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The translation literature is replete with discussions on the need of precision in interpretation. However, the functional theories, for instance, emphasize the role of function rather than precision, as being of primary importance. This study is aimed to highlight this priority in diplomatic settings where imprecise renderings may be needed by consecutive interpreter for subject-specific reasons. These causes are, mainly, non-cognitive, and classified into 3 groups in the paper, namely, commissioner-, commission- and commissionee-originated causes. It is suggested that in the consecutive interpreting of “sensitive” diplomatic texts, precision is not necessarily a norm. Though the research was made with Turkish-English language pair, the general conclusion of the unsuitability of maintaining blind faith in precision can readily be applied to any other language pair in the process of interpreting, in such sensitive settings.

Magistrsko delo raziskuje raznolikost samostojnih vaj pri tolmačenju. V teoretičnem delu so predstavljene samostojne vaje tolmačenja, zastavljen pa je kot priročnik za študente. Cilj teoretičnega dela je bil zbrati in predstaviti najbolj uporabne vaje, jih opisati in opredeliti njihov namen. Predstavitve vaj so razdeljene glede na tehnike konferenčnega tolmačenja (simultano in konsekutivno tolmačenje), uvodoma pa so navedena splošna načela vaj in navodila za pripravo govorov ter podajanje povratnih informacij. Ta del vsebuje tudi seznam spletnih strani in pomembnejše literature, s katero si začetniki, pa tudi že bolj spretni tolmači pri samostojnih vajah lahko pomagajo. V empiričnem delu pa smo na osnovi spletnega vprašalnika primerjali obliko in potek samostojnih tolmaških vaj na oddelkih treh univerz (Ljubljana, Trst in Mainz) in ugotavljali razlike med posameznimi pristopi. Postavili smo hipotezo, da se samostojne vaje pri tolmačenju ne razlikujejo glede na državo, kjer se študij izvaja, se pa razlikujejo glede na semester, ki ga študentje obiskujejo. Uporabljene so bile metodi kompilacije in komparacije ter statistična metoda. Izkazalo se je, da zastavljena hipoteza na danem vzorcu le delno drži, saj se samostojne vaje razlikujejo tako glede na študijski semester kot tudi glede na državo študija. This master’s thesis explores the diversity of self-training in interpreting. The theoretical part introduces exercises for self-training, and this part is intended as a guidebook for students. The goal of the theoretical part was to collect and introduce the most useful exercises, describe them, and determine their aim. Exercise descriptions are divided by conference interpreting techniques (simultaneous and consecutive). They are preceded by an introduction of the general principles of interpreting and guidelines for speech writing and providing feedback. This part also includes a list of internet sites and important literature that can be helpful both for beginners and more experienced interpreters. The empirical part of the thesis compares the format and course of interpreter self-training based on an online survey sent to departments at three universities (Ljubljana, Trieste, and Mainz) and contrasts the different approaches. The hypothesis was that self-training in interpreting does not differ by the country of study however, it does differ by the semester the students are attending. The methods used in the thesis are compilation, comparison, and statistics. The hypothesis was only partially confirmed for the given sample because it was found that self-training differs by the program semester as well as by the country of study.

Теоретично обґрунтовано лінгводидактичну модель процесу формування в майбутніх перекладачів англомовної стратегічної компетентності. Вказано, що модель складається з чотирьох блоків: концептуально-цільового, змістового, процесуального та результативного. Концептуально-цільовий блок моделі відображає сутність фундаментальних підходів, що лягли в основу розробки авторської методики формування англомовної стратегічної компетентності в майбутніх перекладачів: комунікативного, ресурсного, рефлексійно-стратегічного і синергетичного. Комунікативний підхід передбачає розуміння того, що спілкування є мовленнєвою діяльністю, у ході якої вирішуються конкретні комунікативні завдання. Ресурсний підхід визначає спрямованість навчального процесу на визначення структури професійного потенціалу майбутнього перекладача, формування його професійно важливих якостей, потреб, навичок, вмінь, компетенцій. Визначення рефлексійно-стратегічного підходу зумовлене акцентом на використанні стратегій у всій системі навчального процесу за розробленою методикою, а вміння рефлексії у навчальній діяльності студента дадуть йому можливість контролювати свої дії, визначати послідовність етапів пізнавальної діяльності. Вагомість синергетичного підходу зумовлена тим, що суб’єкти освітнього процесу повинні перебувати у постійному саморозвитку, внутрішня сила якого є джерелом та імпульсом кожного з них. Змістовий блок моделі передбачає формування визначених компонентів структури стратегічної компетентності перекладача через виконання студентами трьох комплексів (блоків) вправ, які складають авторську підсистему вправ і завдань. Результативний елемент моделі визначає рівні, критерії і відповідні показники сформованості англомовної стратегічної компетентності майбутніх перекладачів., The article analyzes the linguodidactic model of the formation process of future interpreters’ anglophone strategic competence. The model consists of four blocks (conceptual-target, content-based, procedural and result-oriented). The conceptual-target block of the model reflects the essence of the fundamental approaches (communicative, resource-based, synergetic and reflection strategies approach), which formed the basis for developing our authorial methodology for the formation of anglophone strategic competence of future interpreters. The content-oriented block of the model involves the formation of certain components of the structure of interpreters’ strategic competence through the implementation of the three blocks of exercises, which are to be done by the students, and which constitute the authorial subsystem of exercises and tasks. The result-oriented element of the model determines the levels, criteria and correspoding indicators of the formation of the anglophone strategic competence of future interpreters.

