreter. I...

THEORY OF CONFERENCE INTERPRETING Faculty of Business English Foreign Trade University 1  1. Definitions and concepts Interpreting: The process by which an interpretation is produced, here understood as the activity of the conference interpreter. Interpretation: The term for oral translation, here used to describe the product of the conference interpreter’s activity. 2  1. Definitions and concepts Speaker: Here the original speaker to be interpreted, not to be confused with the interpreter, even if the latter is speaking. Delegate: Here a term for anyone participating in a meeting, either speaking or listening. 3  1. Definitions and concepts Mother tongue: Here, an interpreter’s best active language, independently of whether it is the language of either of their parents or even of their country of birth. In exceptional cases an interpreter may have two mother tongues. 4  1. Definitions and concepts Source language: The language in which a speech is made in the original, and out of which the speech is to be interpreted. Target language: The language into which a speech is to be put, and which the interpreter therefore speaks. 5  1. Definitions and concepts Consecutive: Here used as a noun standing for consecutive interpreting, understood as the spoken rendering of a speech or speech fragment immediately after it has been pronounced. Simultaneous: Here used as a noun standing for simultaneous interpreting, understood as the spoken rendering of a speech or speech fragment at the same time it is being delivered. 6  1. Definitions and concepts Reformulation: The general practice of modifying the form of an utterance so as to reproduce its meaning in another language. Word-for-Word: An interpretation that follows the form of the source speech as closely as the target grammar will allow, without using reformulation. 7  1. Definitions and concepts Salami technique: The technique of “slicing up” a long or complicated sentence into shorter, more comprehensible sentences during the interpreting process. Translation unit: The unit of verbal and/or non-verbal signs that cannot be broken down into smaller elements in the translation process. 8  2.1. Understanding Of ideas, not a collection of individual words. So, good understanding of grammar, syntax and words, but not every single word. “What do you do if you do not know a word or an expression that you hear in a speech? 9  2.1. Understanding 1. Base on the context to translate Example 1: “I don’t think that the advisory committee is the appropriate forum for discussion of this point. What is important is that the groundwork be done in the technical working parties, in order to prepare the basis for a decision in the executive committee”. 10  2.1. Understanding 2. Deduce the meaning of the new word with clues in the context. Example 2: “Given the topography of the country, the construction of motorways has been very expensive. The Norwegians have found the solution to their financing problems by imposing tolls. And these tolls are pretty expensive. The roads are wonderfully built, a pleasure to drive upon, with beautiful scenery, but when the poor driver gets to the end of the journey and has to pay the toll, they certainly feel that their wallet is much lighter”. 11  2.1. Understanding If deduction is impossible: Admit ignorance and clarify the meaning with speaker. Never betray the delegates by missing out or guessing at meanings to hide ignorance. To avoid problems, listen constantly, attentively and actively. 12  2.1. Understanding Differences between active and passive listening: Active listening: Constant attention to the meanings or ideas expressed by a speaker, beyond the forms used to express them. Passive listening: Listening for main ideas to get the general message without paying attention to every detail. 13  2.1. Understanding To listen actively, an interpreter must not pay attention to individual words but the overall sense of a speech and keep asking: “What does the speaker mean? Active listening skill is not a natural gift, it has to be learned and trained. It requires great powers of concentration, consistently good health, and alertness. 14  2.2. Analyzing 2.2.1. Analyzing speech types 1. Rhetorical speech: - Impressive, elegant with metaphors, images, flowery language, jokes, anecdotes, etc. - Interpreter must mobilize all of their resources in target language 15  2.2. Analyzing 2.2.1. Analyzing speech types 2. Stone-walling speech: - Lengthy without any viewpoint, important information or communication: difficult for interpreter - Interpreter should follow the speaker as closely as possible 16  2.2. Analyzing 2.2.1. Analyzing speech types 3. Logical speech: a. Logical speech with clear argument: - Interpreter should watch the logical connection between ideas to know what are pros and cons and turning points between them (but, however, on the other hand, etc.). 