期刊抢鲜 | Translation Teaching and Learning 2022

Translation Teaching and Learning 2022

注：中文摘要为机器翻译，于2023年4月24日调用Google翻译引擎，未介入译后编辑，译文仅供参考。

期刊介绍：

Current Trends in Translation Teaching and Learning began in 2007 as a publication of the Department of Translation Studies of the University of Helsinki. These were edited collections. Beginning in 2014, the publication became an electronic journal: Current Trends in Translation Teaching and Learning E.

《翻译教学的当前趋势》始于 2007 年，是赫尔辛基大学翻译研究系的出版物。这些是经过编辑的集合。从 2014 年开始，该出版物成为电子期刊：Current Trends in Translation Teaching and Learning E。

Articles

TRANSLATIONAL SELF-REPAIRS IN TRAINEE CONFERENCE INTERPRETERS:PRELIMINARY FINDINGS FROM A PILOT STUDY

Joanna Mirek

Abstract

This article investigates the phenomenon of self-repairs in simultaneous interpreting trainees, which has so far received only limited attention in interpreting research. Conference interpreters were long denied the ability to correct their performance (cf. Kade, 1968; Seleskovitch, 1968; Reiß & Vermeer, 1984). However, it was not until 1975 that Gerver described the importance of self-repairs as sufficient evidence of interpreters’ monitoring for both the source text perception and target text production. In this study, a qualitative method is used in the analysis of a corpus that comprises the interpreting performance of second-year MA students of English Studies at the John Paul II Catholic University of Lublin. The pilot study entailed recording the students’ output of two distinct speeches (interpreted from English into Polish) and analysing the transcript thereof. The results prove that trainee interpreters repair not only defects sensu stricto, but also attend to their outputs for a number of reasons (cf. Petite, 2005). The article will demonstrate both a preliminary taxonomy of translational self-repairs identified in novice interpreters and put forward significant didactic implications for interpreter training.

本文调查了同声传译学员的自我修复现象，迄今为止，这种现象在口译研究中受到的关注有限。会议口译员长期以来被剥夺了纠正其表现的能力（参见 Kade，1968 年；Seleskovitch，1968 年；Reiß 和 Vermeer，1984 年）。然而，直到 1975 年，格弗才将自我修复的重要性描述为口译员对源文本感知和目标文本生产进行监控的充分证据。在这项研究中，使用定性方法分析了一个语料库，该语料库包含卢布林约翰保罗二世天主教大学英语研究专业二年级硕士学生的口译表现。试点研究需要记录学生两次不同演讲的输出（从英语翻译成波兰语）并分析其成绩单。结果证明，受训口译员不仅修复严格意义上的缺陷，而且出于多种原因也关注他们的输出（参见 Petite，2005 年）。本文将展示口译新手中确定的翻译自我修复的初步分类，并对口译培训提出重要的教学意义。

Keywords

simultaneous interpreting, monitoring, self-correction, self-repairs, interpreter training

同声传译，监控，自我纠错，自我修复，译员培训

STRATEGIES AND ERRORS IN SIMULTANEOUS INTERPRETING: A STUDENT-ORIENTED EXPERIMENT IN ENGLISH-TURKISH LANGUAGE PAIR

Nazlıgül Bozok, Şeyda Kıncal

Abstract

This paper aims to analyze and describe students’ strategies and errors in simultaneous interpreting performances in English and Turkish language pair and to explore the relationship between the effect of directionality on strategies and performance errors. A small-scale experimental study was conducted with 10 interpreting students and a control group of 4 professionals and involved triangulation of multiple sources of data. The study reveals that the student and professional participants resorted to omissions, additions, substitutions and made errors. With respect to directionality, it was observed that the students made significantly more comprehension /production omissions, delay omissions, mild phrasing changes and substantial phrasing changes while interpreting from Turkish into English compared to the opposite direction. The t-test and the self-assessments of the professional interpreters, on the other hand, indicated that interpreting direction had no effect on their strategies or errors.

本文旨在分析和描述学生在英语和土耳其语的同声传译表演中的策略和错误，并探讨方向性对策略的影响与表演错误之间的关系。对 10 名口译学生和由 4 名专业人员组成的对照组进行了一项小规模实验研究，并涉及多个数据源的三角测量。研究表明，学生和专业参与者诉诸于遗漏、添加、替换和错误。关于方向性，观察到与相反方向相比，学生在从土耳其语翻译成英语时，明显更多的理解/产生遗漏、延迟遗漏、轻微的措辞变化和实质性的措辞变化。另一方面，专业口译员的检验和自我评估表明口译方向对他们的策略或错误没有影响。

Keywords

Interpreting, Simultaneous Interpreting, Strategy Use in Simultaneous Interpreting, Omissions, Additions, Substitutions, Errors, Directionality

