Quality and norms in interpretation

Garzone, Giuliana Elena

doi:10.1075/btl.43.11gar

Cited by 31 publications

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“…Various models, sets of assessment criteria and norms for evaluation of the quality of written translation and interpreting respectively have been developed and discussed extensively (see e.g., Garzone 2002;House 1997;Kalina 2002;Pöchhacker 2002;Schjoldager 1996), but there is no overarching definition of quality applicable to both modalities of translation -see Anderman's proposal to "set up a project to decide on criteria for the assessment of translation and interpretation" (Schäffner 2004: 46, see also Setton and Motta 2007: 201-202).…”

Section: Quality Assessmentmentioning

confidence: 99%

Exploring Translation and Interpreting Hybrids. The Case of Sight Translation

Dragsted

Hansen

2009

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This article reports on a comparative study of written translation and sight translation, drawing on experimental data combining keystroke logging, eye-tracking and quality ratings of spoken and written output produced by professional translators and interpreters. Major differences in output rate were observed when comparing oral and written modalities. Evaluation of the translation products showed that the lower output rate in the written condition was not justified by significantly higher quality in the written products. Observations from the combination of data sources point to fundamental behavioural differences between interpreters and translators. Overall, working in the oral modality seems to have a lot to offer in terms of saving time and effort without compromising the output quality, and there seems to be a case for increasing the role of oral translation in translator training, incorporating it as a deliberate practice activity.Le présent article fait état d’une étude comparative de la traduction écrite et de la traduction à vue. Elle est fondée sur des données expérimentales qui associent un enregistrement de la frappe, une étude oculométrique ainsi qu’une évaluation de la qualité de traductions orales et écrites produites par des traducteurs et des interprètes professionnels. La comparaison des modalités orale et écrite met en évidence des différences majeures. L’évaluation des traductions montre en effet que le débit faible observé pour la traduction écrite ne garantit nullement une qualité accrue. Par ailleurs, l’analyse comparative fait état de différences fondamentales de comportement entre interprètes et traducteurs. De façon générale, la traduction orale semble pouvoir contribuer de façon significative à l’économie de temps et d’effort sans compromettre la qualité, ce qui justifierait une accentuation de son rôle, et même une pleine intégration, dans la formation des traducteurs

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Section: Quality Assessmentmentioning

confidence: 99%

Exploring Translation and Interpreting Hybrids. The Case of Sight Translation

Dragsted

Hansen

2009

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“…That is to say, norms of interpreting guide interpreters in their choice of strategies in interpreting behaviors and shape the interpreting activities in a sociocultural context. The significance of research into norms of interpreting was first proposed by Shlesinger (1989) in the debut issue of Target, which was soon echoed by Harris (1990) and then highlighted by Schjoldager (1994;, Gile (1999) and Garzone (2002). While scholars raised the issue of methodological obstacles involved in the research of norms in interpreting, esp.…”

Section: Introductionmentioning

confidence: 99%

A Descriptive Study of Norms in Interpreting: Based on the Chinese-English Consecutive Interpreting Corpus of Chinese Premier Press Conferences

Wang

2012

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RÉSUMÉLa performance en interprétation est conditionnée par trois facteurs majeurs : a) la compétence de l'interprète ; b) les contraintes cognitives auxquelles ce dernier est soumis sur le terrain ; c) les normes en matière d'interprétation. Le présent article porte sur l'étude descriptive des normes qui ont régi l'interprétation du chinois vers l'anglais lors des conférences de presse du premier ministre chinois, révélant ainsi les normes d'interpré-tation consécutive en vigueur, en particulier en ce qui concerne les relations entre le texte source et le texte cible. Il s'appuie tant sur le paradigme propre aux études descriptives de traduction que sur l'analyse des écarts. Grâce à une analyse intertextuelle comparative du corpus parallèle recueilli lors de l'interprétation des 11 conférences de presse du premier ministre chinois (de 1998 à 2008), trois types de glissements ont été identifiés : type A (Ajout), type R (Réduction) et type C' (Correction). Une analyse statistique quantitative portant sur la fréquence des glissements ainsi qu'une analyse qualitative des différents types de glissements repérés a permis de mettre en évidence quatre normes typiques des relations TS -TC : a) l'adéquation, b) l'explicitation des relations logiques, c) la spécificité du contenu informatif, d) l'explicite du sens. Cette étude descriptive des normes, fondée sur un corpus relativement important colligé sur le terrain, constitue une exploration d'une méthodologie descriptive dans le cadre des recherches en interprétation. Elle se veut également une contribution nouvelle aux études sur la qualité d'interprétation. ABSTRACTInterpreting performance is shaped by three major forces: a) the interpreter's interpreting competence, b) cognitive conditions on-site and c) norms of interpreting. This research is a descriptive study of norms in the Chinese-English interpreting of Chinese Premier Press Conferences, which reveals the actual norms of consecutive interpreting especially with regard to source text and target text relations. It employs the research paradigm of descriptive translation studies and the analytic tool of shifts. Through inter-textual comparative analysis of the parallel corpus of the on-site interpretation of 11 Chinese Premier Press Conferences (1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008), three types of shifts are identified, including Type A shifts (Addition), Type R shifts (Reduction) and Type C' shifts (Correction). With quantitative statistics of the regularity of the occurrences of shifts and qualitative analysis of every type of shifts in the corpus, four typical norms of ST-TT relations are identified: a) the norm of adequacy, b) the norm of explicitation in logic relations, c) the norm of specificity in information content, d) the norm of explicitness in meaning. This descriptive study of norms based on a relatively large corpus of on-site interpretation can serve as a tentaMeta LVII, 1, 2012 a descriptive study of norms in interpreting 199 tive exploration of the methodology in des...