This project contains open data and open material related to the manusctipt: "Visual Mental Imagery and Verbal Working Memory: Evidence from Consecutive Interpreting". The manuscript has been published in the Journal of Cognitive Psychology.

This study investigates the effect of explicit vs. implicit prosody teaching on the quality of consecutive interpretation by Farsi-English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences, Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders (6 female and 6 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of consecutive interpreting before starting the program. The control group listened to authentic audio tracks and did exercises in consecutive interpreting. The fi rst experimental group received explicit instruction of English prosody and did exercises based on the theoretical explanation which was provided by their Iranian instructor. The second experimental group received implicit instruction of English prosody through the use of recasts. The total instruction time was the same for all the groups, i.e. 10 hours. Students then took a posttest in consecutive interpretation. The results showed that explicit teaching of prosody had a significantly positive effect on the overall quality of interpreting from Farsi into English compared with that of implicit prosody instruction. These results have pedagogical implications for curriculum designers, interpreter training programs, material producers and all who are involved in language study and pedagogy.

(in English) The thesis looks at interpreter's notes that are taken during consecutive interpreting. The thesis focuses on note-taking of numbers and links, two elements that are generally recommended to write down. The theoretical part briefly summarizes information about the topic and looks at the note-taking handbook by Andrew Gillies (2017). Based on the thesis of Kateřina Matrasová (2012), the empirical part presents two experiments to find out if numbers and links are captured. The experiments were carried out on two groups of students from the Institute of Translation Studies at the Faculty of Arts, Charles University: 9 students from the 3rd year of the BA study programme English for Intercultural Communication and 6 students from the 2nd year of the follow-up MA study programme Interpreting: Czech and English. The analysis of the students' notes in the 1st experiment shows that in total the students noted down correctly 20 out of 25 numbers reaching an 80 per cent success rate. The MA students had better results (an 88 per cent success rate compared to 75 per cent success rate of the BA students). It can be seen that all the students had a system of noting numbers and that this system proved helpful to them. The 2nd experiment indicates that the students are less likely to capture links in...

