ENGB783 Проект: "Консекутивен превод"


Consecutive Interpreting is a practical extracurricular course aimed at developing proficiency in consecutive interpreting with notes. This course will provide opportunities for students to focus on a specific area of consecutive interpreting, i.e. note-taking techniques or preparation for technical meetings.

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доц. Борис Наймушин  д-р

Описание на курса:


The aim of the course is

• to Increase the fluency and accuracy of their consecutive interpreting and sight translation skills

• to improve specific interpreting skills such as prediction, chunking, memory skills, and note taking.
Предварителни изисквания:
• Bulgarian, Russian or English as their mother tongue (Language A)

• B2 level of proficiency or above in their Language B (first foreign language)

• Students must, as a prerequisite, have taken the ENGB 614 Introduction to Interpreting course before they take Consecutive Interpreting.

Форми на провеждане:

Учебни форми:

Език, на който се води курса:

Теми, които се разглеждат в курса:

Литература по темите:

• Jones, R. (1998) Conference Interpreting Explained. St. Jerome Publishing.

• Herbert, J. (1952) THE INTERPRETER'S HANDBOOK: How to become a conference interpreter. Geneve: Georg.

• Gillies, Andrew (2005) Note-Taking for Consecutive Interpreting - A Short Course. Manchester, St. Jerome Publishing.

• Alexieva, Bistra. On teaching note-taking in consecutive interpreting. Teaching Translation and Interpreting 2: Insights, Aims, Visions. Cay Dollerup and Annette Lindegaard, Editors. Philadelphia: John Benjamins Publishing. 1994. Pp. 199–206.

• Roy, Cynthia. Interpreting as a Discourse Process. New York: Oxford University Press. 2000.

Средства за оценяване:

Upon successful completion of the Consecutive Interpreting Extracurricular course students will compile a portfolio consisting of 2 pieces of writing:

1. The research paper written during the Semester focusing on a specific issue in consecutive interpreting. The research paper may be a new piece of work, or students may choose to revise and expand upon a paper written for another course. Students will also include in the portfolio a statement of the research problem and an annotated bibliography of at least ten sources, both of which will be written during the planning and drafting stages of the research paper.

2. A 3-5 page reflective essay, in which the student explains where and how the work contained in the portfolio demonstrates the skills-based and content-based learning outcomes of the course.