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TrIn 3102: Consecutive Interpreting

Week 6Week 6

2/22/06

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Lecture agenda: Week 6Lecture agenda: Week 6

• Conclude 5-minute presentations + 2-3 page Conclude 5-minute presentations + 2-3 page paperpaper

• Review types of errorsReview types of errors• Review of terms: Transcription with Review of terms: Transcription with

corrections and personal error analysis papercorrections and personal error analysis paper

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Categories of errors

1. Literal translation2. Inadequate language

proficiency3. Grammatical errors4. Lexical (vocabulary)

errors5. Errors in register

conservation6. Omission

7. Distortion

8. Addition

9. Protocol, procedure, ethics

10. Non-conservation of paralinguistic elements, hedges, fillers

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Example 1: Literal translationExample 1: Literal translation

• Exchanging words between the SL and TL Exchanging words between the SL and TL without conserving the original messagewithout conserving the original message– Original: Es una inválida.Original: Es una inválida.– Interpreter: She is an inInterpreter: She is an invalvalid person.id person.– Should be: She is an Should be: She is an ininvalid.valid.

• Interpreter: I work in the package of lemons.Interpreter: I work in the package of lemons.• Should be: I am a lemon packer.Should be: I am a lemon packer.

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Example 2-3: Inadequate language proficiencyExample 2-3: Inadequate language proficiency

• Grammatical errors and lack of general and specific Grammatical errors and lack of general and specific vocabularyvocabulary– Original: Si hubiera tenido un familiar…Original: Si hubiera tenido un familiar…– Interpreter: Maybe I had a relative….Interpreter: Maybe I had a relative….– Should be: Maybe if I had had a relative….Should be: Maybe if I had had a relative….

• Interpreter: Nowendays [sic] a lot of people reappear Interpreter: Nowendays [sic] a lot of people reappear dead.dead.

• Should be: Nowadays a lot of people turn up dead.Should be: Nowadays a lot of people turn up dead.

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Example 4: Vocabulary errorsExample 4: Vocabulary errors

• Lack of generalized and specialized Lack of generalized and specialized vocabulary, shades of meaning, false vocabulary, shades of meaning, false cognate errorscognate errors– Original: Ametrallaron la casa.Original: Ametrallaron la casa.– Interpreter: They shot at the house.Interpreter: They shot at the house.– Should be: They machine-gunned the house.Should be: They machine-gunned the house.

• Interpreter: They came to Interpreter: They came to recruitrecruit her. her.• Should be: They came to Should be: They came to kidnapkidnap her. her.

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Example 5: Register ConservationExample 5: Register Conservation

• The Interpreter is not able to reproduce the The Interpreter is not able to reproduce the variety of styles and language levels heard, from variety of styles and language levels heard, from casual, idiomatic or colloquial to formal or casual, idiomatic or colloquial to formal or technical.technical.– Original: Había muchas orejas.Original: Había muchas orejas.– Interpreter: People talked among each other.Interpreter: People talked among each other.– Should be: There were many informants.Should be: There were many informants.

• Original: She was scared to death.Original: She was scared to death.• Interpreter: She was afraid of death. She can’t Interpreter: She was afraid of death. She can’t

sleep at night. She is very afraid of her death.sleep at night. She is very afraid of her death.

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Example 6: OmissionExample 6: Omission

• Ignoring words, from articles to large portions of Ignoring words, from articles to large portions of discourse, is frequent when due to exhaustion or discourse, is frequent when due to exhaustion or information overload.information overload.– Original: Pues no lo mataron, sino vivo lo Original: Pues no lo mataron, sino vivo lo

echaron allí.echaron allí.– Interpreter: Well, they didn’t kill him, they threw Interpreter: Well, they didn’t kill him, they threw

him in there.him in there.– Should be: Well, they didn’t kill him, they threw Should be: Well, they didn’t kill him, they threw

him in there alive.him in there alive.• Your example?Your example?

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Example 7: DistortionExample 7: Distortion

• A mistranslation distorts the meaning of the A mistranslation distorts the meaning of the original messageoriginal message– Original: Perdí un ojo…Original: Perdí un ojo…– Interpreter: I lost my eyesight…Interpreter: I lost my eyesight…– Should be: I lost an eye….Should be: I lost an eye….