У статті розглянуто проблему типології вправ для формування фахової компетентності студентів магістратури в усному послідовному перекладі в зовнішньоекономічній сфері з урахуванням особистісних характеристик усного перекладача. Очікуваними результатами і кінцевими цілями навчання магістрів-філологів усного перекладу є становлення фахової перекладацької компетентності в зовнішньоекономічній сфері, яка розуміється як здатність професійного перекладача креативно використовувати когнітивні ресурси своєї мовної свідомості для розв’язання професійних завдань інтерпретації смислу в ситуаціях міжкультурної ділової комунікації. У процесі створення типології вправ визначено три етапи навчання, виокремлено типи і види вправ для навчання усного професійно орієнтованого усного перекладу., The problem of developing the typology of exercises for teaching students of the Master’s degree consecutive interpreting of in the foreign economic sphere is in the focus of linguistic didactics nowadays. Dealing with such a problem it is necessary to take into account the personal characteristics of a translator. To solve one of the ultimate problems in training prospective interpreters at universities is to develop the system of exercises for teaching Masters professional consecutive interpreting taking into account the personal characteristics of an interpreter, who develops the ability to present a translation in the public and provide the acquisition of the knowledge necessary for the professional activity. The following methods were used: reviewing the studies on translation and interpreting competences; reconsidering educational programs and curricula; comparing the evaluation forms of graduates, industry representatives and trainers; amending educational programs and exercise systems to make them comparable. The expected results and ultimate goals of interpreting training Masters majoring in philology are the formation of professional translation competence in the foreign economic sphere, which is understood as the ability of a professional interpreter to use creatively the cognitive resources of his linguistic consciousness, to solve professional problems of interpreting meanings in situations of intercultural business communication. The exercises for training any activity should take into account its structure and specificity. The sequence of actions of an interpreter in the phase of the adoption of the translation solution corresponds to the following scheme: comprehension of the initial statement – the decision to translate – the implementation of the translation. So, in the process of creating a system of exercises for the formation of professional interpreting competence, it is necessary to determine the training stages. Taking into account the purpose of this research and the approaches described to the problem of systematization of exercises for teaching consecutive interpreting, the author distinguishes three stages: preparatory stage of knowledge acquisition and special skills of consecutive interpreting formation; the stage of skills development and the formation of special and strategic skills of consecutive interpreting in the foreign economic sphere, the stage of improvement of special and strategic skills of the consecutive interpreting in the foreign economic sphere. For the first time the typology of exercises for teaching interpreting aimed at developing a unity of psycholinguistic mechanisms for the production of the translation text and corresponded to the ultimate goals of training Masters who will work in the field of foreign economics, was theoretically grounded. As a result of using the proposed types and kinds of exercises, some typical difficulties and errors were eliminated.

The current article presents an example of a consecutive interpreting activity, which draws on the concept of autonomy in language learning. With regard to the "applied" component of translation studies, as formulated by Holmes (1988), the authors intend to demonstrate the need for enhancingforeign language competence in translator education, accentuating its role in the conceptualization of the discipline. Considering the context of this type of education, which is offered frequently to undergraduate students, the authors posit the need to concomitantly develop the command of a foreign language. They propose to compensate teaching practices derived from translation studies with the use of foreign language methodology for developing translating and interpreting skills.

In this article, the most effective ways of interaction between teacher and students during their acquiring of scientific and technical consecutive interpreting skills are determined. Different teaching methods and techniques, feasibility of using communicative role plays with elements of competition for effective training of preservice interpreters are analyzed. The author determines that role plays simulate further interpreters’ work within the educational process and make a bulk of good ground for developing and verifying not only the translation competency, but also the key competences relating to the metacognitive content of education. This kind of activities has an educational and cognitive orientation for the learning process as well. The effective formation of pre-service interpreters’ translation competency is achieved when organizational and educational peculiarities are taken into account by teachers, when students are aimed at meeting specific goals, performing tasks, overcoming stress while interpreting, and realizing their learning success. The author analyzes students’ learning activities and evaluation of the interpreted texts and situations, which fosters their self-reflection experience. The organizational issue of pre-service interpreters’ learning for developing their translation competency remains relevant and requires further detailed analysis in the context of reforming Ukrainian educational system at university level., У статті досліджено особливості організації навчального процесу для формування в майбутніх перекладачів перекладацької компетентності в усному послідовному перекладі. Проаналізовано та доведено ефективність формування перекладацької компетентності за допомогою орієнтування студентів на досягнення визначених цілей навчання та на усвідомлення власної успішності в навчанні. Визначено переваги завдань, які сприяють подоланню стресу під час перекладу. Проаналізовано позитивний вплив активної навчальної і розумової діяльності та співпраці студентів упродовж навчального процесу та розвитку здатності студентів до оцінювання. Визначено основні можливості врахування індивідуальних особливостей студентів для організації навчання перекладу й акцентовано необхідність забезпечення ергономічного місця навчання студентів.

With an intention to contribute to the issue of how language experience may influence working memory (WM), we focused on consecutive interpreting (CI), analyzed its potential links with WM functions and tested these links in a longitudinal experiment, trying to answer the specific question of how CI training may influence WM. Two comparable groups of Chinese learners of English received either CI or general second language (L2) training for one semester, and were tested before and after the training with the tasks of n-back (non-verbal updating), L2 listening span, and letter running span (verbal spans). CI performance was tested in the posttest. The results showed that (1) updating efficiency in both the pretest and posttest predicted CI performance, and CI training enhanced updating efficiency while general L2 training did not; (2) the relationship between verbal spans and CI performance was weaker (i.e., only pretest L2 listening span correlated with CI performance and predicted CI performance with marginal significance), and CI training did not make a unique contribution to these spans (i.e., no group differences). The results indicated an "interpreter advantage" in updating, which was probably due to that updating was more central in the CI task than WM spans. Theoretically, we believe that updating and CI are closely related because they share the same underlying mechanism, or more specifically updating and the recalling process in the CI task share the same attentional control process, a unique link between updating and the CI task. Methodological implications are discussed.

