Simultaneous interpreting practice in different fields and relevant theoretical knowledge.
Vertical Tabs
Course Learning Outcomes
Learning Outcomes (Students): |
Teaching Methods |
Assessment Methods |
|
1,2,3 |
A,B&C |
|
1.2.3 |
A,B&C |
|
1,2,3 |
A,B&C |
|
1,2,3 |
A,B&C |
|
1,2,3 |
A,B&C |
|
1,2,3 |
A,B&C |
Course Flow
COURSE CONTENT |
||
Week |
Topics |
Study Materials |
1 |
Introduction to simultaneous interpreting |
|
2 |
A theoretical overview of simultaneous interpreting |
|
3 |
Coping skills and strategies in simultaneous interpreting |
|
4 |
Interpreting strategies on general topics |
|
5 |
Interpreting strategies on general topics and inauguration speeches |
|
6 |
Interpreting strategies on technology, IT and computer terms |
|
7 |
Interpreting strategies on technology, IT and computer terms |
|
8 |
Midterm |
|
9 |
Interpreting strategies on social issues and NGOs (gender, racism, equality, education, healthcare, immigration, sexual orientation, unemployment, unequal opportunities, malnutrition) |
|
10 |
Interpreting strategies on social issues and NGOs (gender, racism, equality, education, healthcare, immigration, sexual orientation, unemployment, unequal opportunities, malnutrition) |
|
11 |
Interpreting strategies on governments, ministries and diplomatic relations |
|
12 |
Interpreting strategies on governments, ministries and diplomatic relations |
|
13 |
Interpreting strategies on economy, finance, banking and accounting |
|
14 |
Interpreting strategies on economy, finance, banking and accounting |
|
14 |
Interpreting strategies on environment, climate change, sustanability and United Nations Sustainable Development Goals |
|
15 |
Overview of theoretical and practical aspects of simultaneous interpreting and a recap of the term |
|
Recommended Sources
RECOMMENDED SOURCES |
|
Textbook |
Jones, R. (1998)Conference Interpreting Explainned. Manchester |
Additional Resources |
Andrew Gillies; Conference Interpreting: A Student’s Practice Book. Routledge, 2013. Ebru Diriker; De-/Re-Contextualizing conference interpreting. John Benjamins, 2004. James Nolan; Interpretation: Techniques and Exercises. Multilingual Matters, 2005. Mary Phelan; The Interpreter’s Resource. Multilingual Matters, 2001. Roderick Jones; Conference interpreting explained. St. Jerome, 2002. |
Material Sharing
MATERIAL SHARING |
|
Documents |
Power Point Presentations from Conferences, Glossaries. |
Assignments |
Presentations, preparing a glossary, speech prep homework. |
Exams |
Midterm, assignments & Final Exam. |
Assessment
ASSESSMENT |
||
IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
Mid-terms |
1 |
40 |
Homework |
1 |
20 |
Final Exam |
1 |
40 |
Total |
|
100 |
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
|
40 |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
Total |
|
100 |
Course’s Contribution to Program
COURSE'S CONTRIBUTION TO PROGRAM |
|||||||
No |
Program Learning Outcomes |
Contribution |
|||||
1 |
2 |
3 |
4 |
5 |
|||
1 |
Being able to use advanced, fieldspecific theoretical and practical knowledge acquired. |
x |
|||||
2 |
Being able to analyze fieldspecific concepts and ideas through scientific methods and to interpret and assess data. |
x |
|||||
3 |
Being able to understand and use grammatical, lexical, semantic and culturespecific structures of the source and target languages. |
x |
|||||
4 |
Being able to use current translation technologies to do research and to reach resources. |
x |
|||||
5 |
Being able to understand and analyze structures, social and cultural functions of various kinds of texts in source and target languages, and to render these texts into the target or source language. |
x |
|||||
6 |
Being able to improve theoretical knowledge and skills in other fields of humanities and social sciences, and to translate the texts in the above mentioned fields. |
x |
|||||
7 |
Being able to use knowledge and skills with regard to the social role of translator in professional life. |
x |
|||||
8 |
Being able to use a second foreign language at an advanced level, and a third foreign language at an intermediate level. |
x |
|||||
9 |
Being able to define stages and strategies about translation, to define problems in the translation process and to find solutions to such problems. |
x |
|||||
10 |
Being able to make decisions, criticize and display creativity in translation process. |
x |
|||||
11 |
Being able to perform a positive attitude towards life-long learning. |
x |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION |
|||
Activities |
Quantity |
Duration |
Total |
Course Duration (Including the exam week: 16x Total course hours) |
16 |
3 |
48 |
Hours for off-the-classroom study (Pre-study, practice) |
16 |
4 |
64 |
Mid-terms |
1 |
10 |
10 |
Homework |
3 |
10 |
30 |
Final examination |
1 |
20 |
20 |
Total Work Load |
|
|
172 |
Total Work Load / 25 (h) |
|
|
6,88 |
ECTS Credit of the Course |
|
|
7 |