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1、2012外研社MTI/BTI教材与教法研修班,四川大学外国语学院 任文 2012、5、4,交替传译,A Complete Interpreting Skill Training System,Pre-interpreting skill training Consecutive interpreting Mock dialogue (conference) Sight translation Simultaneous interpreting Mock conference,Contents,Course Nature Course Objectives Teaching Resources
2、Pedagogical Principles Teaching Plans Testing & Evaluation,I. Course Nature,To Whom? BTI, MTI students, 3rd/4th-year English majors When? after pre-interpreting skills training What? liaison (dialogue) + conference How? skill-based training + topic-relevant exercise,II. Course Objectives,Main object
3、ive to develop and/or improve and consolidate comprehensive CI skills Byproducts improved language proficiency expanded knowledge base,III. Teaching Resources,A textbook Companion textbooks The internet TV programs Newspapers & magazines,III. Teaching Resources,Textbook (2nd version),III. Teaching R
4、esources,Textbook,III. Teaching Resources,Some useful websites www.kouyi.org （口译网） （沪江口译频道） （沪江英语） （普特英语听力） （中国日报） （中华人民共和国外交部） www.wto.gov （世贸组织） www.whitehouse.gov （美国白宫网） （经济学人） official websites of specialized organizations,Features of the Textbook(s),Skill-oriented Relevance between skill
5、s and topics Authentic/near authentic dialogues & speeches + important policy documents Appropriate level of difficulty Topics, text-types & accents diversified Instructor-friendliness,IV. Pedagogical Principles,Skill-based and skills separately practiced Instructor-guided and student-centered Theor
6、etical components included Both process & product stressed 3Ps advocated Both textbooks and additional materials needed,Skill-based Teaching,Public speaking Listening for sense Memory Note-taking Language transference Interpreting figures Summary/summarization Coping tactics Cross-cultural communica
7、tion Advance preparation Professionalism,Instructor-guided & Student-centered,The instructor should teach by doing: explanation demonstration motivating monitoring comment & correction assignment,Instructor-guided & Student-centered,The students should learn by doing: pre-class preparation in-class
8、participation post-class practice,Theoretical Components Included,The value of teaching theory better understanding of interpreting phenomena better understanding of interpreting difficulties better and faster mastery of interpreting skills going beyond correcting individual mistakes helping fulfill
9、 academic requirements and future research needs (Seleskovitch 1989, Gile 1995),Theoretical Components,The way of teaching theory preferably introduced in combination with skill introduction directly relevant to the students needs and easy to grasp repeatedly referred to during practice or when corr
10、ecting errors (Seleskovitch 1989, Gile 1995),Both process & product stressed, Process (dynamic): understanding good interpreting principles, methods and procedures; cultivating good interpreting habits paralinguistic and non-verbal aspects stressed Product (static): no “standard keys”,3Ps advocated,
11、 Phased: incremental, topic-related Practiced: in & outside class Pluralized: exercise formats exercise materials renditions evaluations,Both textbooks and additional materials needed,Teaching better organized Students better guided Other usage (sight interpreting) More and up-to-date materials adde
12、d,V. Teaching Plan,Option One: a new course Option Two: : a continuation of Basic Interpreting,You do not have to follow the structural order of the textbook(s).,You do not have to cover all the topics in the textbook(s).,Option One: A New Course,2 semesters, 17 weeks in each semester, 2 periods/wee
