- •Практикум “устный перевод в сфере бизнеса “ для студентов ііі курса
- •Contents:
- •Literature:
- •III. General information on Interpreting.
- •4. The different types of interpreting are**:
- •5. Interpreting in the European Union
- •7. Hints for Speakers at Conferences****
- •Exercise 2.(«слова») Listen to the list of English words and say them after the announcer in the same order:
- •Exercise 3.(«toponyms ,names and dates») Listen to the lists of places, names and dates and then say them after the announcer in the same order:
- •Exercise 4.(«developing transformation skills») Listen to the following words and replace them by their synonyms (the synonyms are given as hints for checking :
- •Exercise 7.(«developing transformation skills») Pick out only the plot from the sentences 1-6 and write it down first in English, and then in your mother tongue:
- •Based on the texts from “Intelligent business” (course book by t.Trappe & g.Tullis. Pearson Education Limited 2008). Text 1. “a matter of choice” p.9.
- •In the name of stability
- •Exercise 5.(«developing transformation skills») Listen to the following words and replace them by their synonyms (the synonyms are given as hints for checking :
- •Exercise 2.(«слова») Listen to the list of English words and say them after the announcer in the same order:
- •Exercise 3. Listen to the lists of collocations from Text 3.“Nike’s Goddess” and then say them after the announcer in the same order:
- •Exercise 4.(«developing transformation skills») Listen to the following words and replace them by their synonyms (the synonyms are given as hints for checking :
- •Exercise 7.(«developing transformation skills») Pick out only the plot from the sentences 1-6 and write it down first in English, and then in your mother tongue:
- •Exercise 8.(«developing transformation skills») Read the sentences 1-5 from the previous exercise, formulate briefly and write down the ideas presented there in a very laconic and short way
- •Exercise 2.(«слова») Listen to the list of English words and say them as a list after the announcer in the same order:
- •- Outrageous, scandalous, shocking, flagrant, violent, furious, frantic, frenetic, fierce, shocking, flagrant, shameful
- •Exercise 3. Listen to the lists of collocations from Text 4.“The rewards of failure” and then say them after the announcer in the same order:
- •Exercise 3.(«слова») Listen to the list of English words and say them as a list after the announcer in the same order:
- •Text 6. “Money can buy you love” p.51. Exercise 1. Step 1. Read the summary once and retell it close to the text (in English as it is presented to you).
- •Step 2. Read the summary in Russian once and retell it close to the text (in Russian)
- •Exercise 3:Listen to the list of words and say them in English in the same order:
- •Exercise 4. Listen to the lists of collocations from Text 6. “Money can buy you love” and then say them after the announcer in the same order:
- •1.) India, Canada, Brazil, Mexico, Philippines, Hungary, Ireland, Czech Republic, China
- •3.) About 1.600 km north, 2.500 young college-educated men, up to 60% lower, in the 1990s, until 2010 or so.
- •4.) Far less clear, so recent, higher-value industries, a tiny portion of white-collar work, one of the biggest trends.
- •3.) Now by sending routine service and engineering tasks to nations with a surplus of educated workers, the usa labor force and capital can be redeployed to higher value industries.
- •Exercise 2.(«слова») Listen to the list of English words and say them after the announcer in the same order:
- •Exercise 3.(«toponyms ,names and dates») Listen to the lists of places, names and dates from ”Europe’s Enron” and then say them after the announcer in the same order:
- •Exercise 4.(«developing transformation skills») Listen to the following words from ”Europe’s Enron” and replace them by their synonyms (the synonyms are given as hints for checking :
- •Exercise 8.(«developing transformation skills») Drop out the “unnecessary information” from the sentences 1-6 and write them down first in English, and then in your mother tongue:
- •Exercise 2.(«слова») Listen to the list of English words from text 9. “a Full house” and say them after the announcer in the same order:
- •Exercise 3. Listen to the lists of places, names and dates and numbers. Then say them after the announcer in the same order:
- •Exercise 4.(«developing transformation skills») Listen to the following words and replace them by their synonyms (the synonyms are given as hints for checking only):
- •Exercise 2.Listen to the following sentences from the text on counterfeiting and say them after the announcer:
- •Exercise 3.(«toponyms ,names and dates») Listen to the lists of phrases including places, names and dates and then say them after the announcer in the same order:
- •Exercise 4.(«developing transformation skills») Listen to the following words and replace them by their synonyms:
- •Exercise 7.(«developing transformation skills») Pick only the plot out off the sentences given below and write the transformed sentences down, first, in English, and then, in your mother tongue:
- •Почему eBay?
