《任文交替传译》PPT课件.ppt

2012外研社MTI/BTI教材与教法研修班四川大学外国语学院四川大学外国语学院 任文任文20122012、5 5、4 4 交替传译A Complete Interpreting Skill Training System Pre-interpreting skill training Pre-interpreting skill training Consecutive interpretingConsecutive interpreting Mock dialogue(conference)Mock dialogue(conference)Sight translation Sight translation Simultaneous interpreting Simultaneous interpreting Mock conference Mock conferenceContents Course NatureCourse Nature Course Objectives Course Objectives Teaching Resources Teaching Resources Pedagogical Principles Pedagogical Principles Teaching Plans Teaching Plans Testing&Evaluation Testing&Evaluation I.Course NatureTo Whom?To Whom?BTI,MTI students,3 BTI,MTI students,3rdrd/4/4thth-year English majors-year English majorsWhen?When?after pre-interpreting skills training after pre-interpreting skills trainingWhat?What?liaison(dialogue)+conference liaison(dialogue)+conferenceHow?How?skill-based training+topic-relevant exercise skill-based training+topic-relevant exercise II.Course Objectives Main objective Main objective to develop and/or improve and consolidate to develop and/or improve and consolidate comprehensive CI skills comprehensive CI skills ByproductsByproducts improved language proficiency improved language proficiency expanded knowledge base expanded knowledge baseIII.Teaching ResourcesA textbookCompanion textbooksThe internetTV programsNewspapers&magazinesIII.Teaching Resourcesl l Textbook(2nd version)III.Teaching Resourcesl l TextbookIII.Teaching Resourcesl l Some useful websitesSome useful websites www.kouyi.orgwww.kouyi.org （口译网）（口译网） （沪江口译频道）（沪江口译频道） （沪江英语）（沪江英语） （普特英语听力）（普特英语听力） （中国日报）（中国日报） （中华人民共和国外交部）（中华人民共和国外交部）www.wto.govwww.wto.gov （世贸组织）（世贸组织）www.whitehouse.govwww.whitehouse.gov （美国白宫网）（美国白宫网） （经济学人）（经济学人）official websites of specialized organizations official websites of specialized organizationsFeatures of the Textbook(s)Skill-orientedRelevance between skills and topicsAuthentic/near authentic dialogues&speeches+important policy documentsAppropriate level of difficultyTopics,text-types&accents diversifiedInstructor-friendlinessIV.Pedagogical Principlesl lSkill-based and skills separately Skill-based and skills separately practicedpracticedl lInstructor-guided and student-centeredInstructor-guided and student-centeredl lTheoretical components includedTheoretical components includedl lBoth process&product stressedBoth process&product stressedl l3Ps advocated3Ps advocatedl lBoth textbooks and additional materials Both textbooks and additional materials neededneededSkill-based Teachingl lPublic speakingPublic speakingl lListening for senseListening for sensel lMemoryMemoryl lNote-takingNote-takingl lLanguage transferenceLanguage transferencel lInterpreting figuresInterpreting figuresl lSummary/summarizationSummary/summarizationl lCoping tacticsCoping tacticsl lCross-cultural communicationCross-cultural communicationl lAdvance preparationAdvance preparationl lProfessionalismProfessionalismInstructor-guided&Student-centeredl lThe instructor should teach by doing:The instructor should teach by doing:explanation explanation demonstration demonstration motivating motivating monitoring monitoring comment&correction comment&correction assignment assignment Instructor-guided&Student-centeredl lThe students should learn by doing:The students should learn by doing:pre-class preparation pre-class preparation in-class participation in-class participation post-class practice post-class practice Theoretical Components IncludedThe value of teaching theory better understanding of interpreting better understanding of interpreting phenomenaphenomena better understanding of interpreting better understanding of interpreting difficultiesdifficulties better and faster mastery of interpreting skills better and faster mastery of interpreting skills going beyond correcting individual mistakes going beyond correcting individual mistakes helping fulfill academic requirements and helping fulfill academic requirements and futurefuture research needs research needs (SeleskovitchSeleskovitch 1989,1989,GileGile 1995)1995)Theoretical Components The way of teaching theory preferably introduced in combination with preferably introduced in combination with skill introduction skill introduction directly relevant to the students needs and directly relevant to the students needs and easy to grasp easy to grasp repeatedly referred to during practice or repeatedly referred to during practice or when when correcting errors correcting errors (SeleskovitchSeleskovitch 1989,1989,GileGile 1995)1995)Both process&product stressed Process(dynamic):understanding good interpreting understanding good interpreting principles,methods and procedures;principles,methods and procedures;cultivating good interpreting habitscultivating good interpreting habits paralinguistic and non-verbal