13、k, 45m/period Skill training running through the entire Y 2 (sometimes 3) weeks for each topic, one week for E-C, the other for C-E 1-2 mock exercises/semester,Unit 1: Fundamentals of Interpreting,Highlights: Criteria of CI Reconstruction principles Knowledge requirements Comprehensiveness of CI ski
14、lls,Unit 2: Public Speaking Skills,Theory focus interpreting as a communicative act Skill focus verbal and non-verbal aspects coping with stage fright features of different types of speeches Topic focus different kinds of ceremonial speeches,SKill Focus,Verbal aspects clarity as a priority avoiding
15、gibberish Paralinguistic aspects voice projection clear pronunciation and articulation proper speed of speaking fluency (short EVS, proper pace, absence of false start, unnecessary repetition or self correction, hesitation, pet phrases, etc.),SKill Focus,Non-verbal aspects eye contact personal appea
16、rance appropriate mannerism sound psychological quality,Skill-related Exercise,a 3-minute speech prepared in advance in Chinese/English on a hotspot issue; the speech delivered in front of the class Instructor and peer comments on both the verbal and non-verbal aspects,Topic Focus: Different Types o
17、f Speeches, Opening/closing remarks: “尊敬的” “金秋十月，蜀地飘香” “我谨代表向表示祝贺（欢迎、感谢等）” “最后，我祝大会取得圆满成功，祝代表们” Toast: “让我们共同举杯，为干杯！” Presentation speech Video address ,Unit 3: Listening for Sense,Theory focus deverbalization Skill focus different types of listening (protective, selective, active/concentrated) list
18、ening for sense Topic focus familiar topics passages with clear logical thread,Listening for sense,Analytical listening dissociating sense with linguistic form associating incoming information with pre-existing knowledge Information processing visualization logicality (explicit & implicit) conceptua
19、lization,Listening for sense,Information reorganization focusing on main ideas building intratextual and intertextual logic reformulating information an example,Tips for listening for sense,Pay attention to the context: “Study abroad is like spring training for this century.” “They are there for att
20、ention, not retention.” “To drive that shift in investment from low to high carbon, we need a global climate change deal under the United Nations.”,Tips for listening for sense,Pay attention to the key words/sense groups and key structure of a sentence (who does what where and when): 1979年10月25日，国际奥
21、委会执委会在日本东京举行会议，一致通过恢复中国在国际奥委会的合法席位的决议。11月26日，国际奥委会宣布，决定中华人民共和国奥林匹克委员会的名称为“中国奥林匹克委员会”，设在台湾的奥委会的名称是“中国台北奥林匹克委员会”。随即，中国奥委会作出了参加1980年奥运会的决定。,Tips for listening for sense,Pay attention to the intratextual logical relations: Causal Transitional Concessive Conditional Hypothetical Chronological/Sequential
22、Spatial/Directional Comparison & contrast (explicit vs. implicit),Listen for sense, not words. But lexical or syntactical structure can be important in helping your sense-making. an example ,e.g. Lord Stern describes and elaborates on 3 essential elements needed on the framework on climate change /
23、to establish carbon pricing and investment fund / there are great potential for economic development between us / to develop a technology policy so necessary to achieve sustainability / and to remove the barriers to good governance nationally and globally. (transcribed from John Prescotts speech).,T
24、ips for listening for sense,Pay attention to the tense. Pay attention to the pragmatic and implied meaning. Pay attention to numbers, names ,Unit 4: Memory,Theory focus memory mechanism 3 types of memory (sensory, short-term, long-term) 2 ways of memorization (verbatim, substantive),Unit 4: Memory,S
