2003级通用口译 2005年9月-2006年1月 主要使用教材: 《新世纪口译—理论技巧与实践》,(李芳琴 等),四川人民出版社,2002年1月。 口译实践材料 推荐教材及资料: 《实用英语口译教程》,冯建忠,译林出版社, 2002年。 CCTv国际频道访谈、主题讨论节目 CNN新闻等
2003级通用口译I 2005年9月-2006年1月 主要使用教材： 《新世纪口译—理论技巧与实践》，（李芳琴 等），四川人民出版社，2002年1 月。 口译实践材料 推荐教材及资料： 《实用英语口译教程》，冯建忠，译林出版社， 2002年。 CCTV国际频道访谈、主题讨论节目 CNN新闻等
2003级通用口译 ·教学目的:通过讲授口译基本理论、口译背景知 识以及对学生进行口译基本技巧的训练,使学生 使学生初步掌握口译程序和基本技巧,初步学会 口译记忆方法、口译笔记、口头概述、公众演讲 等基本技巧和口译基本策略,培养学生关心时事 的信息意识,积累知识,掌握文献检索、资料査 询的基本方法;培养学生的话语分析能力,提高 学生的逻辑思维能力、语言组织能力和双语表达 能力,提高学生跨文化交际的能力和英、汉两种 语言互译的能力,为进入下一阶段讨论式、分语 类对学生进行口译基本技巧的训练做准备
2003级通用口译 • 教学目的：通过讲授口译基本理论、口译背景知 识以及对学生进行口译基本技巧的训练，使学生 使学生初步掌握口译程序和基本技巧，初步学会 口译记忆方法、口译笔记、口头概述、公众演讲 等基本技巧和口译基本策略，培养学生关心时事 的信息意识，积累知识，掌握文献检索、资料查 询的基本方法；培养学生的话语分析能力，提高 学生的逻辑思维能力、语言组织能力和双语表达 能力，提高学生跨文化交际的能力和英、汉两种 语言互译的能力，为进入下一阶段讨论式、分语 类对学生进行口译基本技巧的训练做准备
Unit One-Definition Definition of Interpreting It is defined as oral translation of a written text"(Shuttleworth Cowie 1997:83) Interpreting is a service activity with a communication function. (Gile)It is usually a face-to-face communicative act
Unit One-Definition • Definition of Interpreting: It is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). Interpreting is a service activity with a communication function. (Gile) It is usually a face-to-face communicative act
Unit One-Types of interpreting Interpreting can be classified into the following three types according its nature Conference Interpreting会议口译 Personal Interpreting随行口译 Liaison Interpreting联络口译 It can be divided into alternating interpretation(交替口译) English Chinese consecutive interpretation(连续/接续/逐步口译) simultaneous interpretation(同声传译 whispering interpretation(耳语翻译) sight/on sight interpretation(视阅翻译/视译)
Unit One-Types of interpreting • Interpreting can be classified into the following three types according its nature: • Conference Interpreting 会议口译 • Personal Interpreting 随行口译 • Liaison Interpreting 联络口译 • It can be divided into: • alternating interpretation （交替口译） English Chinese • consecutive interpretation （连续/接续/逐步口译） • simultaneous interpretation（同声传译） • whispering interpretation （耳语翻译） • sight/on sight interpretation （视阅翻译/视译）
Unit One-Requirments Basic qualities required of interpreters A strong sense of responsibility A solid foundation of two languages Profound knowledge · Good memory Quick thinking Outstanding ability of understanding Fluent expression of ideas
Unit One-Requirments • Basic qualities required of interpreters: • A strong sense of responsibility • A solid foundation of two languages • Profound knowledge • Good memory • Quick thinking • Outstanding ability of understanding • Fluent expression of ideas
Unit One-Active Listening Improving Active listening 10 Main reasons for failure to remember what has been heard a. Insufficient attention is paid to the speaker b. Unfamiliarity with the topic under discussion C. Incompetence in the foreign language/languages 10. How to improve active listening: a. Enlarge background knowledge b. Ask WH questions before listening C. Listen to the main ideas of the speech
Unit One-Active Listening • Improving Active Listening l Main reasons for failure to remember what has been heard: a. Insufficient attention is paid to the speaker. b. Unfamiliarity with the topic under discussion. c. Incompetence in the foreign language/languages l How to improve active listening: • a. Enlarge background knowledge. • b. Ask WH questions before listening. • c. Listen to the main ideas of the speech
Unit TWo-Memory in CI The importance of a good memory in interpreting The ability to process information is an essential part of successful interpreting. The ability to listen, comprehend and retain information is necessary for processing information
Unit Two-Memory in CI The importance of a good memory in interpreting • The ability to process information is an essential part of successful interpreting. The ability to listen, comprehend, and retain information is necessary for processing information
U2: Short-Term Memory (STM) The duration of STM is very short. It is up 6 to 30 seconds. Memory in interpreting only lasts for a short time. Once the interpreting assignment is over, the interpreter moves on to another one, often With different context, subject and speakers
U2:Short-Term Memory (STM) • The duration of STM is very short. It is up 6 to 30 seconds. Memory in interpreting only lasts for a short time. Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers
U2: Long-Term Memory (LTM Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learning process. And it is essentially an important part of the interpreters acquisition of knowledge because information stored in LTM may last for minutes to weeks, months or even an entire life
U2:Long-Term Memory (LTM) • Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learning process. And it is essentially an important part of the interpreter's acquisition of knowledge, because information stored in LTM may last for minutes to weeks, months, or even an entire life
Unit 2: Tactics of memorizing information-Visualization This is to visualize what the speaker is saying in interpretation. It is applicable to the retaining of information in such speech types as narration, description and introduction
Unit 2: Tactics of memorizing information--Visualization • This is to visualize what the speaker is saying in interpretation. It is applicable to the retaining of information in such speech types as narration, description and introduction