• Interpreter: I just felt a little punched.Interpreter: I just felt a little punched.• Should be: I just felt a great blow.Should be: I just felt a great blow.

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Example 8: Addition

• A simple word or answer is transformed into a maze of guesses and synonyms that have little to do with the source message.– Original: No [lo] sé.– Interpreter: I have no idea.– Should be: I don’t know.

• Interpreter: I believed that they killed, and it was an injustice what they did to her.

• Should be: . . . . that they killed her unjustly.

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Example 9: Protocol, procedure Example 9: Protocol, procedure and ethicsand ethics

• General lack of understanding the role of an General lack of understanding the role of an interpreterinterpreter

• Choosing not to interpret profanityChoosing not to interpret profanity• Unwilling to self-correctUnwilling to self-correct• Inappropriate tone, summarizing, guessing, Inappropriate tone, summarizing, guessing,

not taking notes, etc.not taking notes, etc.• Your examples?Your examples?

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Example 10: Non-conservation of Example 10: Non-conservation of paralinguistic elements, hedges and fillersparalinguistic elements, hedges and fillers

• Interrupted or incomplete sentences, hesitation Interrupted or incomplete sentences, hesitation words, hedges, fillers are not conservedwords, hedges, fillers are not conserved– Original: Este, pues, no sé decirle. Es que Original: Este, pues, no sé decirle. Es que

cuando…., a ver, a ver….cuando…., a ver, a ver….– Interpreter: Well, uh, because it is that Interpreter: Well, uh, because it is that

way….let’s see…..way….let’s see…..– Should be: Well, uh, I don’t know how to say it. Should be: Well, uh, I don’t know how to say it.

It’s that when….let’s see, let’s see….It’s that when….let’s see, let’s see….• Your example?Your example?

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What is transcription?What is transcription?

• After an oral discourse has been interpreted After an oral discourse has been interpreted into the target language, a complete and into the target language, a complete and accurate written copy of the discourse is accurate written copy of the discourse is needed to determine error analysis. Every needed to determine error analysis. Every word, every sound, and every pause made by word, every sound, and every pause made by the speaker need to be transcribed (written) the speaker need to be transcribed (written) on paper.on paper.

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Error AnalysisError Analysis

• While comparing the source language While comparing the source language (English) document with the target language (English) document with the target language transcription, the interpreter can then transcription, the interpreter can then recognize the discrepancies (differences) recognize the discrepancies (differences) encountered in the 2 documents. These encountered in the 2 documents. These differences should be analyzed and labeled as differences should be analyzed and labeled as possible errors in interpreting, especially if possible errors in interpreting, especially if the original message has been compromised. the original message has been compromised.

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Practice: Error Analysis

1. Turn your tape player on when the video begins.2. After each beep render your Spanish interpretation into

the recorder.3. Listen to your work and write down every sound, etc.

that you made.4. Compare your Spanish transcript with the original

English transcript.5. With a partner, write the corrections, label each type of

error and rate the seriousness of each error.

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General Lab AgendaGeneral Lab Agenda

1. 1. On audiotape, students will interpret a On audiotape, students will interpret a dialogue for a transcription and error analysis dialogue for a transcription and error analysis paperpaper

2. Students will present a previously prepared 2. Students will present a previously prepared Sight Translation to the lab instructorSight Translation to the lab instructor

3. In groups of three, practice the role play 3. In groups of three, practice the role play exercises regarding tenant/landlord issues on exercises regarding tenant/landlord issues on pp. 42-47.pp. 42-47.

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Pre-interpreting exercisePre-interpreting exercise

• Before the interpreting begins and in groups Before the interpreting begins and in groups of three, please review the vocabulary used in of three, please review the vocabulary used in the form DIAL-R on pp. 36-39. Determine the form DIAL-R on pp. 36-39. Determine possible translations in your other working possible translations in your other working language. language.

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Lab Exercise 1 Lab Exercise 1 (uncorrected transcript due 3/1/06)(uncorrected transcript due 3/1/06)

1. Your instructor will play an audiotape or produce an oral rendition of a childhood screening dialogue for the group.2. After each pause, voice record your

interpretation of the script in your other working language.

