Instructing novice consecutive interpreters

Babel ◽  
2009 ◽  
Vol 55 (4) ◽  
pp. 329-344 ◽  
Author(s):  
Alya' M.H. Ahmad Al-Rubai'i
Keyword(s):  
Cognitive Ability ◽  
Human Life ◽  
Cognitive Tasks ◽  
Cultural Environment ◽  
Note Taking ◽  
Special Training ◽  
Memory Problems ◽  
Cognitive Activities ◽  
Original Message ◽  
Consecutive Interpreting

All aspects of human life rely on the most important cognitive ability that man has been endowed with, namely, memory. Some cognitive tasks such as consecutive interpreting put high demands on this powerful ability to the effect that it needs special training to cope with those demands. The interpreter is required to perform a number of complex cognitive activities in order to transpose the original message from one socio-cultural environment into another. Unless his memory is able to perform well, his task will be adversely affected. In this paper, an attempt is made to suggest a number of steps that provide special training to novice interpreters with the aim of improving the performance of their memory. This is done in a preparatory training course that does not involve consecutive interpreting but working from and into the same language. If the instructor manages to help the trainee overcome memory problems in advance, he can smoothly introduce him to the process and strategies of consecutive interpretation proper. The steps suggested proceed over three phases: (1) attentive listening, meaningful analysis and visualizing, (2) anticipation and note-taking, and (3) rephrasing.


Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

scholarly journals Ein Modell des KSD unter Einsatz der Notizennahme

1970 ◽  
Vol 44 (1) ◽  
pp. 39-54
Author(s):  
Lucyna Krenz-Brzozowska
Keyword(s):  
Note Taking ◽  
Consecutive Interpreting

The article presents a model of consecutive interpreting that includes note-taking. This conceptualization derives from the model developed by Żmudzki, hence his approach is discussed in this paper as well. Later the author focusses on the language which interpreters use for note-taking. The finding of so oriented reasoning enabled developing of another model that can be implemented in the course of consecutive interpreting involving note-taking.

La necesidad de una técnica de toma de notas en interpretación consecutiva: una experiencia

2016 ◽  
pp. 171
Author(s):  
Paula Pérez Campos ◽  
María-José Varela Salinas
Keyword(s):  
Pilot Study ◽  
Proper Names ◽  
Optimal Performance ◽  
Note Taking ◽  
Discourse Units ◽  
Consecutive Interpreting ◽  
The Way

The experiment described in this paper was inspired by Daniel Gile’s Effort Model for consecutive interpreting and an experiment he conducted with students in 1991. Its goal is to determine to what extent the lack of a well-developed note-taking technique is an obstacle to optimal performance in students. The participants, a group of interpreting students who do not yet master any specifi c note-taking technique, are told to interpret two similar texts: one with the help of notes, one without. Their rendition is evaluated considering a series of discourse units representing different categories of markers, i.e. proper names, numbers, lists and terms.Despite the competition between the listening and analysis effort and the note production effort, all of the participants provide a better interpretation when taking notes. However, their scores show room for improvement, which could be achieved through a better command of note-taking strategies. The present work is a pilot study that paves the way for further research into note-taking in consecutive interpreting. It also highlights the importance of learning note-taking principles as part of conference interpreting training.

Note-Taking for Consecutive Interpreting

Babel ◽  
1976 ◽  
Vol 22 (3) ◽  
pp. 107-116 ◽  
Author(s):  
John A. Henderson
Keyword(s):  
Note Taking ◽  
Consecutive Interpreting

scholarly journals Making Cognitive Latent Variables Manifest: Distinct Neural Networks for Fluid Reasoning and Processing Speed

2015 ◽  
Vol 27 (6) ◽  
pp. 1249-1258 ◽  
Author(s):  
Christian Habeck ◽  
Jason Steffener ◽  
Daniel Barulli ◽  
Yunglin Gazes ◽  
Qolamreza Razlighi ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Latent Variable ◽  
Cognitive Tasks ◽  
Neural Activation ◽  
Strongly Correlated ◽  
Activation Patterns ◽  
Fluid Reasoning

Cognitive psychologists posit several specific cognitive abilities that are measured with sets of cognitive tasks. Tasks that purportedly tap a specific underlying cognitive ability are strongly correlated with one another, whereas performances on tasks that tap different cognitive abilities are less strongly correlated. For these reasons, latent variables are often considered optimal for describing individual differences in cognitive abilities. Although latent variables cannot be directly observed, all cognitive tasks representing a specific latent ability should have a common neural underpinning. Here, we show that cognitive tasks representing one ability (i.e., either perceptual speed or fluid reasoning) had a neural activation pattern distinct from that of tasks in the other ability. One hundred six participants between the ages of 20 and 77 years were imaged in an fMRI scanner while performing six cognitive tasks, three representing each cognitive ability. Consistent with prior research, behavioral performance on these six tasks clustered into the two abilities based on their patterns of individual differences and tasks postulated to represent one ability showed higher similarity across individuals than tasks postulated to represent a different ability. This finding was extended in the current report to the spatial resemblance of the task-related activation patterns: The topographic similarity of the mean activation maps for tasks postulated to reflect the same reference ability was higher than for tasks postulated to reflect a different reference ability. Furthermore, for any task pairing, behavioral and topographic similarities of underlying activation patterns are strongly linked. These findings suggest that differences in the strengths of correlations between various cognitive tasks may be because of the degree of overlap in the neural structures that are active when the tasks are being performed. Thus, the latent variable postulated to account for correlations at a behavioral level may reflect topographic similarities in the neural activation across different brain regions.

scholarly journals Nature Centered Belief of Konguvelalars

2020 ◽  
Vol 2 (3) ◽  
pp. 15-27
Author(s):  
Jothimani T ◽  
Sundaramoorthi M
Keyword(s):  
Significant Role ◽  
Life Style ◽  
Human Life ◽  
The Other ◽  
Cultural Environment ◽  
Shared Beliefs ◽  
Close Relationship

Belief plays a significant role in human life. It forms the basis for various activities of human life. People living in a particular cultural environment are found to have shared beliefs with certain beliefs that are specific to a group alone. These specific beliefs are created because of Ethnicity, Environment, Occupation and Life style of the group. Konguvelalars have unique beliefs centered around nature because of their close relationship with nature, trees, plants, animals and birds, which are different from the beliefs held by the other people who are living in the same region. This assumption forms the basis of this research. It is essential to identify the reasons behind these unique beliefs because they can be lost over a period. Uthagarai in Krishnagiri district is chosen as the study area for this research to identify the reasons behind these unique beliefs.

Sign in / Sign up

Export Citation Format

Share Document