TrIn 3101: Introduction to Interpreting

Unit 4: Processes and Skills Required for Interpreting

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Assignments due today 10/06/04

1. Quiz (40-60 minutes)

2. Read again the article “The Problem with Interpreters: Communicating with Spanish-Speaking Patients” by Vásquez and Javier (pp. 155-157). – Turn in the answers to the questions on the handout

3-6.

3. Turn in to the instructor one thought question for each article from the text:

– Codes pp. 1-4, 5-13– Rules pp. 257-263– NAJIT pp. 264-266

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Unit 4: Processes and Skills Required for Interpreting

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Unit 4: Goals1. Code of Ethics2. CRP model and Colonomos model

Describe two theoretical models of interpreting, including the relationship of the interpreter’s knowledge and experience to the successful analysis and construction of meaning.

3. Describe the function of listening, analysis, prediction, memory, self-monitoring, and note-taking in simultaneous interpreting.

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Unit 4: Goals……

4. Describe the function of listening, analysis, prediction, memory, self-monitoring, and note-taking in consecutive interpreting.

5. Describe the function of reading comprehension, analytical skills, and mental agility in sight translation.

6. Demonstrate at least three techniques for practicing the interpreting skills above.

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Introduction to the Code of Ethics

AUSIT Code ofEthics

AustralianInstitute of Interpreters and Translators, Inc.

1. Professional Conduct

2. Confidentiality3. Competence4. Impartiality5. Accuracy6. Employment7. Professional

Development8. Professional

Solidarity

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Minnesota Code of Professional Responsibility

• Canon 1: Accuracy and Completeness• Canon 2: Qualifications• Canon 3: Impartiality• Canon 4: Professional Demeanor• Canon 5: Confidentiality• Canon 6: Restriction of Public

Comment• Canon 7: Scope of Practice• Canon 8: Reporting Impediments• Canon 9: Reporting Ethical Violations• Canon 10: Professional Development

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Basic principles of the Code of Ethics

1. Confidentiality

2. Impartiality3. Integrity4. Accuracy

1. Respecting the privacy of others

2. Not taking sides in a transaction

3. Being honest about one’s own skill level and qualifications for a job

4. Ensuring that the message is faithful to the original utterance, appropriate to the original context

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Code of Ethics activity

• Each student will summarize briefly one principle from the Code.

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CRP model (handout)

The Interpreting Process

I. Concentrating:–Attending–Analyzing–Dropping form

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Concentrating1. What is the difference between

listening/ attending and hearing? Concentrated listening requires a

conscious, active mental effort. The interpreter must follow the speaker’s thought processes and understand the entire message which requires his complete attention. Without concentrated listening, understanding and reformulation of the message would not be possible.

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Concentrating

2. Analysis of the source message– Syntax– Structure (form) of language– Knowledge of culture and

language/vocabulary– Understanding of intended meaning:

the non-observable part of communication. It is the central kernel or idea that must be clearly understood before it is conveyed by the speaker.

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Concentrating

3. Dropping form– The form of the language is the

part that can be seen or heard.It is the spoken, graphic, or written form and includes information at the word level, phrase, sentence and discourse level. The order of words is called syntax.

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Concentrating– Interpreters must be able to determine

the intended meaning of the message in the source language and which form in the target language most appropriately expresses the intended meaning.

– The word “run” has many meanings but only one form. Examples of meanings?

– When interpreters follow the FORM of the source language and disregard the meaning, the result can be a word-for-word transcoding process.

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II. Representing

How do you represent the source message/meaning?– Picture, movie– Graphics– Kinesthesis– Other senses

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III. Planning

What mental steps are taken as the target message is prepared for delivery? – Composing– Modifying– Delivering

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Result

Understanding the Source Message to

Constructing (composing) the Target Message

• The interpreter reformulates or modifies the form of the source language to reflect the intended meaning of the message accurately and completely in the target language.The message is then delivered orally to the listener.

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Exercises for understanding and practicing the mental processing skills required for interpreting

• Individual simultaneous and consecutive interpreting exercises: What do you actually do mentally when you interpret from one language to the other?

• 4-2: Paper-folding (listening exercise to demonstrate that even though we hear the same information, we still lend our own interpretation to it)

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CRP model activity 4-3 (for 10/13/04)

Purpose: CRP analysis with graphic representation in the thought process

1. In groups of 3 per station, each person will take his/her pre-recorded audio tape and paper/pencil to a station with an audiotape player.

2. All listen to 2 minutes of each student tape.3. Each student visualizes the content heard

and represents it graphically (without words!) on paper.

4. Share representations with each other, describing how you chose to represent concepts from the text.

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Discussion: Colonomos activity 4-35. After each tape, discuss in your group

the thought process. In which part of the CRP analysis model did an error occur (if any) or where did the breakdown occur?

a. concentration?b. representation?c. planning?

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Application 4-4: Context

This exercise dramatizes the need for prior knowledge and context in order to understand a message.

