Teacher(s)
Language
English
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| This teaching unit (UE) includes two course units: On completion of the "Liaison interpreting" part, the student should be able to produce a liaison interpretating containing the main ideas of the speech while ignoring minor elements. He/she will also be able to manage the numbers mentioned, respect the language registers of the original speech, and adapt the content of the interpretation to the nature of the original document (e.g., declarative, descriptive, explanatory, comparative, personal, etc.). This course also aims to improve the critical analysis of a speech and to show how to render its nuances, particularly in terms of the structure of the logical points made (e.g., consequence, contrast, specificity, generality, illustration, etc.) and the order in which they are presented. On completion of the "consecutive interpretating" part of the course, the B3 student will demonstrate his/her ability to understand and remobilize information in a structured manner; he/she will be able to render a short presentation in language B (English) into language A (French) in a coherent and structured manner. He/she will be able to recognize and respect the intentions of the author of the discourse, to identify the target audience and to adapt to it; he/she will be able to reformulate the message heard in a simple but correct and idiomatic language, focusing on reproducing the meaning rather than the form. |
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Content
-Liaison interpreting:
Work on brief presentations to develop:
1. The ability to analyze the structure of the presentation through active listening;
2. The ability to concentrate and reformulate, mainly in French; practical work in the language lab, tutorials and simulations designed to increase the number of opportunities for students to speak.
-Introduction to the technique of consecutive interpreting: the emphasis is on the acquisition of active listening skills which favors comprehension, identification of logical links in order to guarantee the coherence of the articulation in the restitution. The exercises focus on decoding the intrinsic logic of the original and its analysis and on the restitution of this speech in French. Students work without notes. They are also required to give short presentations in their mother tongue on various topics. They will also be asked to provide short syntheses of topics presented in English.
Work on brief presentations to develop:
1. The ability to analyze the structure of the presentation through active listening;
2. The ability to concentrate and reformulate, mainly in French; practical work in the language lab, tutorials and simulations designed to increase the number of opportunities for students to speak.
-Introduction to the technique of consecutive interpreting: the emphasis is on the acquisition of active listening skills which favors comprehension, identification of logical links in order to guarantee the coherence of the articulation in the restitution. The exercises focus on decoding the intrinsic logic of the original and its analysis and on the restitution of this speech in French. Students work without notes. They are also required to give short presentations in their mother tongue on various topics. They will also be asked to provide short syntheses of topics presented in English.
Teaching methods
-Liaison interpreting
The students will work on short presentations to develop:
1. An understanding of the articulation of the presentations through active listening;
2. The ability to concentrate and reformulate, mainly in French; practical work in the language lab, tutorials and simulations designed to increase the number of opportunities for students to speak.
- Consecutive interpreting
The students will work on:
1. short presentations in order to promote the analysis of the structure of the presentations through active listening, as well as the ability to concentrate and to reformulate the original into French;
2. presentation of short talks in French
3. Presentation of short synthesis in English.
Interpretating exercises are done in the laboratory; presentations are prepared at home, as are the syntheses.
The students will work on short presentations to develop:
1. An understanding of the articulation of the presentations through active listening;
2. The ability to concentrate and reformulate, mainly in French; practical work in the language lab, tutorials and simulations designed to increase the number of opportunities for students to speak.
- Consecutive interpreting
The students will work on:
1. short presentations in order to promote the analysis of the structure of the presentations through active listening, as well as the ability to concentrate and to reformulate the original into French;
2. presentation of short talks in French
3. Presentation of short synthesis in English.
Interpretating exercises are done in the laboratory; presentations are prepared at home, as are the syntheses.
Evaluation methods
-Consecutive and liaison interpreting:
end of year assessment: exam in the language laboratory using presentations/documents comparable to those used during the semester
The overall grade for the course is an average calculated according to the methods described in this form. A mark equal to or higher than 10/20 for a part of the course will automatically be carried over to the second session. The details of the grade will be posted on Teams/Moodle after the results have been announced.
Weighting of the teaching unit : 35% for the “liaison interpreting” unit, 65% for the “consecutive interpreting” unit.
end of year assessment: exam in the language laboratory using presentations/documents comparable to those used during the semester
The overall grade for the course is an average calculated according to the methods described in this form. A mark equal to or higher than 10/20 for a part of the course will automatically be carried over to the second session. The details of the grade will be posted on Teams/Moodle after the results have been announced.
Weighting of the teaching unit : 35% for the “liaison interpreting” unit, 65% for the “consecutive interpreting” unit.
Bibliography
FALBO, C. (1995): Interprétation consécutive et exercices préparatoires. The Interpreter's newsletter 6: 87-91
LEDERER, M. et SELESKOVITCH, D. (2002) : Pédagogie raisonnée de l'interprétation, Office des Publications officielles des Communautés européennes, Didier Érudition, Luxembourg et Paris.
ROZAN, J.-F. (1984) : La prise de notes en interprétation consécutive, Librairie de l'université Georg, Genève.
GILLIES, A. (2005) : Note-Taking for Consecutive Interpreting. A Short Course, St. Jerome Publishing, Manchester
JONES, R. (1998) : Conference Interpreting Explained. St Jerome Publishing, Manchester
NOLAN, J. (2012) : Interpretation : Technique and Exercises (2d edition), Multilingual Matters, Bristol
LEDERER, M. et SELESKOVITCH, D. (2002) : Pédagogie raisonnée de l'interprétation, Office des Publications officielles des Communautés européennes, Didier Érudition, Luxembourg et Paris.
ROZAN, J.-F. (1984) : La prise de notes en interprétation consécutive, Librairie de l'université Georg, Genève.
GILLIES, A. (2005) : Note-Taking for Consecutive Interpreting. A Short Course, St. Jerome Publishing, Manchester
JONES, R. (1998) : Conference Interpreting Explained. St Jerome Publishing, Manchester
NOLAN, J. (2012) : Interpretation : Technique and Exercises (2d edition), Multilingual Matters, Bristol
Faculty or entity
