Interpreting practice 1 - BMEGT60S138

The main objective of the course in the first semester is to help students acquire basic techniques in dialogue interpreting, as well as consecutive and simultaneous interpreting in various simulated interpreting settings of gradually increasing difficulty. Both teachers and students prepare speeches and presentations for mock conferences and act out various situations where interpreting is involved. This practice-oriented course gives guidelines for students on how to get prepared for interpreting assignments proper-ly: they are expected to keep up-to-date in topical issues, to get familiar with the given subject matter in their A and B language and to compile related glossaries. The other main objective of the course is to make students aware of the ethical consideration involved in the work of professional interpreters, the opportunities and basic expectations arising from team work, as well as the potential difficulties in the given interpreting assignment.

1. are aware of basic presentation skills and observation criteria required for assessing dialogue, consecutive and simultaneous interpreting performance;
2. are aware of the factors that increase the difficulty of an interpreting task and know the basic coping strategies used for over-coming these difficulties in all three interpreting modes;
3. know the basic steps and phases of preparation necessary prior to interpreting assignments and are well aware of the funda-mental professional requirements set for interpreters.

1. are capable of mediating between negotiating partners in general dialogue interpreting settings and can render intermediate level speeches in consecutive and simultaneous mode (from their foreign language into Hungarian and vice versa);
2. consciously apply strategies necessary for the above three interpreting modes;
3. can understand the message of the dialogues and speeches to be interpreted, and can render the logical structure and line of thought of source texts;
4. are able to get prepared for interpreting assignments in line with professional expectations;
5. are able to assess their own performance and those of their peers based on various observation criteria.

1. are open to continuous self-reflection, they can retrospectively assess their own interpreting and can analyse the interpreting process
2. in light of the expectation posed by the translation industry, they make every effort to do their job at a high quality;
3. accept and apply the written and unwritten rules of professional ethics; / they work in simulated interpreting setting in the spirit of discretion and collegiality expected from interpreters.

1. prepare their speeches meant for practice in mock conferences in an autonomous and responsible manner;
2. prepare autonomously and consciously for all (simulated or real) interpreting assignments.

Active class work and preparation outside class: • introduction to basic interpreting techniques in the given mode, as well as targeted exercises for practicing newly acquired skills • interpreting tasks of gradually increasing difficulty level (in three modes, from and into the mother tongue), • presentation and thematic projects prepared by the teacher and students, mock conferences • situational tasks aimed at simulating real interpreting situations • detailed and personal feedback, including peer assessment and self-assessment

• https://webgate.ec.europa.eu/
• https://speechpool.net
• https://orcit.eu (angol, német, spanyol, francia)
• https://webgate.ec.europa.eu/
• https://speechpool.net
• https://orcit.eu (English, German, Spanish, French)
• Ajánlott irodalom / Recommended literature:
• Gillies, A. (2013). Conference interpreting: A student’s practice book. Routledge.
• Jones, Roderick (2002). Conference Interpreting Explained. Manchester: St Jerome Publishing
• Láng, G. Zsuzsa (2002). Tolmácsolás felsőfokon. Budapest: Scholastica.
• Nolan, J. (2012): Interpretation. Techniques and Exercises. Bristol: Mutilingual Matters
• Setton, R., & Dawrant, A. (2016). Conference Interpreting – A Complete Course (Vol. 120). John Benjamins Publishing Company.
• Szabari, K. (1999): Bevezetés a tolmácsolás elméletébe és gyakorlatába . Budapest: Scholastica
• Szabó Cs. (ed.) (2003): From Preparation to Performance. Budapest: British Council
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A hallgatók A és B nyelven tartott előadásait, valamint tolmácsolási teljesítményüket különböző módokon (egyéni, társas és csoportos értékelés, szóban és írásban egyaránt) és különböző szempontok alapján (tartalmi, forma, prezen-tációs stb.) értékeljük. Az egyes fejlesztő értékelési módszerek előtérbe kerülnek.

• 3.3 Szorgalmi időszakban végzett teljesítményértékelések : 100

TVSZ szerint.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 09.10.2023.

Szimulált tárgyalási szituációs gyakorlatok, minikonferencia, szimulált konferencia (tárgyalás, konszekutív és szinkron elemekkel).