25、kill focus comprehension retention deverbalization expanding carrying capacity of info units tips for short-term memory enhancement Topic focus sport, tourism, etc. interesting topics,Information Units,72 principle 2003年6月29日/，中华人民共和国商务部/安民/副部长/代表中国政府/与香港特别行政区/财政司/梁锦松司长/共同签署了/内地与香港/关于建立更紧密经贸关系的/安排/，
26、总体目标包括/货物贸易/和服务贸易的/自由化/，以及贸易投资便利化三个方面/。,Me? 2003/6/29 Who CEPA 3Gs,The interpreter of FM? CEPA,Tips for memory enhancement,Visualization 信息视觉化 Organization 信息组织 Mental repetition 大脑重复 Chunking 信息组块化 Association 信息联想,Visualization, Paint a vivid mental picture. Be imaginative but dont fabricate.,Orga
27、nization, Identifying link words Logical analysis (causal, transitional, conditional, concessive, hypothetical, chronological/sequential, comparison & contrast, spatial/directional, etc.),Mental repetition, Repeat main ideas mentally. Give special attention to the first and last sentences (points).,
28、Chunking, Segment long sentences. Categorize information.,Association, Proximity in sound, shape, nature, meaning Opposite in meaning,An example,Skill-related Exercise,Listen and retell in SL Focus on main ideas Analyze nature of the information and causes for information loss Lengthen materials use
29、d Listen and retell in TL ,Mock Dialogue, The dialogue prepared in advance (short turns) The “interpreter” randomly picked Peer comment + instructors comment Verbal + nonverbal aspects included Skills of PS, listening and memorization all tested,Unit 5: Note-taking,Theory focus role of cognitive pro
30、cessing capacity limitations in processing capacity attention splitting memory vs. note-taking,Unit 5: Note-taking,Skill focus nature of notes characteristics of note-taking what to note how to note formats of note-taking Topic focus education, family, society, etc.,Nature of Notes,: shorthand notes
31、 lecture notes meeting minutes dictation : - product of comprehension and logical analysis - personal memory aids/prompters - signposts,Characteristics for Notes,Instantaneous Concise Unsystematic Exclusive Personal,What to Note,key words and phrases link words figures and proper nouns technical ter
32、ms enumerations modifiers a few notes for the first & last sentences,How to Note,symbols and signs abbreviations partial words/phrases SL + TL + pinyin a long line at the end of a speech segment,How to Note,a loose-leaf note pad palm size when standing B5 or A4 with tables and chairs pen or ballpoin
33、t pen opened with a click preferred lines sparsely written using big words/signs a margin left on one or both sides legible handwriting,Two formats of Note-taking,Verticalization (纵写式) Indentation (内缩式),汉族分布在全国各地，主要聚居在黄河、长江、珠江三大流域的中下游和东北平原。55个少数民族虽然人口少，但分布的地区却很广约占全国总面积的64.3%。主要分布在从东北到华北、西北、西南的边疆地区。云
34、南省居住着20多个民族，是中国民族成分最多的一个省份。在全国绝大多数县、市中，都居住有两个以上的民族成分。(p.339),Verticalization (纵写式),Han 各地 / 主 Ylw 长 珠 55 少 / 但 地广 64.3% / 主 / NE N NW SW,中下 NE平,边,云 20 多 / 大+ 县 市,2,中国的基础教育包括学前教育、小学至初中的九年义务教育、普通高中教育、残疾儿童的特殊教育和扫盲教育。中国有两亿多中小学生，再加上学龄前儿童，占全国人口的六分之一。为此，国家确立了基础教育的优先发展地位，作为基础设施建设和教育事业发展的重点领域。按照政府的要求，中国基础教育发
35、展的目标是，在2010年实现基础教育总体水平接近或达到世界中等发达国家水平。,Verticalization (纵写式),basic edu: pre- 小 初 Y9 普高 残 特 盲 C: 200 M 中 & 小 pre- : - 优先 infra. edu. Gov: goal: 10, or 中D,1/6,key,1998年5月4日，北京大学百年校庆之际，国家主席江泽民在庆祝北京大学建校一百周年大会上发表讲话，发出了“为了实现现代化，我国要有若干所具有世界先进水平的一流大学”的号召。在国家的支持下，北京大学适时启动“创建世界一流大学计划”，从此，北京大学的历史翻开了新的一页。 (p.69
36、),Indentation（內缩式）,98.5.4 PKU 100th P江 - ： “为M, 1st Us.” / 支 PKU 时: 建 1st /,With nominal GDP size of $150 billion, Pakistan is the second largest economy of South Asia. In the aftermath of devastating floods and other unavoidable factors, the country could manage only 2.5% GDP growth in the year 200