Pair activity: (no context given by the instructor)

Student A paraphrases to Student B and vice versus.

(context given) Exercise is repeated.

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Discussion

• How successful were you in paraphrasing these paragraphs?

• What would have made the task easier?

• Discuss how knowing the context influenced your ability to understand, visualize and remember the content more effectively.

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Colonomos Model: The Interpreting Process

A. The Source/Target Message boxes include the components of message meaning in the handout “How do we construct meaning (the message)?”

B. Receptive/Expressive ChannelsThese areas refer to the channels of transmission from the speaker (receptive) or expression from the interpreter (expressive). The speaker may be speaking English but may be also pointing/gesturing/posturing through the visual channel. That is why it is important to hear and see the speaker when possible.

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Analysis and Composition Factors

1. Process skillsa. ANALYSIS refers to the interpreter’s ability to quickly and accurately derive meaning from the source message; it includes attending (blocking distraction), analysis and synthesis, ability to access short-term memory, ability to access long-term memory for knowledge, and retaining form when appropriate (e.g. proper names).

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Process skills

b. COMPOSITION refers to the interpreter’s ability to quickly and accurately construct language forms from the Message; it includes retrieval of linguistic and cultural knowledge, ability to access short-term memory, ability to access long-term memory for knowledge, as well as planning the production of the target message.

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Process ManagementThis element of the process is responsible for

“supervisory” functions: Allotting and modifying process (lag) time to

allow for analysis/composition Chunking message units into manageable

sections Monitoring the sequence of operations Making decisions about obtaining

clarification/restatement from the speaker in analysis stage

Making decisions about repairing a portion of the target message in the composition stage

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Competence in Source/Target Language and Culture

• Language refers to both knowledge about grammatical rules, vocabulary, discourse styles, and phonological constraints as well as the ability to perform functions appropriate to context.

• Culture refers to both knowledge about norms, values, rules, traditions and beliefs held by members of the culture as well as the ability to behave in culturally appropriate ways.

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Knowledge

• This term refers to the stored (long-term memory) experiences and learning which the interpreter has accumulated in all sensory and intellectual contexts. For any given assignment, it refers specifically to knowledge relevant to the message being interpreted.

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Preparation• This item refers to any means the

interpreter has used to prepare for the task at hand.– Physical dimensions: sleep, exercise,

nourishment– Emotional/psychological dimensions:

confidence, stress management– Content-related dimensions: meeting with

speaker, researching topic– Contextual dimensions: researching

participants, environment– Task-related dimensions: meet with team

members, coordinator

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Environment

• Any and all conditions which exist at the time of the interpretation

• External environmental factors include:– Physical factors (lighting, temperature,

time of day, noise)– Psychological factors (stress, emotional

displays)– Cultural factors (conflicting behaviors

and/or expectations)

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Internal environmental factors

• Physical (fatigue, illness)• Psychological (perceived

evaluation, bonding with speaker)

• Emotional (reaction to speaker/ topic, audience) state of the interpreter

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Filter(s)• The term refers to the interpreter’s own

“baggage” which may filter in, filter out, or distort any aspect of the message as well as process factors. Interpreters have their own biases, beliefs, personalities and habits which do affect how they perceive people, situations and meaning. The ability to recognize when filters may be hindering performance and accessing the resources necessary to intervene may be crucial to the outcome.

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Message

• Refers to the meaning of the speaker’s message, represented through non-linguistic means, which has been extracted by the interpreter during the analysis phase of the process.

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Message Relay 4-1

• Purpose: to discuss listening skills with focus on memory skills and accuracy of message. Analyze your own method of remembering information and passing on an accurate message.

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Message Relay Situation & Roles

• You are all part of a large corporation. One of your divisions manufactures parts for aircraft. Your group consists of the following chain of command

• Divide into groups of 5-6 and assign your own roles. No student can take notes nor ask for clarification or repetition!

Chief Executive Officer (CEO)

Vice-President

Division Manager

Production Manager

Supervisor

Factory Worker

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Discussion Questions: Message Relay 4-1

1. How did listening skills and memory skills affect the accuracy of the message?

2. What types of information were retained?

3. What was omitted?4. What types of errors were

encountered: omissions or deletions, omissions or deletions, additions, substitutions and message additions, substitutions and message inaccuracy.inaccuracy.

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Listening ComprehensionThree related levels of discourse processing are involved in listening:1) propositional identification-identifying units of meaning in the message2) interpretation of illocutionary force-determining the speaker’s intention3) activation of real world knowledge-calling up the appropriate scripts or schemas

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Listening Skills . . .

include the following abilities:1. Retain chunks of language of different

lengths for short periods2. Recognize the functions of stress and

intonation3. Detect key words (those which identify

topics and propositions)4. Guess the meanings of words from context5. Predict outcomes from events described6. Infer links and connections between events

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Listening skills . . .