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“…The third and, arguably, most significant change was the insertion of a separate section on context. As a number of interpreting theorists (notably Garzone 2002:117, Kalina 20022005:34 andPöchhacker 2004:156) have indicated, interpreting quality is influenced very strongly by the circumstances in which the interpreting takes place. The quality of the interpreting product cannot be evaluated solely on the basis of the output provided by the interpreter.…”

Section: Developmentmentioning

confidence: 99%

Assessing spoken-language educational interpreting: Measuring up and measuring right

Foster

Cupido

2017

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This article, primarily, presents a critical evaluation of the development and refinement of the assessment instrument used to assess formally the spoken-language educational interpreters at Stellenbosch University (SU). Research on interpreting quality has tended to produce varying perspectives on what quality might entail (cf. Pöchhacker 1994(cf. Pöchhacker , 2001Kurz 2001;Kalina 2002; Pradas Marcías 2006;Grbić 2008;Moser-Mercer 2008;Alonso Bacigalupe 2013). Consequently, there is no ready-made, universally accepted or applicable mechanism for assessing quality. The need for both an effective assessment instrument and regular assessments at SU is driven by two factors: Firstly, a link exists between the quality of the service provided and the extent to which that service remains sustainable. Plainly put, if the educational interpreting service wishes to remain viable, the quality of the interpreting product needs to be more than merely acceptable. Secondly, and more important, educational interpreters play an integral role in students' learning experience at SU by relaying the content of lectures. Interpreting quality could potentially have serious ramifications for students, and therefore quality assessment is imperative. Two assessment formats are used within the interpreting service, each with a different focus. The development and refinement of the assessment instrument for formal assessments discussed in this article have been ongoing since 2011. The main aim has been to devise an instrument that could be used to assess spoken-language interpreting in the university classroom. Complicating factors have included the various ways in which communication occurs in the classroom and the different sociocultural backgrounds and levels of linguistic proficiency of users. The secondary focus is on the nascent system of peer assessment. This system and the various incarnations of the peer assessment instrument are discussed. Linkages (and the lack thereof) between the two systems are briefly described.Keywords: assessment; assessment instrument; educational interpreting; peer assessment; quality IntroductionSpoken-language educational interpreting at Stellenbosch University (SU) received institutional sanction late in 2011 and, as of 2012, simultaneous educational interpreting formed part of the University's attempts at managing learning and teaching in a multilingual environment. Working into either Afrikaans or English, the educational interpreter acts as a communication facilitator between lecturer and student during formal lectures in cases where the student is either not proficient enough in the language of instruction or would prefer to receive tuition in the other language. The interpreting provided in the lecture venue should be of such a standard that it helps to ensure effective communication between lecturer and student.In order both to safeguard and improve the quality of the interpreting service provided to students, a system of regular assessments has been instituted. Regular assessment is ...

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Quality and norms in interpretation

Cited by 31 publications

References 0 publications

Exploring Translation and Interpreting Hybrids. The Case of Sight Translation

Exploring Translation and Interpreting Hybrids. The Case of Sight Translation

A Descriptive Study of Norms in Interpreting: Based on the Chinese-English Consecutive Interpreting Corpus of Chinese Premier Press Conferences

Assessing spoken-language educational interpreting: Measuring up and measuring right

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