17  2.2. Analyzing 2.2.1. Analyzing speech types b. Logical speech with unclear argument: - Interpreter must be stay alert and try to make ideas clear by rearranging them. Try to recognize the turning points, pause and add transition signals. Never point out the speaker’s mistake and embarrass him/her. 18  2.2. Analyzing 2.2.1. Analyzing speech types 4. Narrative, chronological speech: - Pay attention to time phrases and verb tenses. - If speaker does not follow his time order correctly, interpreter should quietly correct his mistake. 19  2.2. Analyzing 2.2.1. Analyzing speech types 5. Descriptive speech: - Difficult for interpreter, not logical so interpreter does not know which way it is moving. - Concentrate as hard as possible to remember and to take notes as much as possible. 20  2.2. Analyzing 2.2.1. Analyzing speech types Example 5: “Exports have risen, and so have imports. The trade deficit is growing, although the current account deficit remains stable thanks to tourism. Rising unemployment and consistently high interest rates are a source of worry for the government but the Central Bank continues to warn about inflationary pressures”. 21  2.2. Analyzing 2.2.2. Analyzing main ideas and accessories Reflect the literal sense as well as the underlying spirit of the speech. Sometimes due to time limitation or the length of speech interpreter has to omit secondary information and just keep the main ideas logically. Easier to remember and recall information. A summary is sometimes required 22  2.2. Analyzing 2.2.2. Analyzing main ideas and accessories Example 6: Full version: “The Secretary-General has put forward to the member states a new proposal for the reform of the functioning of the UN. US State Department sources confirmed that, although in principle they recognized the need for reform, they did not see it being along the lines suggested by the Secretary-General”. Condensed version: The Secretary-General has made a proposal for UN reform. The US has said it is against the proposal, although it is in favour of reform in principle. 23  2.2. Analyzing 2.2.3. Analyzing links 1. Links showing logical consequences: - Therefore, consequently, so, as a result, etc. - Example 7: “The import duties imposed on Korean cars are excessive and discriminatory. Therefore they must be reduced”. 24  2.2. Analyzing 2.2.3. Analyzing links 2. Links showing logical causes: - As, since, because, due to, etc. - Example 8: “The American government has been exerting greater pressure on the Colombian authorities, because the illegal import and consumption of cocain from that country is again on the increase”. 25  2.2. Analyzing 2.2.3. Analyzing links 3. Links showing sequential ideas: - And, As well as, or ‘zero’ links 4. Links showing opposition ideas: - But, whereas, however, on the other hand, etc. 26  2.2. Analyzing 2.2.3. Analyzing links - Example 9: “The strong Mark may not be good for our exports, but it has contributed to holding down inflation”. “You claim that you have been unable to fulfill your export quotas, but our figures show that import from your country are actually double the quotas”. “Certain countries have attempted to apply strict monetary and fiscal discipline, whereas others have felt it more important to stimulate the economy”. “This is a very useful proposal. However, I don’t think we should get too excited about it”. 27  2.3. Memorizing 1. Visualize what the speaker is saying Example 10: “Hurricane Henry moved into northern Florida early yesterday morning. Nearly half a million people have had to be evacuated as the 200 km per hour winds uprooted trees, tore roofs off some houses and completely demolished less sturdy ones. In coastal areas many boats were submerged by the 10 meter swell, while others were beached and left stranded with their hulls ripped open”. 28  2.3. Memorizing 2. Make a skeleton of ideas in mind Example 12: Full text: “We feel that the free-market approach to provision of social services, with its insistence on minimum state intervention, freedom of competition, deregulation and cost effectiveness, though theoretically sensible has proven in practice to be a disaster. And why? Because in all cases, hospitals and other health services, public transport, education, no free competition has been really possible. The service user has been faced by anyone given area by a single private service provider facing no effective competition, which is able therefore to function as a monopoly. Those who are too destitute to pay for private services may, if they are lucky, fall back on residual public services, starved of money by the government and therefore unable to provide an adequate service. No real competition, no free market. And we are left with a dual society. Those who can afford to be exploited by private service-providing monopolies, and those who cannot and therefore have to put up with inferior services”. 29  2.3. Memorizing Outline: Free market approach (4 components) to social services failed in practice. Why? No competition (3 areas quoted). Single private service provider. Therefore monopoly. Only “competition” from under-funded public sector. Dual society (describe). 