Treball de fi de grau en Traducció i Interpretació. Tutora: Madeleine Cases. There has not been much research done about bilingualism and interpreting. There is little literature about this topic and, mostly, it focuses on proving how these two fields may be related, using tests about linguistic and interpretative competences in bilingual and monolingual speakers. Taking this into account, the main goal of this project is to delve into bilingualism and interpreting analysing whether a speaker’s type of bilingualism can influence the interpreting performance. Aiming to understand bilingualism, our research focuses on its advantages and drawbacks. We go on to further providing a classification of types of bilingualism, establishing a link between bilingualism types and interpreting techniques. In order to meet our research goals, a survey was carried out among professional interpreters looking for specific patterns in their linguistic competences. However, information obtained is limited and, therefore, no general conclusions can be drawn. With a greater sample size and applying further tests analysing the subjects’ linguistic and interpretative competences, some determinant results could be obtained. In any case, the project goals have been attained, as it has been possible to make headway in a new area of academic study relating bilingualism and (professional) interpreting. No són gaires els estudis realitzats sobre bilingüisme i interpretació. Els pocs que s’han dut a terme s’han centrat en demostrar si existeix algun tipus de relació entre ambdues pràctiques a través de proves de competències lingüístiques i interpretatives a individus bilingües i monolingües. És per això que l’interès d’aquest treball és aprofundir en aquest tema i esbrinar si el tipus de bilingüisme d’una persona incideix en el seu treball com a intèrpret. L’estudi se centra en els avantatges i inconvenients del bilingüisme per tal d’entendre clarament aquesta capacitat. A més a més, s’estableix una classificació amb diversos tipus de bilingüisme i es relaciona amb les diferents tècniques d’interpretació. Per tal d’abordar l’objectiu de l’estudi, s’ha realitzat una enquesta a intèrprets professionals amb el propòsit d’esbrinar si existeix alguna tendència basada en les capacitats lingüístiques dels participants. Les dades utilitzades, però, són limitades i, per tant, no es pot fer una generalització sobre aquest tema. Amb un major nombre d’enquestats i l’ajuda de proves que comprovessin les capacitats lingüístiques i interpretatives dels participants, es podria arribar a resultats més decisius. Tot i això, s’han assolit els objectius del treball i s’ha aconseguit aprofundir en un camp amb molt de potencial, el qual tracta la influència del bilingüisme en el treball dels intèrprets professionals.

Group work is an essential element in Conference Interpreting training courses. Students are recommended to spend large amounts of time in group practice, and yet, there is no dedicated, student-focussed resource to aid them in tackling this complex part of their training. This thesis proposes such an aid in the form of an interactive learning resource delivered through Articulate Storyline 360. This module aims to provide guidelines to best practices in group practice, focussing specifically on Consecutive Interpreting group practice. This paper first identifies pertinent guidelines and theories through an extensive review of the relevant literature, before detailing the content, creation process and user test of the aforementioned module. Future avenues for study raised by this paper include the production of similar modules on Feedback, Journaling, and Simultaneous Interpreting Group Practice.

Visualisation is often encopraged in interpreting courses as a mnemonic strategy. The present work explores visual mental imagery as a mnemonic strategy and its applications to consecutive interpreting. It also constitutes an account of the development of a multimedia self-study module for the first stages of consecutive interpreting that presents visualisation strategies to interpreting students. Students were instructed to use visual mental imagery in order to improve their rendition of a short consecutive interpretation without notes through imagery mnemonics and graphic icons to aid their visual mental imagery.