口译，同声传译，同声传译中的策略使用，遗漏，添加，替换，错误，方向性

TRANSLATOR TRAINING IN LIGHT OF BLOOM’S TAXONOMY OF LEARNING OBJECTIVES: DESIGN OF A MODULAR CURRICULUM IN THE IRANIAN CONTEXT

Saleh Sanatifar, Leelany Ayob

Abstract

In many countries, translation training is provided in the form of certificate and degree programs. Those who do not choose to pursue a degree (but are interested in translation as a source of income) enroll in certificate programs and acquire the fundamentals of translation in a rather shorter amount of time. Compared to degree programs, certificate programs have the great advantage of meeting market needs where an unlimited number of pages are waiting to be translated by a limited number of (human) translators. Iran is a country that, despite its great potential to recruit many translators, lacks such certificate programs. To fill the gap, a modular curriculum for translation training in Iran was designed. As learning and translation are intertwined cognitive processes, the researchers chose to link Bloom’s learning objectives with Chesterman’s domains of translation skill development. Finally, a modular curriculum was proposed to be tested in the context of Iran. The researchers believe that, with a few adaptations, this curriculum can be used in different contexts.

在许多国家/地区，翻译培训以证书和学位课程的形式提供。那些不选择攻读学位（但对翻译作为收入来源感兴趣）的人可以参加证书课程，并在更短的时间内掌握翻译基础知识。与学位课程相比，证书课程具有满足市场需求的巨大优势，即无限数量的页面等待由有限数量的（人工）翻译人员翻译。伊朗是一个国家，尽管它有很大的潜力可以招募很多翻译，但缺乏这样的证书项目。为了填补这一空白，伊朗设计了一个模块化的翻译培训课程。由于学习和翻译是相互交织的认知过程，研究人员选择将布鲁姆的学习目标与切斯特曼的翻译技能发展领域联系起来。最后，提议在伊朗的背景下测试模块化课程。研究人员认为，通过一些调整，该课程可以用于不同的环境。

Keywords

translation, training, Bloom, curriculum, competence, Iran

翻译，培训，布鲁姆，课程，能力，伊朗

MULTIMODAL HUMAN INTERACTION IN VIDEOCONFERENCE INTERPRETING

Xiaojun Zhang

Abstract

The evolution of communication technologies such as video conferencing and remote meeting has created ample opportunities for distance communication in real time and has led to alternative ways for delivering interpreting services. Videoconference interpreting, either spoken-language or sign-language interpreting, is best described as a ‘multimodal’ way to deliver interpreting remotely which has been used for simultaneous, consecutive and dialogue interpreting. This paper focuses on the technical issues of integrating multimodal information of videoconference into interpreting and multimodal human interaction in videoconference interpreting. A prototype computer-aided videoconference interpreting system, CACIS, is introduced as well.

视频会议和远程会议等通信技术的发展为实时远程通信创造了充足的机会，并催生了提供口译服务的替代方式。视频会议口译，无论是口语口译还是手语口译，最好被描述为一种远程提供口译的“多模式”方式，已用于同声传译、交替传译和对话口译。本文重点研究了视频会议口译中将视频会议的多模态信息融入口译和多模态人机交互的技术问题。还介绍了原型计算机辅助视频会议口译系统 CACIS。

Keywords

Informational competence, information needs, search strategies, external information resources, selection criteria.

视频会议口译 (VCI)，多模态人机交互，会议内容分析，计算机辅助口译

EFFECTIVENESS AND ASSESSMENT OF ENGLISH PRODUCTION SKILLS THROUGH AUDIOVISUAL TRANSLATION

Pilar Couto-Cantero1, Mariona Sabaté-Carrové and Antonio Tinedo-Rodríguez

Abstract

This article is framed within a research project based in Spain aimed at studying the use of Audiovisual Translation tools to develop communicative competences for teaching and learning English as a Foreign Language. The aims of the study are to get to know to what extent the oral and written production skills of the participants improve thanks to the implementation of an Audiovisual translation-based course, and to get to know if the overall performance of the post Integrated Skills Test is better than the pre–Integrated Skills Test after the learning process. It is also aimed to prove the validity of those language assessment tests. A mixed methodology (qualitative and quantitative analysis) was used to obtain information from the participants. Research data was collected from different universities in Spain with an initial sample of 40 applicants, 8 of which finally completed the course. Data analysis shows that oral and written production skills improve thanks to the implementation of six audio description-based lesson plans completed during a pilot course offered during the summer of 2021 to volunteer adult participants with a B2 level in English language. Furthermore, the study illustrates that the results of the final tests are better than the results of the previous ones after the intervention. We discuss the results obtained in this study and conclude that they are harmonious with former studies on the topic as they validate the use of tests to improve the development of communicative skills. Although, there is a very limited number of participants in the sample, we