aspectsparalinguistic and non-verbal aspects stressed stressed Product(static):no“standard keys”no“standard keys”3Ps advocated Phased:incremental,topic-related Practiced:in&outside class Pluralized:exercise formats exercise materials renditions evaluationsBoth textbooks and additional materials neededTeaching better organizedStudents better guidedOther usage(sight interpreting)More and up-to-date materials addedV.Teaching PlanOption One:a new courseOption 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 Course2 semesters,17 weeks in each semester,2 periods/week,45m/periodSkill training running through the entire Y2(sometimes 3)weeks for each topic,one week for E-C,the other for C-E1-2 mock exercises/semesterUnit 1:Fundamentals of InterpretingHighlights:Criteria of CIReconstruction principlesKnowledge requirementsComprehensiveness of CI skillsUnit 2:Public Speaking SkillsTheory focus interpreting as a communicative act interpreting as a communicative actSkill focus verbal and non-verbal aspects verbal and non-verbal aspects coping with stage fright coping with stage fright features of different types of speeches features of different types of speechesTopic focus different kinds of ceremonial speechesdifferent kinds of ceremonial speechesSKill FocusVerbal aspects clarity as a priority clarity as a priority avoiding gibberish avoiding gibberishParalinguistic aspects voice projection voice projection clear pronunciation and articulation clear pronunciation and articulation proper speed of speaking proper speed of speaking fluency(short EVS,proper pace,absence fluency(short EVS,proper pace,absence of of false start,unnecessary repetition or self false start,unnecessary repetition or self correction,hesitation,pet phrases,etc.)correction,hesitation,pet phrases,etc.)SKill FocusNon-verbal aspects eye contact eye contact personal appearance personal appearance appropriate mannerism appropriate mannerism sound psychological quality sound psychological qualitySkill-related Exercisea 3-minute speech prepared in advance in a 3-minute speech prepared in advance in Chinese/English on a hotspot issue;Chinese/English on a hotspot issue;the speech delivered in front of the classthe speech delivered in front of the classInstructor and peer comments on both the Instructor and peer comments on both the verbal and non-verbal aspects verbal and non-verbal aspects Topic Focus:Different Types of Speeches Opening/closing remarks:Opening/closing remarks:“尊敬的尊敬的”“金秋十月，蜀地飘香金秋十月，蜀地飘香”“我谨代表我谨代表向向表示祝贺（欢迎、感谢等）表示祝贺（欢迎、感谢等）”“最后，我祝大会取得圆满成功，祝代表们最后，我祝大会取得圆满成功，祝代表们”Toast:Toast:“让我们共同举杯，为让我们共同举杯，为干杯！干杯！”Presentation speechPresentation speech Video addressVideo address Unit 3:Listening for SenseTheory focus deverbalizationdeverbalizationSkill focus different types of listeningdifferent types of listening (protective,selective,(protective,selective,active/concentratedactive/concentrated)listening for sense listening for senseTopic focus familiar topics familiar topics passages with clear logical thread passages with clear logical threadListening for senseAnalytical listening dissociating sense with linguistic form dissociating sense with linguistic form associating incoming information with associating incoming information with pre-existing knowledge pre-existing knowledgeInformation processing visualization visualization logicality(explicit&implicit)logicality(explicit&implicit)conceptualization conceptualizationListening for senseInformation reorganization focusing on main ideas focusing on main ideas building building intratextualintratextual and and intertextualintertextual logic logic reformulating information reformulating information an example an exampleTips for listening for sensel l Pay attention to the context:“Study abroad is like “Study abroad is like spring trainingspring training for this for this century.”century.”“They are there for “They are there for attentionattention,not,not retentionretention.”.”“To drive that shift in investment from “To drive that shift in investment from low to highlow to high carbon,we need a global climate change deal carbon,we need a global climate change deal under the United Nations.”under the United Nations.”Tips for listening for sensel lPay attention to the Pay attention to the key words/sense groups and key words/sense groups and key structure of a sentencekey structure of a sentence(who does what where (who does what where and when):and when):19791979年年1010月月2525日日，国际奥委会执委会国际奥委会执委会在日本在日本东京东京举行举行会议会议，一致一致通过通过恢复中国在国际奥委会的合法席位的恢复中国在国际奥委会的合法席位的决议决议。1111月月2626日日，国际奥委会宣布，国际奥委会宣布，决定决定中华人民共和国奥林匹克委员会中华人民共和国奥林匹克委员会的名称为的名称为“中国奥林匹克委员会中国奥林匹克委员会”，设在台湾的奥委会的名，设在台湾的奥委会的名称是称是“中国台北奥林匹克委员会中国台北奥林匹克委员会”。随即随即，中国奥委会作出中国奥委会作出了参加了参加19801980年奥运会的年奥运会的决定决定。