《任文交替传译》PPT课件.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
2、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
3、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
4、?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 impro
5、ved 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
6、 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 or
7、ganizations 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.Pe
8、dagogical 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&pr
9、oduct 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 transferenceLang
10、uage transferencel lInterpreting figuresInterpreting figuresl lSummary/summarizationSummary/summarizationl lCoping tacticsCoping tacticsl lCross-cultural communicationCross-cultural communicationl lAdvance preparationAdvance preparationl lProfessionalismProfessionalismInstructor-guided&Student-cente
11、redl 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 b
12、y 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 interp
13、reting 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 individua
14、l 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 intr
15、oduced 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 correct
16、ing 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 in
17、terpreting 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 evaluat
18、ionsBoth 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 t
19、he 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/semesterU
20、nit 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 an
21、d 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 p
22、riority 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,absenc
23、e 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
24、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 delivere
25、d 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、
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