Many types of interpreters are at work during the Olympic Games. With Tokyo selected as the host city of the 2020 Summer Olympics, interpretation in this arena will become an increasingly relevant topic for Japan. This paper explores interpreting experiences in previous Olympics and offers suggestions for providing better interpretation in Tokyo in 2020. We conducted a survey of the literature and an interview in order to review the experiences of interpreters. We reviewed information including interpreter types,interpreting mode, interpreter recruitment and training, and working environments. Results from the survey and interview showed a consistency in interpreter types and interpretation mode. The literature also showed that official interpreters at the Olympics performed both as conference and dialogue interpreters, while unofficial (volunteer) interpreters mainly worked as dialogue interpreters, and sometimes assumed other roles. Working environments for interpreters varied. Regarding recruiting and training, whilst our survey showed that there were written tests and interviews for hiring interpreters, and training workshops were held, the interviewee had already worked as a professional interpreter but had taken no tests for interpreting and training. A number of suggestions were presented in these studies, including preparing telephone interpreting services, offering an appropriate interpreting test, providing various types of training, a realtime information database, and a support community. With input and lessons from previous Olympics, appropriate preparation will make the 2020 Tokyo Olympics more fruitful for athletes, guests, and interpreters. 本研究の目的は，過去のオリンピックにおける通訳の事例を調査し，その調査結果を通じて，来たる東京五輪においてより良い言語・通訳サービスが提供されるように提言を行うことである。先行論文の検索とインタビューにより，通訳者の種類，通訳の形式，通訳者の雇用，通訳者の訓練，通訳者の労働環境などにかかわる情報を抽出した。五輪公式通訳者は会議通訳者およびダイアローグ通訳者として業務に従事したことが示された。さらに，通訳者の種類，通訳の形式は文献検索と質問紙調査結果で一致していた。研究結果からの提言には，電話通訳サービスの準備，適切な通訳試験の実施，多様な手段を使用した訓練，リアルタイムの情報データベース，サポートコミュニティの提供が挙げられる。提言に基づき準備を行うことで，2020年東京大会が競技者，来訪者，そして通訳者にとって実り多いものになることが期待される。

Consecutive interpreting allows two persons who do not understand each other’s language, to communicate through a bilingual intermediary: the interpreter. Typically, interpreters are native speakers of one language but not the other. The extent to which student interpreters’ performance is improved by making them aware of prosodic differences (word and sentence stress) between native and foreign language, was investigated for Iranian participants with Farsi as the native language and English as the foreign language. Effects were tested both in recto (from foreign English into native Farsi) and in verso interpreting (from Farsi into English). Interpreting quality was judged by experts on ten rating scales, relating to accuracy of interpreting as well as to intelligibility and pleasantness of the delivery. Objective correlates of the subjective ratings (e.g. counts of errors and hesitations, acoustic fluency measures) were established. Prosody training yielded better interpreting quality on all rating scales in recto interpreting, especially on fluency. In verso interpreting the overall gain was smaller, and with a trade-off between interpreting accuracy and fluency. In follow-up experiments better word recognition and comprehension of the English input was found. Explicit prosody training had a greater benefit than implicit prosody training.

Aunque la interpretación de conferencias es la más reconocida en el ámbito de la interpretación y además requiere una formación mucho más larga que la interpretación bilateral, esta última también tiene sus dificultades, como por ejemplo, exigir mucha agilidad por parte del intérprete, quien debe cambiar de idioma constantemente sin que haya interferencia entre estas lenguas. Este trabajo pretende exponer las dificultades y problemas específicos que aparecen día a día en esta profesión, así como las estrategias que nos proponen tanto los académicos como los intérpretes profesionales con muchísimos años de experiencia. De este modo, los futuros intérpretes que quieren dedicarse al ámbito de la interpretación de enlace tendrán a su disposición unos consejos que les pueden servir de gran ayuda durante su trayecto de aprendizaje. Tot i que la interpretació de conferències és la més reconeguda en l'àmbit de la interpretació i, a més, requereix una formació molt més llarga que la interpretació bilateral, aquesta última també té les seves dificultats, com per exemple, exigir molta agilitat per part de l'intèrpret; qui ha de canviar d'idioma constantment sense que hi hagi interferència entre aquestes llengües. Aquest treball pretén exposar les dificultats i problemes específics que apareixen habitualment en aquesta professió, així com les estratègies que ens proposen tant els acadèmics com els intèrprets professionals amb moltíssims anys d'experiència. D'aquesta manera, els futurs intèrprets que volen dedicar-se a l'àmbit de la interpretació d'enllaç tindran al seu abast uns consells que els poden servir de gran ajuda durant el seu camí en l'aprenentatge. Although conference interpreting is the most recognized in the field of interpretation and it also requires a much longer training than the bilateral interpreting, the latter also has its difficulties, such as when a lot of agility is required from the interpreter, who must change from one language to another constantly without appearing any interference between these languages. This project aims to expose the specific difficulties and problems that appear day by day in this profession, as well as the strategies proposed by both academics and professional interpreters with many years of experience. Thus, tips will be available for future interpreters who want to study liaison interpreting, helping them during their learning journey.