Tips for listening for sensel l Pay attention to the intratextual Pay attention to the intratextual logical relationslogical relations:Causal Causal Transitional Transitional Concessive Concessive Conditional Conditional Hypothetical Hypothetical Chronological/Sequential Chronological/Sequential Spatial/Directional Spatial/Directional Comparison&contrast Comparison&contrast (explicit vs.implicit)(explicit vs.implicit)l lListen for sense,not words.But lexical or syntactical structure can be important in helping your sense-making.an example l le.g.Lord Stern describes and elaborates on 3 essential elements needed on the framework on climate change/to establish carbonpricing and investment fund/there are greatpotential for economic development betweenus/to develop a technology policy so necessary to achieve sustainability/and to remove the barriers to good governancenationally and globally.(transcribed from John Prescotts speech).(transcribed from John Prescotts speech).Tips for listening for sensel lPay attention to the tense.l lPay attention to the pragmatic and implied meaning.l lPay attention to numbers,names Unit 4:MemoryTheory focus memory mechanism memory mechanism 3 types of memory 3 types of memory (sensory,short-term,long-term)(sensory,short-term,long-term)2 ways of memorization 2 ways of memorization (verbatim,substantive)(verbatim,substantive)Unit 4:MemorySkill focus comprehension retentioncomprehension retention deverbalizationdeverbalization expanding carrying capacity of info unitsexpanding carrying capacity of info units tips for short-term memory enhancementtips for short-term memory enhancementTopic focus sport,tourism,etc.sport,tourism,etc.interesting topicsinteresting topicsInformation Unitsl l72 principle 2003 2003年年6 6月月2929日日/，中华人民共和国商务部，中华人民共和国商务部/安安民民/副部长副部长/代表中国政府代表中国政府/与香港特别行政区与香港特别行政区/财财政司政司/梁锦松司长梁锦松司长/共同签署了共同签署了/内地与香港内地与香港/关关于建立更紧密经贸关系的于建立更紧密经贸关系的/安排安排/，总体目标包，总体目标包括括/货物贸易货物贸易/和服务贸易的和服务贸易的/自由化自由化/，以及贸易，以及贸易投资便利化三个方面投资便利化三个方面/。l lMe?2003/6/29 Who CEPA 3Gs l lThe interpreter of FM?CEPA Tips for memory enhancementVisualization 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.Organization 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).Chunking Segment long sentences.Categorize information.Association Proximity in sound,shape,nature,meaning Opposite in meaning An example Skill-related ExerciseListen and retell in SLFocus on main ideasAnalyze nature of the information and causes for information lossLengthen materials usedListen and retell in TL Mock Dialogue The dialogue prepared in The dialogue prepared in advance(short turns)advance(short turns)The“interpreter”randomly pickedThe“interpreter”randomly picked Peer comment+Peer comment+instructors comment instructors comment Verbal+nonverbal aspects includedVerbal+nonverbal aspects included Skills of PS,listening and memorization all testedSkills of PS,listening and memorization all testedUnit 5:Note-takingTheory focus role of cognitive processing capacity role of cognitive processing capacity limitations in processing capacity limitations in processing capacity attention splitting attention splitting memory vs.note-takingmemory vs.note-takingUnit 5:Note-takingSkill focus nature of notesnature of notes characteristics of note-takingcharacteristics of note-taking what to notewhat to note how to notehow to note formats of note-takingformats of note-takingTopic focus education,family,society,etc.education,family,society,etc.Nature of Notes :shorthand notes:shorthand notes lecture notes lecture notes meeting minutes meeting minutes dictation dictation :-product of comprehension:-product of comprehension and logical analysis and logical analysis -personal memory -personal memory aids/prompters aids/prompters -signposts -signposts Characteristics for Notesl lInstantaneousl lConcisel lUnsystematicl lExclusivel lPersonalWhat to Notel lkey words and phraseskey words and phrasesl llink wordslink wordsl lfigures and proper nounsfigures and proper nounsl ltechnical termstechnical termsl lenumerationsenumerationsl lmodifiersmodifiersl la few notes for the first&last sentencesa few notes for the first&last sentencesHow to Notel lsymbols and signssymbols and signsl labbreviationsabbreviationsl lpartial words/phrasespartial words/phrasesl lSL+TL+SL+TL+pinyinpinyinl la long line at the end of aa long line at the end of a speech segment speech segmentHow to Notel la loose-leaf note pada loose-leaf note padl lpalm size when standingpalm size when standingl lB5 or A4 with tables and chairsB5 or A4 with tables and chairsl lpen or ballpoint pen openedpen or ballpoint pen opened with a click preferred with a click preferredl llines sparsely writtenlines sparsely writtenl lusing big words/signsusing big words/signsl la margin left on one or a margin left on one or both sidesboth sidesl llegible handwritinglegible handwritingTwo formats of Note-takingl l Verticalization(纵写式)l l Indentation(内缩式)l l 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