- •Exercise 4. Read the text on the left and complete the English text filling in the blanks ( the text refers to eBay history).
- •If the item is less than perfect, describe its problems in detail or flush it. Or trade it to another seller.
- •If you are a failure with domestic sales, then foreign sales will not help you in the least.
- •If you sell on eBay for a friend, you will lose that friend. End of story.
III. General information on Interpreting.
1. Interpreting is a relatively new area of research that is subsumes under the heading of translation. For example many Translators’ Associations will include Interpreters and many books on translation will include interpreting. The booklet, “Conseils aux étudiants souhaitant devenir interprète de conference”, contains a list of international organizations around the world that employ interpreters.
Comparatively little research has been done on Interpreting throughout history. In part, this is because often there is no written record of the spoken word. There may be very little evidence of the interpreter’s work. It may be clear from the context that an interpreter was present but not specifically named or mentioned in historical documents. The interpreter may have been a linguist or a diplomat who was asked or offered to interpret.
Международний гуманитарный университет, Одесса, 2012-2013,Олейник О.О
2. Interpreting has existed for a long time. Whenever people met who had no common language they had to make do with sign language or find someone who could speak both languages. Some people grew up in a bilingual environment, because they lived in a border area or because their parents spoke different languages. Christopher Columbus took six native Indians back to Spain with him so that they could learn to speak Spanish and then be used as interpreters once they returned to Central America. Other colonizers such as the French in Canada repeated this pattern. Subsequently, the colonizers imposed their own language on the native people, thus reducing the need for interpreters. Some Europeans became proficient in the native Indian languages after being shipwrecked or captured. Missionary priests’ intent on spreading the Catholic faith drew up glossaries and dictionaries of the native languages.
In the 1920s another milestone was reached with the invention of equipment for simultaneous interpreting by Edward Filene, a businessman, Gordon Finlay, an engineer and Thomas Watson, the president of IBM. Simultaneous interpreting was first used at the International Labour Organization Conference in Geneva in 1927. However, technical difficulties meant that almost twenty years would elapse before simultaneous interpreting was provided in English, French, German and Russian at the Nuremberg Trials, which lasted from November 1945 to October 1946. Some of the interpreters at the Trials went on to work as conference interpreters at the United Nations.
The first conference interpreters became interpreters by accident. They had one or more foreign languages and found themselves in the right place at the right time.
3. As interpreting developed, universities began offering courses in the subject. This helped interpreters attain professional status. The University of Geneva School of Interpreting was founded in1940 and the Vienna School of Interpreting in 1943. George town University Division of Interpreting and Translation was founded in theUnited States in 1949. In 1952, Jean Herbert, a practicing interpreter, wrote a book called “Manuel de l’Interprète” which was followed in 1956 by Jean-François Rozan’s book “La prise de notes en Consécutive”. Both books were published by University of Geneva Press. Once university courses were established, academics began to do research into interpreting. Some early research was not very scientific, being based more on personal judgment than on verifiable results. All universities which offer courses in interpreting have entrance tests whereby candidates are tested on their knowledge of languages and current affairs and in some cases their ability to cope when being bombarded with information. Most courses cover 2 foreign languages and students usually work into their mother tongue. The primary degree does not have to be in languages. Indeed, in the past the EU preferred to take on people with a background in law or economics or other specialized areas plus knowledge of languages and train them in the skills of interpreting.
Even those who successfully complete an interpreting course may not find employment as interpreters. Finding work can demand a great deal of persistence. It takes time to become an established interpreter. Typically, after qualification as an interpreter, people apply for work to organizations near where they live or move abroad to work. A lot depends on where the interpreter lives and the need for interpreting in a particular area. Interpreting is a demanding job in that when an interpreter is working he or she cannot afford to have a bad day. One bad interpreter can ruin a conference. The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. Ability to concentrate is a factor as is the ability to analyze and process what is heard. Interpreting takes place when one person translates orally what he or she hears into another language. Many people are confused about the difference between translating and interpreting. The difference is quite simple: a translation is written down whereas interpreting is spoken.
Международний гуманитарный университет, Одесса, 2012-2013,Олейник О.О