Introduction to the Practice of Interpreting 2 - BMEGT60S163

Based on knowledge and skills learned in the previous semester, this course aims to further improve the consecutive interpreting skills, the note-taking techniques of students and to introduce them to simultaneous and remote interpreting. Thematically interconnected consecutive and simultaneous interpreting exercises are used to allow students to learn the basics of these two interpreting types according to their level of competence and to try the main coping strategies in practice.

1. • Students are familiar with the principles of consecutive interpreting, the challenges of this type of interpre-tation as well as the professional guidelines related to note-taking techniques;
2. • they know the aspects relevant to simultaneous interpreting as well as the key coping strategies;
3. • they are aware of the quality criteria interpreters are expected to meet;
4. • they are familiar with digital tools used by interpreters as well as the special challenges of remote inter-preting.

1. • Using their individually developed note-taking technique and based on their understanding of the macro-structure of the speech to be interpreted, they are able to interpret shorter speeches in consecutive mode with the help of their notes into both language directions;
2. • using the basic techniques of simultaneous interpreting, they are able to interpret shorter speeches on a general issue from a booth or with a remote interpretation platform from a foreign language into Hun-garian;
3. • they have elementary level skills to use some computer-assisted interpreting tools and are able to apply the techniques learned in a remote interpreting exercise as well.

1. • They readily keep themselves up-to-date in matters of public interest (society, politics, economy, culture etc.) and continuously develop their general knowledge and interpretation strategies;
2. • based on their understanding of the aspects determining the assessment of the quality of interpreting, they provide constructive feedback on the interpreting performance of others;
3. • they actively control their resources based on the complexity of the interpreting assignment.

1. • They study the subject matter of their interpreting assignment independently and with the thoroughness and care required by professional interpreters and conduct research relevant to the assignment to develop their own support materials;
2. • they regularly take advantage of the recommended opportunities to independently practice their skills in classroom sessions.
3. • their actions in simulated and real-life interpreting situations are in harmony with the ethical rules of their profession.

Consecutive and simultaneous interpreting exercises made more complex on a gradual basis (from a foreign lan-guage into Hungarian and from Hungarian into a foreign language); further improvement of consecutive note-taking techniques, further development of note-taking techniques of students through analysis and comparison; student presentations, thematic interpreting projects, mini conference simulations, situational exercises to simulate real-life interpreting situations; guided autonomous practice exercises with individual or group feedback.

• Szakirodalom
• Gillies, Andrew (2005). Note-Taking for Consecutive Interpreting - A Short Course. Manchester: St. Jerome Publishing.
• Jones, R. (2002). Conference Interpreting Explained. Manchester: St Jerome Publishing
• Láng G., Zs. (2002). Tolmácsolás felsőfokon. Budapest: Scholastica.
• Rozan, Jean Francois (2005) Note-taking in Consecutive Interpreting (orinial: La prise de notes en interprétation consécutive, 1956, Geneve, Georg). Cracow: Tertium.
• Szabari, K. (2010). Bevezetés a tolmácsolás elméletébe és gyakorlatába. Budapest: Scholastica
• Gyakorlószövegek, beszéd-gyűjtemények:
• Speech repository: https://webgate.ec.europa.eu/sr/
• Speechpool: http://speechpool.net/en/about-speechpool
• Gillies, Andrew (2005). Note-Taking for Consecutive Interpreting - A Short Course. Manchester: St. Jerome Publishing.
• Jones, R. (2002). Conference Interpreting Explained. Manchester: St Jerome Publishing
• Láng G., Zs. (2002). Tolmácsolás felsőfokon. Budapest: Scholastica.
• Rozan, Jean Francois (2005) Note-taking in Consecutive Interpreting (original: La prise de notes en interprétation consécutive, 1956, Geneve, Georg). Cracow: Tertium.
• Szabari, K. (2010). Bevezetés a tolmácsolás elméletébe és gyakorlatába. Budapest: Scholastica
• Practice texts, speech repositories:
• Speech repository: https://webgate.ec.europa.eu/sr/
• Speechpool: http://speechpool.net/en/about-speechpool

A félév során folyamatos értékelés történik: szóbeli visszajelzés az órai teljesítményről; hangfelvételek írásos és szóbeli értékelése; órai önértékelés és társas értékelés; órán tartott előadások retrospektív elemzése tolmácsolási szempontból. A félév végi értékelés alapja: órai munka, kiadott otthoni feladatok teljesítése, prezentáció(k).

A félév során folyamatos értékelés történik: szóbeli visszajelzés az órai teljesítményről; hangfelvételek írásos és szóbeli értékelése; órai önértékelés és társas értékelés; órán tartott előadások retrospektív elemzése tolmácsolási szempontból. A félév végi értékelés alapja: órai munka, kiadott otthoni feladatok teljesítése, prezentáció(k).

• teljesítményértékelések : 100

nem releváns

TVSZ szerint

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

• Gyors átváltási gyakorlatok – memória és konszekutív alapok átismétlése • Haladó konszekutív jegyzeteléstechnika – konszekutív tolmácsolási stratégiák konszolidációja • Figyelemmegosztás – bevezetés a szinkrontolmácsolásba • Késleltetett követő gyakorlatok, shadowing – alapvető szinkrontechnikák • Tolmácsolási nehézségek és csapdák beazonosítása – kezdő szinkron- és haladó konszekutív tolmácsolási feladatokban • Haladó tolmácsolási stratégiák (vattázás, szegmentálás, anticipáció, kompresszió)