Le rôle de l’audiovisuel dans la formation des interprètes de conference

Čeňková, Ivana

doi:10.1075/btl.2.28cen

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is hard for student interpreters to use non-verbal elements, for example, having eye contact with the speakers. Therefore, VDI deprives trainee interpreters of some of the contextual elements vital for oral communication (Kurz, 1989;Cenková, 1994). Consequently, trainee interpreters are less likely to use non-verbal elements in communication in VDI classrooms.…”

Section: Discussion and Implications 51 The Advantages Of Sdimentioning

confidence: 99%

“…VDI is a traditional form of interpreter training. According to Kurz (1989Kurz ( , 2002 and Cenková (1994), there are advantages in using videotapes in interpreting teaching. Firstly, it is easier to build up a bank of different types of lectures, speeches and panel discussions than inviting live speakers who are sometimes not available.…”

Section: Theoretical Framework: Vdi Vs Sdimentioning

confidence: 99%

“…Unlike trainees at MA level who have clear career orientation and strong motivation to be involved in professional practices (Lin, 2013), undergraduate trainees still need to focus on enhancing language skills and general and subject-specific knowledge (AIIC Training Committee, 2006). Using videos in classrooms has advantages: it is easier to build up a bank of different types of lectures, speeches, and panel discussions than inviting live speakers who may not be available; the speech bank can include a large variety of disciplines, speakers, speech styles, and foreign accents which may not be feasible by relying on live speakers; and the use of video clips may better prepare students for new modes of interpreting as interpreting for the media and videoconferencing are becoming popular (Kurz, 1989(Kurz, , 2002Cenková, 1994).…”

Section: The Use Of Vdimentioning

confidence: 99%

See 2 more Smart Citations

Simulation Dominated Approach versus Video Dominated Approach in Teaching Consecutive Interpreting to Undergraduates: An Exploratory Comparison Study

2019

Onomázein

View full text Add to dashboard Cite

107Video dominated instruction (VDI) and simulation dominated instruction (SDI) are commonly practised in interpreter training, and yet their teaching effects have not been adequately researched so far. The present study was intended to compare the effectiveness of the two instructional approaches in teaching consecutive interpreting (CI) to third-year undergraduates. A quasi-experimental two-group pre-test/post-test comparison design was used. Sixty-two students took a pre-test on consecutive interpreting skills and completed a pre-self-assessment to rate their competence in eleven learning objectives at the beginning of a consecutive interpreting course. Thirty-one students in class one as the comparison group received VDI, while thirty-one students in class two received SDI. Sixteen weeks later at the end of the course, the two classes took a post-test on consecutive interpreting skills and completed a post-self-assessment to rate their competence in the same eleven learning objectives. After controlling the effects of pre-test and pre-self-assessment scores, ANCOVA results suggested that VDI and SDI are equally effective in teaching CI to undergraduates, except for one aspect that the latter is more effective in cultivating students' ability to use non-verbal elements. Pedagogical implications about the complementary nature of the two approaches were discussed. Abstract

show abstract

Section: Discussion and Implications 51 The Advantages Of Sdimentioning

confidence: 99%

Section: Theoretical Framework: Vdi Vs Sdimentioning

confidence: 99%

Section: The Use Of Vdimentioning

confidence: 99%

See 1 more Smart Citation

Simulation Dominated Approach versus Video Dominated Approach in Teaching Consecutive Interpreting to Undergraduates: An Exploratory Comparison Study

2019

Onomázein

View full text Add to dashboard Cite

show abstract

Du Test D’Aptitude Au Perfectionnement De L’Interpretation Consecutive—Choix et Usages Des Textes

Ruszel¹

2007

Verbum

View full text Add to dashboard Cite

Il est généralement admis qu'avant de commencer la formation en interprétation, il est nécessaire de déceler par un test d'aptitude les candidats les plus aptes au métier. Parallèlement, il n'est pas possible de passer à l'enseignement de l'interprétation simultanée sans avoir perfectionné les fondements de l'interprétation consécutive. Le travail de l'interprète s'e=ectue par sa nature sur le discours parlé. La vérification des aptitudes des candidats ainsi que la formation doivent se faire à l'appui des discours parlés. Le texte présente la typologie des textes/discours utilisés à des fins de formation des futurs interprètes de conférence, dressée à l'appui des exigences qui doivent être remplies pour réaliser les objectifs didactiques de l'étape qui commence par le test d'aptitude et fini par le perfectionnement de l'interprétation consécutive. Le critère clé dans le choix des textes reste la progression de leur di;culté, répondant surtout aux besoin de l'enseignement, sans négliger pourtant les exigences imposées par la réalité professionnelle.

show abstract

Le rôle de l’audiovisuel dans la formation des interprètes de conference

Cited by 2 publications

References 0 publications

Simulation Dominated Approach versus Video Dominated Approach in Teaching Consecutive Interpreting to Undergraduates: An Exploratory Comparison Study

Simulation Dominated Approach versus Video Dominated Approach in Teaching Consecutive Interpreting to Undergraduates: An Exploratory Comparison Study

Du Test D’Aptitude Au Perfectionnement De L’Interpretation Consecutive—Choix et Usages Des Textes

Contact Info

Product

Resources

About