The present study presents an experiment to investigate 1) whether judged fluency correlates with judged accuracy of consecutive interpreting performance; and 2) whether and how judged fluency can be predicted on the basis of acoustic measures such as automatically calculated temporal measures of speech quality. In the experiment, ten raters judged six major quality measures related to accuracy and fluency of the consecutive interpreting performance (in this study from Chinese into English) recorded from seven BA trainees and five MA trainees based on the same recorded source speech. Six consecutive interpretations per participants were recorded, two of which were analyzed acoustically by means of the speech analysis tool PRAAT. The pauses detected by PRAAT and the disfluencies transcribed and labeled manually were automatically counted by the text analysis computer program of AWK, based on which 12 acoustic measures of fluency were calculated. The results show that 1) there is a strong positive correlation between judged accuracy and judged fluency in consecutive interpreting; 2) there are strong correlations between judged fluency and objective acoustic measures of fluency in consecutive interpreting; and 3) effective speech rate appears to be the best predictor of judged fluency in consecutive interpreting. The other important determinants of judged interpreting fluency are number of filled pauses, articulation rate, and mean length of pause. The results have practical implications for both developing an automatic assessment tool of fluency facilitating consecutive interpreting testing as well as for consecutive interpreting pedagogy.

The review refers to a collection comprising six chapters and edited by Someya, dealing with various aspects of consecutive interpreting and training from both the theoretical and practical points of view, with a special interest in the underlying cognitive processes. It is a cohesive collection of articles on consecutive interpreting and notetaking by five Japanese researchers and one European. It therefore offers not only an interesting overview of consecutive interpreting research in Japan, but also an opportunity to reflect on consecutive interpreting between two such distant languages, as Japanese (an Austroasiatic language) and English (a Germanic).

Introduction. The functional feature of teaching competence approach is an orientation on a result, its achievement depends on the formation efficiency of translation competence and its components to be formed before teaching consecutive interpreting. Purpose. The article deals with the model of teaching 4-th year students of foreign languages’ faculties consecutive scientific and technical interpreting and the ability of its realization in terms of the discipline “Bilingual interpreting”. Methods. Course books and educational teaching materials have been analyzed in order to estimate peculiarities of different models of teaching interpreting created by researchers. The principles, the model is based on, have been defined and analyzed: principle of intersubject coordination, consistency principle, authenticity principle of learning materials, principle of students’ autonomy. The author describes the ways of realization specified principles in the model of teaching to assure studying process effectiveness. The object, aim and subjects of consecutive scientific and technical interpreting education process, amount of class hours and students’ individual work have been estimated. Results. Stages of realization of educational process organization in terms of creditmodular system have been grounded. Structure of educational module and advantages of suggested division of audiovisual samples for consecutive interpreting have been analyzed. Perspectives of further research in this direction are described., У статті описано модель організації процесу навчання усного послідовного науково-технічного перекладу студентів четвертого курсу мовних спеціальностей та можливості її реалізації в межах навчальної дисципліни «Усний двосторонній переклад». Виокремлено та проаналізовано принципи навчання та їх реалізацію в моделі навчання для забезпечення ефективності навчального процесу. Визначено об’єкт, мету та суб’єкти навчання усного послідовного науково-технічного перекладу, кількість аудиторних годин та годин, відведених на самостійну роботу студентів. Обґрунтовано етапи реалізації моделі організації навчального процесу в умовах кредитно-модульної системи. Проаналізовано структуру навчального модуля та переваги запропонованого розподілу аудіовізуальних зразків для навчання усного послідовного перекладу.