37、9-2010. However, the countrys economy is bouncing back and we are expecting 4.5% growth in the ongoing fiscal year of 2010-2011. The export target for the year 2010-2011 was set at $ 20 billion. However, seeing the performance of exports in the first half of the current fiscal year (over $ 11 billio
38、n), the target has been revised to $ 22 billion, which is very much likely to be achieved. This is first time in the history of Pakistan that the export target of the country has been revised positively. (p.184),Verticalization (纵写式),名 GDP / $15 B PK 2nd e / SA ! 水 x factor PK / GDP 2.5% 只 09-10 / 但
39、，e / we ing: 4.5% F Y 10-11 / ed： $2 B / Y 10-11,但 / Y $1 B $2.2 B 可能 / 1st T / rev. +, /,Skill-related Exercise,Individual work Pair work/group work Written text first, audio materials later Demo from senior students Extra work needed,Mock Dialogue, The dialogue prepared in advance (longer turns) T
40、he “interpreter” randomly picked Peer comment + instructors comment Verbal + nonverbal aspects included Skills of note-taking, etc., tested,Unit 6: Language Transference,Theory focus typological and structural differences between C & E about 10 pairs of differences between C & E (Lian 2010),Language
41、 Transference,Skill focus transcoding vs. translation transference skills (many shared by T & I) internalized Topic focus S&T, foreign policy, international relations, etc.,Paratactic vs. hypotactic,出国留学，能让你充实自己，提高自身能力，结识更多的朋友，体验不同文化与国家风情，是很有价值的经历。准备出国学习，也要做好克服一切困难的必要准备，这也很重要。 Overseas study can hel
42、p you enrich yourself, improve your capability, make more friends, and experience different cultures and charms. Therefore, it will be a valuable experience for you. However, those who plan to study abroad are also required to make preparations for all kinds of difficulties, which is equally importa
43、nt.,Dynamic vs. static,The threats are numerous: inadequate sanitation and refuse collection; industrial and traffic pollution; infectious diseases that thrive on squalor and crowded conditions; high rates of tobacco use; physical inactivity; unhealthy diets; crime, violence and the use of harmful s
44、ubstances. 人们面临的威胁数不胜数，包括卫生和垃圾清收设施不足、工业和交通污染大、传染病在肮脏和拥挤的环境下肆意滋生、烟民众多、不爱锻炼身体、饮食不健康、犯罪、暴力和吸毒情况严重。,Complex vs. Simplex,The really impressive leap in Australia-China trade is that by 2008, two-way trade had surged to 74 billion Australian dollars, or 13 per cent of Australias total trade, seeing China k
45、nocking on the door of being our largest trading partner. This year China ranks beside Japan as our most substantial export market, and these two countries combined to account for a massive 40 per cent of Australias exports. 澳中贸易真正令人印象深刻的飞跃是在2008年实现的。当时，双向贸易飙升至740亿澳元，占澳大利亚总贸易额的13%。中国即将成为我们最大的贸易伙伴。今年
46、，中国与日本一道成为我们最大的出口市场。这两个国家加起来一共占了澳大利亚出口总额的40%；这是很大的占比。,Language Transference (1),Amplification (增译法) Deletion (减译法) Simplification (简化法) Conversion (转换法) Negation (反译法) Segmentation & Combination (拆句法与合并法),Language Transference (2),Syntactic linearity & appropriate adjustment (顺句驱动与适当调整) Reversion (C
47、-E，倒置法) Reversion (E-C，包孕法) Embedment (插入法) Reorganization (重组法),Simplification (简化法),We were delighted to hear that you had basically eliminated illiteracy among the young and middle- aged people and basically popularized nine-year compulsory education by the end of 2007. 我们很高兴地听到你们在07年底就实现了“两基”目 标
48、。,Simplification (简化法),我们应根据联合国气候变化框架公约及其京 都议定书的要求，积极落实“巴厘路线图”谈判。 We should act in keeping with the provisions of UNFCCC and its (Kyoto) Protocol and advance negotiations under the Bali Roadmap in real earnest.,Unit 7: Cross Cultural Communication,Theory focus intercultural vs. intracultural awareness vs. skills verbal vs. non-verbal Skill focu