任文交替传译.ppt
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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
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