Interpreting practice 2. - BMEGT60S139

The main objective of the course in the second semester is to consolidate and further enhance the previously acquired dialogue interpreting, consecutive and simultaneous interpreting techniques in various simulated interpreting settings of gradually in-creasing difficulty and in mock exam situations. Apart from teachers and students who prepare speeches and presentations for mock conferences, experts are invited from various fields to deliver speeches to be interpreted by students into their A and B lan-guages in consecutive and simultaneous mode. In line with the thematic curriculum of other interpreting classes set for the second semester, students get prepared for analysing interpreting situations before, in course of and after the event, they get familiar with the basic principles of conscious preparation and stress management. Furthermore, the course enables students to practice advanc-es coping strategies mastered simultaneously in other interpreting classes, which prepares them both for the final exam at the end of the training and for managing real interpreting assignments later on in their professional careers.

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 overcoming these difficulties in all three interpreting modes;
3. are familiar with basic and specific vocabulary of fields in which they are required to do assignments (social issues, healthcare, environment, politics, the EU, economics, science, technology, law).

1. are capable of mediating between negotiating partners in specialised business and/or dialogue interpreting settings and can render advanced level speeches in consecutive and simultaneous mode (both from and into their mother tongue);
2. they are able to assess their own performance and those of their peers based on various observation criteria.
3. they consciously apply techniques and coping strategies necessary for the above three interpreting modes
4. are able to grasp the logical structure of the dialogues and speeches to be interpreted, and can render the speaker’s message in details;
5. can adequately prepare for fictitious and real-life interpreting assignments (e.g. prepare glossaries, contact clients, get hold of presentations, prepare participants’ list, etc.);

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. work in simulated and real interpreting setting in the spirit of professional ethics and collegiality
4. accept and apply the written and unwritten rules of professional ethics;

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 and mock exam situations • situational tasks aimed at simulating real interpreting situations • detailed and personal feedback, including peer assessment, self-assessment and the evaluation of experts as pure customers

• 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 teljesítményértékelés: 100

TVSZ szerint.

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), haladó tolmácsolási technikák és stratégiák.