Re-conceptualising interpreting strategies for teaching interpretation into a B language

Yinyin Wu*, Posen Liao

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

7 引文 斯高帕斯(Scopus)

摘要

Despite a cognitive disadvantage when interpreting into one’s B language, strategy use and awareness of norms allow interpreters to be resourceful and efficient in achieving communicative goals. There is a need to incorporate strategy training in interpreter education, especially when teaching into-B interpreting. However, strategy taxonomies proposed by different scholars are incompatible, causing confusion in teaching. Furthermore, strategies are not meaningfully represented in a model that justifies their use. This paper aims to re-conceptualise production-related interpreting strategies for pedagogical purposes, accommodating trainers’ suggestions about into-B interpreting. Taking cognitive and temporal constraints as well as interpreting norms into account, we create a trainee-friendly strategy model and a taxonomy that help students understand how strategies fit into a larger picture. Interpreting strategies are re-categorised into three main types: problem-solving, problem-preventing, and message-enhancing. Strategies are streamlined, adjusted, renamed, and grouped under four catchy principles: BE FLEXIBLE, ONE CHUNK AT A TIME, BE CLEAR, and BE CONCISE. For pedagogical application of this strategy taxonomy, we adopt an instructional framework that activates cognitive, metacognitive, and social-affective aspects of learning.

原文英語
頁(從 - 到)188-206
頁數19
期刊The Interpreter and Translator Trainer
12
發行號2
DOIs
出版狀態已發佈 - 2018 4月 3

ASJC Scopus subject areas

  • 教育
  • 語言與語言學
  • 語言和語言學

指紋

深入研究「Re-conceptualising interpreting strategies for teaching interpretation into a B language」主題。共同形成了獨特的指紋。

引用此