TRI2001 : Interpreting Theory and Practice 2
- Offered for Year: 2024/25
- Module Leader(s): Miss Noelia Cacheiro Quintas
- Lecturer: Dr Adeline Charlton, Mrs Antje Moench
- Owning School: Modern Languages
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
For students with basic liaison-interpreting skills the module aims to cover new genres and develop their note-taking skills and professional awareness.
To introduce students to and gain skills and an awareness of the key professional issues in consecutive interpreting of monologue speeches for one of up to six BA-language* combinations (normally EnglishFrench, EnglishGerman or EnglishSpanish) in a variety of key professional genres.
*A-language is the translator’s language of main use (typically the mother tongue) and B-language the language of secondary use (typically a foreign or second language).
The part of the module dedicated to consecutive interpreting aims to give the student a grounding in the skill of interpreting consecutively longer speeches (rather than two-way conversation) for various professional genres. The student will work from the B (second) language into the A (first) language and vice versa in a variety of topics (e.g. housing, health, the environment, politics, etc.). It will focus on developing the student’s oral/aural competence in the foreign language and the mother tongue (including fluency and accuracy), that is the ability to transfer the speech accurately and fluently into the A or B-language. Students will develop note-taking skills as well as strategies that will help them with the interpreting tasks.
The student needs to have followed initial liaison-interpreter training (e.g. TRIXXX Interpreting Theory and Practice 1) in order to take this module.
Outline Of Syllabus
• Liaison interpreting - Developing and enhancing skills learnt in Interpreting Theory and Practice 1, working in new genres.
• Introduction to Consecutive Interpreting - Students will develop skills within 3-4 broad text-types such as: general professional, business, arts/humanities, technical/scientific.
• Key techniques & strategies (i.e. speech analysis, summarising, re-phrasing, speech delivery)
• Different types of note-taking techniques
• Key vocabulary (relevant to the topics chosen at this stage)
• Appropriate register
• Introduction to professional issues relevant to consecutive interpreting: preparing for and managing the interpreting event, interpreter professionalism.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 2 | 1:00 | 2:00 | Pre-recorded Lecture materials |
| Guided Independent Study | Assessment preparation and completion | 30 | 1:00 | 30:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 3 | 1:00 | 3:00 | Synchronous lecture |
| Guided Independent Study | Directed research and reading | 25 | 1:00 | 25:00 | N/A |
| Scheduled Learning And Teaching Activities | Practical | 1 | 2:00 | 2:00 | Oral exams to take place at the end of Semester Two |
| Guided Independent Study | Skills practice | 60 | 1:00 | 60:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 15 | 2:00 | 30:00 | 2 hour PiP sessions per week on weeks when there is no lecture. |
| Guided Independent Study | Independent study | 48 | 1:00 | 48:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
- Practical sessions (normally in three different language strands) enable students to develop knowledge and skills (module specific and key skills) in simulated professional environments.
- Lectures will look at principles of interpreting and explore strategies, which facilitate the interpreting process.
- The blended learning mode of teaching showed to be very effective as it allowed students time to reflect in their own time
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Oral Examination | 10 | 2 | M | 60 | Consecutive interpreting examination |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 40 | Self-assessment exercise 750-1,000 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Oral Examination | 1 | M | Formative consecutive interpreting test (in-class test); duration. |
| Written exercise | 1 | M | Formative self-assessment on oral examination performance. |
Assessment Rationale And Relationship
The exam assesses students’ interpreting skills under time constraints and whilst being videoed. This tests the student’s ability to perform under pressure. The oral interpreting exam allows students to demonstrate their knowledge of an area of professional practice. The self-assessment exercise tests the students’ ability to critically assess their performance. Weekly homework interpreting exercises are crucial for skills development.
The formative assessment will help students become more familiar with the exam setting, and help develop their capacity to work under pressure.
As an alternative to PiP these exams would be conducted online.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- TRI2001's Timetable