Developing professional thinking and acting within the field of interpreting
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Gun-Viol Vik-Tuovinen
Abstract
The aim of this article is to contribute to the discussion about how professional thinking and acting is developed and spread within the field of interpreting. As a theoretical starting point for the discussion, the central factors affecting strategies that interpreters can and do use in performing interpreting tasks are introduced. As a second basis for the discussion the concept of practical and tacit knowledge is discussed. Three empirical studies are then presented. The first one deals with how students of interpreting and interpreters select strategies during the performance of an interpreting task. The other two concentrate on practical and tacit knowledge within the field of interpreting. Ideally, interpreting performance is based on each situation, makes good use of the individual interpreter’s knowledge and mental capacity and respects prevailing norms. The empirical studies presented show the development of thinking and acting related to interpreting among interpreting students and interpreters. The studies indicate that students are aware of and have integrated essential issues related to professional thinking and acting. However, among students and practising interpreters, as well as within the whole field of interpreting, there still is a need to both develop and to transfer professional thinking and acting.
Abstract
The aim of this article is to contribute to the discussion about how professional thinking and acting is developed and spread within the field of interpreting. As a theoretical starting point for the discussion, the central factors affecting strategies that interpreters can and do use in performing interpreting tasks are introduced. As a second basis for the discussion the concept of practical and tacit knowledge is discussed. Three empirical studies are then presented. The first one deals with how students of interpreting and interpreters select strategies during the performance of an interpreting task. The other two concentrate on practical and tacit knowledge within the field of interpreting. Ideally, interpreting performance is based on each situation, makes good use of the individual interpreter’s knowledge and mental capacity and respects prevailing norms. The empirical studies presented show the development of thinking and acting related to interpreting among interpreting students and interpreters. The studies indicate that students are aware of and have integrated essential issues related to professional thinking and acting. However, among students and practising interpreters, as well as within the whole field of interpreting, there still is a need to both develop and to transfer professional thinking and acting.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Foreword xi
- Methods and strategies of process research 1
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Part I. Conceptual and methodological discussions
- Interpreting in theory and practice 13
- Reflections on the literal translation hypothesis 23
- Tracking translators’ keystrokes and eye movements with Translog 37
- Seeing translation from inside the translator’s mind 57
- Metonymic language use as a student translation problem 67
- Sight translation and speech disfluency 93
- Time lag in translation and interpreting 121
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Part II. Process research in interpreting and translation
- A new pair of glasses 149
- Are primary conceptual metaphors easier to understand than complex conceptual metaphors? 169
- Innovative subtitling 187
- Errors, omissions and infelicities in broadcast interpreting 201
- On cognitive processes during wordplay translation 219
- “Can you ask her about chronic illnesses, diabetes and all that?” 231
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Part III. Studies of interpreting and translation expertise
- Effects of linguistic complexity on expert processing during simultaneous interpreting 249
- Process and product in simultaneous interpreting 269
- Developing professional thinking and acting within the field of interpreting 301
- Results of the validation of the PACTE translation competence model 317
- “This led me to start thinking about how this happened, and what the process behind it would be” 345
- Publications by Birgitta Englund Dimitrova 361
- Notes on contributors 367
- Index 373
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Foreword xi
- Methods and strategies of process research 1
-
Part I. Conceptual and methodological discussions
- Interpreting in theory and practice 13
- Reflections on the literal translation hypothesis 23
- Tracking translators’ keystrokes and eye movements with Translog 37
- Seeing translation from inside the translator’s mind 57
- Metonymic language use as a student translation problem 67
- Sight translation and speech disfluency 93
- Time lag in translation and interpreting 121
-
Part II. Process research in interpreting and translation
- A new pair of glasses 149
- Are primary conceptual metaphors easier to understand than complex conceptual metaphors? 169
- Innovative subtitling 187
- Errors, omissions and infelicities in broadcast interpreting 201
- On cognitive processes during wordplay translation 219
- “Can you ask her about chronic illnesses, diabetes and all that?” 231
-
Part III. Studies of interpreting and translation expertise
- Effects of linguistic complexity on expert processing during simultaneous interpreting 249
- Process and product in simultaneous interpreting 269
- Developing professional thinking and acting within the field of interpreting 301
- Results of the validation of the PACTE translation competence model 317
- “This led me to start thinking about how this happened, and what the process behind it would be” 345
- Publications by Birgitta Englund Dimitrova 361
- Notes on contributors 367
- Index 373
