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1、TrainingofInterpreters:SomeSuggestionsonSightTranslationTeachingKeyWds:Sighttranslationinterpretertrainingteachingmethodssimultaneousinterpretationconsecutiveinterpretation.Abstract:Sighttranslationhasbeenconsideredasapa

2、rtofsimultaneousconsecutiveinterpretation.Howeverduetorecentdevelopmentsinthefieldsofbusinessfinanceinternationaltradesciencetechnologyduetochangingmarketdemssighttranslationhasgainedanextraplacebeyondconsecutivesimultan

3、eousinterpretation.Thispaperaimsatlayingagroundwkfteachingsighttranslationbasedonconceptsstrategiesofskilltraining.IntroductionRecentdevelopmentsinmanyfieldssuchasinternationalrelationsbusinesstradesocialsciencestechnolo

4、gytheneedfaccessinginfmationintheshtestpossibletimenecessitateanactiveeffectivecommunicationmedium.Translationnotablyinterpretationisoneofthosecommunicationmedia.Theterm“interpretation“generallybringssimultaneousconsecut

5、iveliaisoninterpretationtomind.Sighttranslationhasmostlybeenconsideredasasupptiveinterpretationmethodfsimultaneousconsecutiveinterpretation.JeanHerbert(1952)acterizedsighttranslationasatypeofsimultaneousinterpreting.Fman

6、yscholarssighttranslationisjustapedagogicalexercisefgettingstartedinthetechniquesofconsecutiveinterpretingsimultaneousinterpretinganexercisebywhichinterpretertraineescanlearntoreactquicklyimprovetheiralskills(Spilka1966C

7、urversetal.1986Weber1990Falbo1995Viaggio1995).Howeversighttranslationconsecutiveinterpretingsimultaneousinterpretingareperfmedunderdifferentconditions.Eventhoughtherearesimilaritiesinthementalprocesstheoverallprocessisdi

8、fferent.Insighttranslationthetranslatreadsawrittentextwhereastheinterpreterinbothconsecutivethesimultaneousmodeslistenstoaspeaker.Duetothedifferencesintheprocessthemethodsstrategiesthataninterpretertraineeusesinsighttran

9、slationwillchange.Thispaperwillpresentsomesuggestionsfsighttranslationteaching.Howeversighttranslationwillnotbeconsideredasasupptivemethodfsimultaneousconsecutiveinterpretationbutasoleinterpretationmethodthatcanbeusedbyt

10、heinterpretertraineesinvariousfields.PreExercisesSightTranslation(ST)isgenerallytaughtinthesecondsemesterofthesecondyearinthefirstsemesterofthethirdyearinthedepartmentsoftranslationinterpretationinTurkey.Themainreasonist

11、hatgeneralskillssuchasreadingwritingtextualanalysisvocabularyaretaughtinthefirsttwoyears.Thefirstexercisestobeusedinasighttranslationcoursewillbedirectlyrelatedwiththosebasicskills.Thefirsttwoweeksofthesemestercanbedevot

12、edtofastreadingskimmingscanningreadingcomprehensionactivities.Thoseawdthatisdifficulttopronouncehisherreadingspeedwillslowdown.Howeverinaslowmeaningfulreadingprocesshesheeitherwillbeabletoguessthemeaningoftheunknownwdbyu

13、singcontextualclueswillrealizethatthewdisnotcrucialfunderstingthemessageofthewholetext.Insomecaseshoweverthewdmaybedirectlyrelatedtothemessageitmaycauseproblemsintranslationifthewdisomittedigned.Bearingthisinmindthelectu

14、rermaychoosetextsthatmayhelpstudentstodealwithunknownwds.Thefollowingstrategiescanbeappliedonthesampletexts:Tofocusonthemessageofthesentenceparagraphratherthanthemeaningofthewd.Sampletext:“Ifanyoneisaskedtorateapersonwho

15、mheknowssufficientlywellonanumberofpersonalityvariableshewilltendtobeinfluencedbyhisgeneralopinionoftheperson.Ifhehasahighopinionofthepersonhewilltendtoratehimhighonalldesirablequalitiesviceversaifhehasalowopinion.(C.J.A

16、dcock:FundamentalsofPsychology)ToguessthemeaningofthewdbyusingcontextualcluesSampletext:Ifyouweretoplaceahumanbrainonatableinfrontofyouyouwouldnoticethatitisdividedneatlyintotwohalvesverticallyfromfronttoback:thesearethe

17、rightleftcerebralhemispheres.eachhemisphereisfurtherdividedintofoursocalledlobes:theoneatthefront(thefrontallobe)isresponsiblefcontrollingmovementfsomeaspectsofemotionstheoccipitallobe(attheback)dealswithsightthelobeatth

18、eside(thetempallobe)isanimptantmemystetheparietallobe(atthetop)hasavitalroleincomparingintegratinginfmationthatflowsintothebrainthroughthesensychannelsofvisionhearingsmelltouch.(RidLeakeyRobertLewin:PeopleoftheLake)Exerc

19、ise5:Anotherlanguagespecificproblemthatmaycauseproblemsintheprocessofsighttranslationiscomplexsentencestructures.Longcomplexcompoundsentencestructuresgenerallyslowdownthereadingspeedincreasetheriskofwronginterpretation.U

20、sing“parsing““chunking“methodsmayeliminatethisproblem.Fthisexercisethestudentsarehedouttextswhicharewrittenincomplexsentencestructures.Thestudentsareaskedtoparseeachsentenceindertowkouttowhatgrammaticaltypeeachwdclausebe

21、long.Thentheyareaskedtodeterminethesmallestsemanticunitsineachsentence.Dependingonthesentencestructureofthelanguagetheyaretranslatingintotheyrestructuretheirsentences.Howeveritshouldbenotedthattheaimofthisexerciseistoana

22、lyzethesentencestructuretorefmulateitinthetargetlanguage.Theaimisnottousethesamegrammaticalstructurebuttogivethesamemessageinthetargetlanguage.Exercise6:Thisexercisewillhelpstudentstofocusonthemeaningratherthanthestructu

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