30  2.3. Memorizing 3. Concentrate hard on the beginning and end of speech. - Good beginning leads interpreter to the right path - Good end makes a speech complete and significant. 31  2.4. Re-expressing 2.4.1. Basic rules An interpreter is a public speaker so he/she must have eye contact with the audience, speak clearly and fluently, look regularly at the audience in general (not stare or look at one delegate all the time). Interpret immediately as soon as the speaker stops. 32  2.4. Re-expressing 2.4.1. Basic rules Glance down at notes from time to time to recall information. Deliver the speech efficiently (no repetition or hesitation), keep sentences short, use only 2/3 or ¾ the time the speaker uses. Use the right intonation and pauses. Drop voice at the end of the sentence and make a short pause. 33  2.4. Re-expressing 2.4.1. Basic rules Deliver speaker’s ideas, not individual words, combine 2 sentences of similar ideas into 1 or divide a long complex sentence into 2 short simple sentences with clearer ideas. Use the interpreter’s own words for the purpose of speaking naturally. Most creative interpreters are the ones least noticed by the audience. 34  2.4. Re-expressing 2.4.1. Basic rules Constantly improve target language, either mother tongue or foreign language by: learning modern terminology, enriching vocabulary and reading a broad range of well- written publications. 35  2.4. Re-expressing 2.4.2. Clarification question If interpreter does not understand the speaker’s message, he/she should consider the situation: If it is an informal small meeting: Ask the speaker for clarification If it is a formal large-scale meeting: Just interpret generally and get on with it. 36  2.4. Re-expressing 2.4.2. Clarification question Ask yourself whether the question is really necessary - If the answer is ‘yes’, ask the speaker for clarification. - If the answer is ‘no’, the question is just for curiosity, don’t ask the speaker. 37  2.4. Re-expressing 2.4.2. Clarification question If the question is necessary, interpreter must be put the question politely to the speaker in the speaker’s own language and thank the speaker after the information is given. 38  2.4. Re-expressing 2.4.2. Clarification question Questions must be: useful, clear and precise. - Don’t start the question with: “I didn’t understand...” or “There was something I missed...”. - Begin the question with: “Could you clarify...” or “Could you repeat...” 39  2.4. Re-expressing 2.4.2. Clarification question Once a question is put, concentrate hard on the answer and get it right in the interpretation. 40  3. Consecutive interpreting with note-taking 3.1. practical points for note-taking Note pad can be 15 x 20 cm (A5 paper sheet), horizontally attached. Never use loose sheets of paper, they may become disordered. Write on front page only so you don’t have to change eye direction when reading notes. 41  3. Consecutive interpreting with note-taking 3.1. practical points for note-taking Notes should be easy to read so interpreter doesn’t have to spend much time decoding notes. Instead, he should look at and communicate with the audience. Notes should be written in large characters and spread out over the page. 42  3. Consecutive interpreting with note-taking 3.1. practical points for note-taking Don’t try to save paper. Don’t use difficult or unfamiliar symbols or abbreviations. e.g. “ind.” Can stand for industrial or independence. Confusion may happen. 43 3. Consecutive interpreting with note-taking 3.2. What to note? Main ideas (by key words). Links between main ideas (but, so, because, etc.). Separation between ideas (use a dash for each idea). Speaker’s viewpoint (in argument speech). Verb tenses. 44  3. Consecutive interpreting with note-taking 3.2. What to note? Modal verbs (should, must, may…) to remember speaker’s attitude. Numbers and dates (as they are difficult to remember) Prepare to take notes quickly if you guess there will be numbers or dates. 45  3. Consecutive interpreting with note-taking 3.2. What to note? Example 13: “Our export to our European partners have progressed well over the last year, although we have had more difficulty in exporting to countries with weaker currencies, who had sometimes deliberately made competitive devaluations in order to achieve a trade advantage through undervaluation of their currency. For example, exports to Germany progressed by 3.2%, to $25.7 million, whereas in the case of Italy export growth was a marginal 0.6%, total exports amounting to $11.4 million”. 46  3. Consecutive interpreting with note-taking 3.2. What to note? Proper names (region, people, company, organization…) should be noted down phonetically as closely as possible with what the speaker says. Lists should be noted as completely as possible. If the list is not fully noted, leave a gap and ask the speaker to repeat if necessary. 