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- Volume 4, Issue, 1999
Interpreting - Volume 4, Issue 2, 1999
Volume 4, Issue 2, 1999
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Existential problems: On the processing of irrealis in simultaneous interpreting
Author(s): Anne Marie Bülow-Møllerpp.: 145–167 (23)More LessClauses containing elements of irrealis seem to cause problems in simultaneous interpretation, primarily round negation and epistemic modality. An experiment was conducted to test a) if this area produced more mistakes than straightforward statements of fact, b) if increased top-down processing made any difference, and c) if so, if this applied more particularly to professional interpreters or to less experienced students.From eight protocols obtained it appeared that the four professionals made all their mistakes under the scope of irrealis; better knowledge of the text was made available through immediate repetition of the same task, but this did not bring down the number of mistakes. The four students in the same task corrected mistakes more frequently than the professionals.It is concluded that all irrealis is cognitively cumbersome and therefore vulnerable in interpretation if there is a choice of scopes; however it is primarily epistemic modality elements that are in danger of not registering as carriers of salient meaning, thereby giving rise to misleading inferences.
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A concept over-burdened: Institutional roles for psychiatric interpreters in post-apartheid South Africa
Author(s): Gerard Drennan and Leslie Swartzpp.: 169–198 (30)More LessThe political and social transformations taking place in South Africa have given rise to a mood of optimism regarding the speed and extent of the changes that are possible in a short space of time. In the context of limited language resources for the delivery of health care, the role of the interpreter has particular currency. However, interpreters' multiple roles in health care contexts have been extensively and, at times, controversially described. These are briefly reviewed before we turn to a detailed consideration of the debate on the question of interpreter latitude. The issues raised regarding roles for interpreters are explored through the evaluation of an interpreter project at a Western Cape psychiatric hospital. We describe four themes in the talk of the service providers and the interpreters themselves that are nuanced in particular ways by high expectations and the social context. The themes of the interpreter as 'language specialist'; as 'culture specialist'; as 'patient advocate'; and as 'institutional therapist' are all explored in turn. We identify three potential areas of difficulty arising out of an uncritical acceptance of advocacy roles for South African interpreters. The question of organisational support for the advocacy role; the dynamics and micro-politics of multi-disciplinary team work, in psychiatry in particular; and the need for sub-specialisation in aspects of clinical psychology are all considered. These factors can be seen to operate at three levels in institutional contexts.
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Learning consecutive interpretation: An empirical study and an autonomous approach
Author(s): Velia Ficchipp.: 199–218 (20)More LessIn an attempt to meet the undeniable need for an empirical approach to interpretation research, this paper suggests an approach to consecutive interpretation learning, based on the observation of recurrent and persistent errors among learners. Although traditional teaching methods will not be discredited, this paper aims to show that since consecutive interpretation requires a personal effort of creation, both students and teachers can be encouraged to more frequently adopt learning and teaching strategies based on self-management, autonomy and self-directed work.After setting out a general framework based on what has been said and written about interpretation teaching methods, we describe how the experiment was conducted. The data collected is analysed and the concept of autonomy and its possible application to consecutive interpretation learning are discussed.On the basis of the findings, and recognising that learning consecutive interpretation requires a personal approach, alternative learning strategies will be proposed which are based on a more autonomous approach on the part of the student.In spite of the inevitable limits of such a small-scale study, it could be suggested that given the recurrence and persistence of certain errors, learners might hope to reduce them by self-observation and by developing autonomous learning strategies according to their needs and experiences.
Volumes & issues
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Volume 26 (2024)
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Volume 25 (2023)
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Volume 24 (2022)
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Volume 23 (2021)
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Volume 22 (2020)
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Volume 21 (2019)
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Volume 20 (2018)
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Volume 19 (2017)
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Volume 18 (2016)
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Volume 17 (2015)
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Volume 16 (2014)
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Volume 15 (2013)
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Volume 14 (2012)
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Volume 13 (2011)
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Volume 12 (2010)
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Volume 11 (2009)
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Volume 10 (2008)
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Volume 9 (2007)
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Volume 8 (2006)
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Volume 7 (2005)
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Volume 6 (2004)
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Volume 5 (2000)
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Volume 4 (1999)
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Volume 3 (1998)
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Volume 2 (1997)
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Volume 1 (1996)
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The bilingual individual
Author(s): Francois Grosjean
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