Component Skills for Becoming an Interpreter Consecutive Interpreting
Component Skills for Becoming an Interpreter Consecutive Interpreting Hala Ghanim (Second Lecture)
Component Skills for Becoming an Interpreter • Lexical Skills • Communication Skills • Retention Skills
Lexical Skills • Familiarity with the topic, register, technical jargon etc. • Correct grammar • Word order • Dealing with complex sentences • Sense consistency with the SS, as you want to understand what the speaker MEANS (his ideas) more than WHAT he says (the words)
Communication Skills Every interpreter should be a cultural and language mediator. • Public Speaking (voice projection) • Fluency • Background knowledge (reading newspaper, headlines, watching T. V or listening to radio programmes) • Protocol/Turn taking
Retention Skills Retention means the action of absorbing and continuing to hold a substance. • Active listening. • Mnemonic techniques. Mnemonic is another word for memory tool. They are techniques for remembering information that is quite difficult to recall. • Multitask: You listen to what the speaker says, wait a second or two, interpret what they said while at the same time listen to what the speaker says next and remember that so you can interpret that segment correctly when you're done with the current one your working on!
• Prediction Also, as interpreters listen and observe speakers, they are constantly predicting (anticipating) what the speaker(s) might say next. • Note-taking Specially dealing with numbers.
Hearing Verse Listening • Hearing defines only the physical measurement of the sound waves that are transmitted to the ear and into the brain where they are processed into audible information. Hearing occurs with or without your consent. • Listening goes far beyond your natural hearing process. It means paying attention to the words that are being spoken with the intention of understanding the other person.
Conclusions • Components skills of professional interpreters. • Hearing X listening. • Practice active listening.
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