Interpreters have to learn to deal with the translation of diverse conference or community interpreting genres ranging from political discourse to medical, scientific to artistic, legal to educational and many more (Kellett Bidoli 2012). During two years of training, novices have to learn to cope with whatever ‘is thrown at them’. Discussion will be based on some of the challenges encountered in teaching consecutive interpretation from the perspective of LSP which include not only traditional terminological approaches but also a cognitive one regarding individuals’ percep-tion of specialized terms and their note-taking of LSP. “Specialized vocabulary is the access key to specialized dis-course […]” (Garzone 2006: 13) – the type of discourse interpreters have to work with – but also note-taking is fun-damental to consecutive interpreting. Trainees must learn how to understand and memorize different generic usages of LSP in Italian and English, be taught how to transform Italian source texts into notes, select the correct or ac-ceptable equivalents in the English target language in order to deliver consecutively an interpreted discourse at the re-quired level of competence.

The present study investigates the effect of explicit teaching of prosody on developing speaking skills for Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at Tafresh University, Iran. Participants were assigned to groups at random, but with equal division between genders (6 female and 6 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest before starting the program. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies and other hot topics, in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, prosodic features of English. The total instruction time was the same for both groups, i.e. 21 hours. Students then took a posttest in speaking skills. The results show that the prosodic feature awareness training significantly improved the students’ speaking skills. These results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

This study describes the use of innovative technology in the form of the LivescribeTM smartpen that combines the video recording of consecutive interpreting (CI) notes with synchronized sound input. We illustrate the validity of the smartpen as a didactic tool in CI, and illustrate how it can be used to assess CI note-taking technique through analy-sis of the note-taking process with a view to quality improvement. An experiment is described and some examples of the analysis are provided. Introducing and applying digital pen technology to interpreter trainees in the classroom has great potential in aiding the teaching of note-taking technique and in improving quality-related targets, though its full potential needs to be explored more extensively. Regarding the application of the smartpen in professional settings, interviews conducted with two professional practitioners reveal its utility in the hybrid simultaneous-consecutive mode rather than in traditional consecutive contexts.

The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were categorized into two groups at random, but with equal division between genders (9 female and 9 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of word recognition skill before starting the program. The control group received exercises in listening comprehension, while the experimental group spent part of the time on theoretical explanation and practical exercises developing conscious knowledge of prosodic features of English, such as word stress. The total instruction time was the same for both groups, i.e. 8 hours. Students then took a posttest of word recognition skills. The results show that prosodic feature awareness training did yield a statistically significant improvement of word recognition skills. The result has pedagogical implications for researchers in the field of second language teaching, instructors, curriculum designers, conductors of interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

This chapter is a concise English version of my German book (Albl-Mikasa, 2007), entitled "Notationssprache und Notizentext. Ein kognitiv-linguistisches Modell für das Konsekutivdolmetschen" (Notation language and notation text. A cognitive-linguistic model of consecutive interpreting). It deals with notetaking in consecutive interpreting (CI), which, in pre-theoretical popular views, sometimes appears to be some modern form of hieroglyphics or some kind of pseudo-mathematical or stenographic system. The book started from the observation that, in the traditional approaches developed on the basis of practical interpreting experience, this system was commonly regarded as a notetaking "technique", and, in relevant pre-cognitive specialist literature, was often conceived as a language-independent instrument. It was motivated by social constructivist modern language processing research and an understanding that the so-called notetaking technique could be adequately described by means of the theoretical constructs language and text or discourse. At the time of working on my book, interpreting research in general had made substantial progress in its cognitive theoretical and empirical foundation (see, for instance, Gile, 1988, 1995; Gran & Dodds, 1989; Pöchhacker, 1994; Kohn & Kalina, 1996; Danks et al., 1997; Kalina, 1998; Setton, 1998). However, the findings from cognitive research had not been applied to the specific field of notetaking. The motivation behind this English chapter is that, in the meantime, the situation has not changed considerably. With few exceptions, such as Someya (2005), descriptions of notetaking are still very much guided by practical and didactic considerations and geared towards answering traditional questions (see below). The following chapter presents an overview of the traditional views in the specialist literature on notetaking and then reconstructs notation as an individualized language, exploring the language dimension with regard to word meanings, word formation and inflection, semantic relations at sentence and text levels, as well as pragmatic functions. It continues in Section 3 by laying the cognitive theoretical foundations against the backdrop of the social constructivist paradigm and then presents an empirical study on the discourse dimension of the use of linguistic notational means in notation texts. In doing so, it outlines the added value of the methodological tools provided by Relevance Theory (RT) (Sperber & Wilson, 1986/1995) to analyze the balance between explicit and implicit information in notation texts. In conclusion, it addresses didactic implications.