47  3. Consecutive interpreting with note-taking 3.2. What to note? Example 14: Speaker: “The countries concerned are: Venezuela, Colombia, Peru, Bolivia, Panama and Cuba”. Note: Venezuela -- Peru Bolivia -- Cuba 48  3. Consecutive interpreting with note-taking 3.3. How to note? 1. Diagonal layout: It is easier to move eyes from left to right, from top to bottom. Subject Verb Object 49  3. Consecutive interpreting with note-taking 3.3. How to note? Example 15a: “Hungary has complained that its steel exports to the European Union are unable to develop because of excessively restrictive tariff quotas. But the Union representative pointed out that quotas are still underused by Hungary by a large margin, so the tariff quotas themselves didn’t appear to be creating the difficulties”. Bad note: HU complained – steel exports to EU can’t developed Because too strict tariff quotas But EU rep – quotas underused by HU a lot So quotas not prob. 50  3. Consecutive interpreting with note-taking 3.3. How to note? Good note: (diagonal) HU steel export to EU not develop because strict quota but EU point out quota underused by HU so quota no problem 51  3. Consecutive interpreting with note-taking 3.3. How to note? 2. Left-hand margin: Links should be noted on the left- hand margin so that they are easy to find and not confused with ideas. So leave about 1-2 cm left-hand margin for links. 52  3. Consecutive interpreting with note-taking 3.3. How to note? Example 15b: Good note: (left-hand margin).............. HU steel export to EU.............. Not develop Because Strict quota But EU point out.............. Quota underused by HU 53 So  3. Consecutive interpreting with note-taking 3.3. How to note? 3. Vertical list: List should be noted vertically. Example 16a: “Western Turkey has suffered a series of natural catastrophes, violent winter storms, flooding and earthquakes”. Note: W.TY suffered catas.: storms floods earthquakes 54  3. Consecutive interpreting with note-taking 3.3. How to note? Example 16b: “European Turkey, north-east Greece and southern Bulgaria have all suffered...” Note: Eur. TY NE Greec. S Bulg. suffered...... 55  3. Consecutive interpreting with note-taking 3.3. How to note? 4. If something is missing in notes: - Mark the page containing the missing information with a pen or pencil. - Mark the place of missing information with a big cross so as to put the questions quickly to speaker without keeping the audience waiting. 56 3.4. Abbreviations and symbols 1. Advantages: - Help save time in taking notes and increase the efficiency of note- taking. - Help interpreter to avoid word-for- word translation because symbols represent an idea rather than words. 57 3.4. Abbreviations and symbols 2. Principles: - Abbreviations and symbols are a means to an end, not an end in themselves. - With a complex, abstract system of abb. and symbols, interpreter will have difficulty in listening attentively and analyzing the original as they concentrate too hard on how to transform the speaker’s words into symbols and then on reading back their notes. 58 3.4. Abbreviations and symbols - Abb. and symbols must be logical to the interpreter using them. So the symbols used by one interpreter may be meaningless and illogical to others. - Symbols and abb. should be designed for frequently occurring notions: country names, usual verbs, links, verb tenses, etc. 59 3.5. The language in which to note Noting in source language has the following advantages: - Interpreter is not held up or bothered by questions of translation while taking notes. - Better guarantee of having a full set of notes. - Some cultural words and concepts have no equivalents and need long explanation so noting in source language would be more efficient. 60 3.5. The language in which to note Noting in source language has the following disadvantages: - Temptation of noting words, not ideas. - Interpreter becomes lazy, following the speaker passively. - Difficult to reconstruct the speech. * Noting in target language or source language is not important provided that notes are useful for the interpreter. A mixture of notes can also be possible. 61  3.6. When to note? Interpreters are tempted to take notes as quickly as possible but they should note ideas, not words so they should wait until they have understood a complete idea before noting it. But do it as quickly as possible. 62  3.7. How to read back notes? Don’t look too much at the notes and not enough at the audience. Never let the audience know that you are reading your notes. 63  3.7. How to read back notes? Interpreters, like public speakers must learn the art of glancing down at their notes to remind them of what they are going to say next and then delivering that part of the text while looking at the audience. So the clearer the notes, both in content and layout, the easier this will be. 64  3.7. How to read back notes? This technique of interpreter can be compared to a pianist reading music. While playing their eyes are a little ahead of their 3.7. Howfingers, so the to read back notes? interpreter while talking to the audience is reading ahead preparing for the next passage, thus providing a smooth, uninterrupted, efficient interpretation. 65