3. In your lab manual please find the instructions and the original English script on pp. 48-53. (Ignore the dates on pp. 48-49)

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Lab Exercise 1 continued….Lab Exercise 1 continued….

4. AT HOME, and without looking at your English script, transcribe (write) in your target language (double space!) 3-4 minutes of your audiotape. Write down EVERYTHING, including pauses, filler sounds, etc. Give a copy of this uncorrected transcription to the lead instructor March 1.

5. After March 2 you may look at the English SL script (pp. 50-53) and compare it to your TL transcription. Underline or highlight any differences you encounter AND correct your errors directly on your transcript. Be sure to label and rate* each error appropriately on your transcript. [40 pts.]

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Lab Exercise 1 continued: Error Analysis PaperLab Exercise 1 continued: Error Analysis Paper

6. Also write a 3-4 page paper (double spaced) analyzing your errors and answering the 5 questions on p. 49. Also on your corrected transcript please *RATE each error according to how it impacts the communication (not all errors are equally serious). Select and write the number from the five choices next to the error. [60 pts.]

NOTE: A copy of your transcription (without the errors noted) is due to the lead instructor on March 1. But the transcription (with errors noted and labeled = 40 pts.) and the analysis paper (60 pts.) are due on 3/23/05 to your instructor who will evaluate your work.

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Rating System for Transcript

• 5 = No negative consequences to participants• 4 = Consequence of errors is minimal• 3 = Consequence of errors is moderate• 2 = Consequence of errors is severe• 1 = Consequence of errors is grave

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Lab Exercise 2 Lab Exercise 2 (20 pts.)(20 pts.)

• One-on-one with the instructor One-on-one with the instructor • Your instructor will select one of the forms that you Your instructor will select one of the forms that you

practiced sight translating during the past week.practiced sight translating during the past week.• While the instructor listens and takes notes, each While the instructor listens and takes notes, each

student will record on the instructor’s own audiotape student will record on the instructor’s own audiotape recorder his/her sight translation. Brief comments recorder his/her sight translation. Brief comments may be given immediately afterwards.may be given immediately afterwards.

• Turn in your 10 word vocabulary list to your Turn in your 10 word vocabulary list to your instructor after your session. instructor after your session.

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Lab exercise 3Lab exercise 3

In groups of three (landlord, tenant and interpreter) In groups of three (landlord, tenant and interpreter) practice the role playing exercises regarding practice the role playing exercises regarding tenant/landlord issues on pp. 42-47.tenant/landlord issues on pp. 42-47.

See next slide for feedback questions.

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Role Play FeedbackRole Play Feedback

• Feedback can be focused on message accuracy and how the interpreter handled the situation.

1. How does the interpreter handle asking for clarification? 2. Are there other options for the interpreter to get clarification?3. Has the interpreter stepped beyond what would be appropriate

for the role? Why? What are other ways the situation could be handled?

4. How accurately is the message conveyed? Is the message content, affect (emotion) and style being conveyed? Give examples.

5. Is there a pattern that can be identified that is affecting the overall accuracy of the message?

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Assignment for Week 7Assignment for Week 7

1. Read text article “Little Bit Know Something” + thought 1. Read text article “Little Bit Know Something” + thought questionquestion

2. Complete2. Complete uncorrected transcription (3+ pages, double (3+ pages, double spaced) due next week March 1. Both the spaced) due next week March 1. Both the corrected corrected transcription (40 pts) and analysis papertranscription (40 pts) and analysis paper (3-4 pages, double (3-4 pages, double spaced-60 pts) will be due March 22.spaced-60 pts) will be due March 22.

• Anticipating Week 8 (lecture/lab): Anticipating Week 8 (lecture/lab): 1. Midterm sight translation audio recording (30 pts.)1. Midterm sight translation audio recording (30 pts.)

2. Video taping of 2. Video taping of midtermmidterm dialogue (70 pts.) dialogue (70 pts.)

3. Idiomatic phrases assignment (20 pts.)3. Idiomatic phrases assignment (20 pts.)