Interpretation basic studies - BMEGT60S116

The subject aims at expanding trainees’ background knowledge of cultural elements in their mother tongue and in their working language(s). During the interpreting process it is essential to have a thorough knowledge on political, cultural, economic, EU, etc. issues so that recalling these elements from memory does not take up too much capacity. The larger the interpreter’s knowledge, the more knowledgeable s/he is with topical issues, the less effort needs to be spent on recalling and recognising and therefore more effort can be saved for analysis and target language production

1. have a thorough knowledge of civilisation and culture, and of fields such as economics, politics, EU and other topical issues, in their working languages including their mother tongie. . Based on relaible resources they follow and are aware of recent events.

1. with heavy reliance on their background knowledge they will be able to divide their attention;
2. with reliance on their background knowledge, they are able to economise with other capacities required for a successful interpreting performance. They can support this process with targeted preparation prior to the interpreting assignment.

1. are open to and interested world events; they are open to learn about cultural, political, economic, etc. Issues and processes;
2. are characterised by openness and intellectual curiosity, which are major prerequisites of the profession.

1. they take responsibility for their own production
2. they adequately prepare for class, do autonomous tasks properly, they reflect on their own performance.

The basic methodology involves information mining, at the centre of this activity lies trainees’ information-mining competence. The subject includes different elements that serve the acquisition of this specific competence: finding, selecting, grouping relevant information, developing a critical approach to evaluating and classifying information an ability to identify main points and analyse information.

• EMT Expert Group (2009): Competences for professional translators, experts in multilingual and multimedia communication
• PACTE (2005): Investigating Translation Competence: Conceptual and Methodological Issues. Meta 50 (2). 609–619.
• 2006/962/EK. Az Európai Parlament és a Tanács ajánlása (2006. december 18.) az egész életen át tartó tanuláshoz szükséges kulcskompetenciákról. In: Az Európai Unió Hivatalos Lapja. L 394. 10–18. (2006.12.30.)
• https://www.academia.edu/37491904/Interpretation_Techniques_and_Exercises
• https://www.researchgate.net/publication/321761485_DEVELOPING_INTERPRETING_SKILLS_IN_UNDERGRADUATE_STUDENTS  

A vizsgaérdemjegyet teljes egészében az évközi teljesítmény alapján állapítjuk meg, az így szerzett érdemjegy a vizsgaidőszakban tett írásbeli vizsgával javítható

A számonkérés rendszeres, folyamatos, előre kiadott feladatok teljesítésével. A házi feladatok határidőre történő teljesítése (felkészülés előre megadott témából, glosszárium készítése, 1 alkalommal 30 perces előadás tartása, rendszeres szóbeli beszámoló hazai és nemzetközi aktualitásokról).

• órai munka: 30%
• Moodle-ba és közösen kialakított glosszáriumba feltöltött szólista: 30%
• adott témában kiselőadás tartása: 20%
• Moodle teszt megírása: 20%

• évközi tanulmányi teljesítményértékelések teljes beszámítása : 100%

A kiadott házi feladatok 80%-ának teljesítése.

TVSZ szerint

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 08.11.2021.

Előadások témái