ABA 102

Course Title:

ENG 377Course Title:

Interpreting Theory and Practice IType:

Theory-basedCredits:

6 credits, 1 termLevel:

3

Aims To provide a practical and theoretical introduction to the field of bilingual interpreting.

To introduce interpreter roles and skills, modes of interpreting and translating, ethical issues, professional standards of practices, cultural competence and the fundamental skills of sight and consecutive interpreting from Chinese to English and vice versa.

To provide a training on the profession of interpreting and specific skills.

Course Intended Learning Outcomes

(CILO)After completing this course, students should be able to: 1 analyse interpretation as a profession in Hong Kong:

2 switch with confidence between Chinese and English;

3 acquire the speaking and listening skills for interpreting;

4 use note-taking and short-term memory for interpreting;

5 perform simple and situational interpretation tasks; and

6 access information sources on various areas e.g. the local news.

SyllabusSyllabus content

Introduction to interpreting

Professional ethics of the interpreter

History of interpretation

Sight Translation

Techniques

Common errors

Listening and Public speaking skills

Language analysis

ResourcesCILO No.

1112, 32, 3, 4

2, 3, 5

2, 3

2, 3, 5

6

Reference Anderson, R. Bruce W. (2002). "Perspectives on the Role of Interpreter". In FranzPochhacker and Miriam Shlesinger (eds). The interpreting studies reader , London ; New York : Routledge, 208-217.

Chiaro, Delia and Guiseppe, Nocella. (2004). "Interpreters' Perception of Linguistic and Non-Linguistic Factors Affecting Quality: A Survey through the World Wide Web". Meta 49(2): 278-293.

Frishberg, Nancy (1986) Interpreting: an introduction. Rockville, Md.: RID Publication.

Gile, Daniel (1995) Basic concepts and models for interpreter and translator training. Amsterdam: J. Benjamins Pub. Co.

Gillies, Adrew. (2005) Note-taking for Consecutive Interpreting A Short Course. St Jerome Pub.

Mikkelson, Holly. (2000) Introduction to court interpreting. Manchester, UK; Northampton, MA: St. Jerome Pub.

Wadensjo, Cecilia (2002). "The Double Role of a Dialogue Interpreter". In Franz Pochhacker and Miriam Shlesinger (eds). The interpreting studies reader, London ; New York : Routledge, 254-371.

. . :, 2004

, . . : , 1988.

Teaching & Learning Activities

(TLA)TLA 1. Lectures

The theoretical concepts of interpreting are basically introduced by lectures, which directly contribute to the intended outcomes 1 to 6.TLA 2. Group Discussions

Students are asked to form in groups to discuss the issues on interpretation and prepare for the oral presentation. After discussion, the representative of each group presents their results to the class. By engaging in this exercise, students will not only learn to work as a team but also develop their team spirit and communication skills that are useful in their future work.

TLA 3. In-class Exercises

Interpretation tasks on sight translation and consecutive interpretation will be conducted. From time to time language labs are offered to students.

TLA 4. Consultation

Course lecturer offers consultation after class to address students questions. Students are encouraged to discuss the subject issues with the lecturer in person or by email.CILO No.

1 - 6

2,3,4,5

2,3,4,5

2,3,4,5

Assessment Tasks

(AT)AT1. Continuous Assessment70%

AT2. Quiz 30%

Continuous assessment Involves class participation, in-class exercises, journals and oral presentation. In-class exercises will help students to apply the knowledge learnt in the lectures. Journals are designed to strengthen students understanding on the principles and theories about interpreting. Oral presentation will let students practise their interpretation skills and exchange their ideas on a particular topic among peers. These assessment methods are designed to achieve the intended learning outcomes 1-6.

Quiz Interpretation tasks,both sight translation and consecutiveinterpretation, from English to Chinese and vice versa will be conducted to test the understanding of students.The quiz is thus able to meet the learning outcomes of 1-6.CILO No.

1-6

PrerequisitesNil

Lecture Schedule1. Introduction to Interpreting; Professional ethics of the interpreter; employment opportunities for interpreters in Hong Kong; Equipment

2. General Introduction on Sight Translation; history of interpretation

3. Active listening for interpreting purposes and note-taking techniques

4. Memory drills

5. Free Speech and Handling Speakers errors

6. Public speaking skills (English)

7. Public speaking skills (Chinese)

8. Summary Interpreting

9. Our Own Glossary

10. Number and Figures

11. Language Analysis Accents

12. Language Analysis Grammar

13. Oral Presentation

14. Exercises in sight translation

15. Exercises in consecutive interpretation

16. Review and feedbackCILO No.

1-6

Intended Learning Outcomes

CILO 1

CILO 2

CILO 3

CILO 4

CILO 5

CILO 6Teaching and Learning Activities

TLA1

TLA1, TLA2, TLA3, TLA4

TLA1, TLA2, TLA3, TLA4

TLA1, TLA2, TLA3, TLA4

TLA1, TLA2, TLA3, TLA4

TLA1Assessment Tasks

AT1, AT2

AT1, AT2

AT1, AT2

AT1, AT2

AT1, AT2

AT1, AT2