7. Deduce causes and effects from events8. Distinguish between literal and implied

meanings9. Process speech at different rates10. Process speech containing pauses,

errors, corrections11. Make use of facial, paralinguistic and

other clues to work out meanings

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Hindrances to attending (active listening)

What are possible hindrances to active listening?

• External and/or internal distractions– Poor acoustics, noise, illness

• Insufficient referential knowledge– Situation or context undefined

• Speaker’s voice difficult to hear– Mumbling, unable to speak clearly

• Disconnected or incoherent thought processes

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Practice in listening comprehension

• Context given• Prepare to answer questions after

listening to a brief text.– What is an ultrasound?– Why are ultrasounds done?– How is an ultrasound done?Did you rely on prediction and

previous knowledge to prepare the answers?

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Practice exercise (main idea)

• Pairs: After listening to the oral script, write down the main idea in one sentence. Share and comment with your partner.

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Short term memory

• Capacity of short term memory is limited but constant

• Information in STM is lost after 15-20 seconds

• It can store ~7 chunks or bits of information– CHUNK: anything that has some

unitary representation in the long-term memory

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Examples of one chunk:

•Digit(s)•Letter(s)•Word

(symbol)

•Proverb

•B4, zip code

•C, ICU•Water (H2O)

•Better late than never

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Strategies to improving STM

1. Note-taking is used to convey ideas, not specific words: numbers, figures, names, addresses, etc.

2. Produce a mental picture of the message and visualize what is said

3. Organize information into meaningful chunks

4. Attach meaning to utterances

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Example of meaningful chunking

• Organize 12 unrelated letters (each letter is a chunk): OKFBILBJYWCA which is beyond the short-term memory capacity

• Group into 4 chunks of unitary representation and STM capacity is dramatically increased:

OK FBI LBJ YWCA

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Practice Exercises

• Handout 4-5 (in pairs): A. Each student reads a

paragraph aloud while the other paraphrases it in English.

B. Each student will sight translate one English paragraph into Spanish.

Comment on your observations.

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Practice Exercise (memory)

• Pair activity: Ophthalmology interview• Sentences will be read aloud.• Using visualization and kinesthetic cues,

one student should repeat the sentence as accurately as possible.

• The other student will mark any inaccuracies noted.

• Comment on the patterns that emerged on remembering or forgetting information.

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Practice with numbers

• Pair activity: One student of each pair will be given a set of practice sentences.

• After each sentence is pronounced by the instructor, repeat the information as accurately as possible.

• Your partner will circle those parts of each sentence that you missed.

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Discussion

•What information was difficult for you to remember and why?

•What techniques could you use to improve your recall?

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Practice Text: AFP testing• Silent reading, then discuss in pairs• Determine from the text the following

aspects: • Context: setting• Content: summarize the information in it • Function: for whom was the article

written or why was it written?• Register: high, technical, low• Affect: emotional undertone

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Practice: note-taking (groups of 4)

• Context: discrimination and housing• As you actively listen to the text and

using abbreviations, symbols, lines, etc., take quick notes to help you recall the messages.

• Based on your notes and any visualization techniques you may have used, attempt to piece together the content of the text.

• Discuss the notations that seemed to stimulate your memory and why?

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Practice in prediction #1• Context of reading text given • Students have 2 minutes to write

possible topics and key words that are expected to be heard

• Which of your predictions were relevant to the text and why?

• How does prior knowledge and experience influence ease of understanding, especially comprehension and memory?

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Practice in prediction #2

• Context given• What is the speaker’s goal?• What topics will come up?• List 3 possible questions you may

expect to hear from the nurse.• Which of your questions were

relevant to the text and why?

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Pre-midterm terms . . . • Polyglot• Register• Ad hoc

interpreting• Relay interpreting• Verbatim or

literal interpretation

• Short term/long term memory

• Courtroom, medical and conference interpreting

• Decalage• Queuing• Self-monitoring• Prediction• A/B languages and

source/target languages

• Affect

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Assignments due on 10/13/04

1. Read New York Times article pp. 145-149 + one thought question

2. Weekly Assignment #1: Message Analysis (30 pts-see p. 5 of syllabus)

– Listen to and RECORD on your audiocassette any live oral dialogue or conversation from a TV show or news broadcast, a radio talk show, a lecture, etc., for ~10 minutes.

– Pls. bring your cassette recording to class!!!– Analyze on paper (1-2 paragraphs) the

message based on the aspects we have discussed in class.

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Assignments due on 10/20/04

1. Read and write thought questions for: González pp. 210-220, 221-232 Garber pp. 276-273

2. Weekly Assignment #2: Listening exercises (see syllabus p. 5)

Keep a dated journal summarizing your work as you complete exercises #1, 5, 6, 7 found on text page 96 in section 3.1. (25 pts.)

Of course, you will already have read the article “Consecutive Interpreter” pp. 77-96 before starting the above exercises!

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Be safe and be happy ! . . .