Досвід фахової підготовки майбутніх синхронних перекладачів у сучасному мультикультурному просторі університету

Theoretical framework of the course (II term)

During our classes we use videos from YouTube (where one can easily find speeches, records of different meetings, summits, interviews, etc.). Very useful are official websites of CNN [6], BBC [3]. And we must admit students also like these sites very much, especially while preparing individual research projects.

We find e-learning tool Speech Repository II [9] very helpful and interesting. While choosing the video, one can select:

- language;

- use (simultaneous or consecutive);

- type (conference, press conference, debate, hearing, interview, or pedagogical material);

- keywords;

- level (basic, beginner, intermediate, advanced / test-type, very advanced);

- domain (general, agriculture, audiovisual and media, budget, climate, competition, consumers, culture, customs, development, economic and monetary affairs, education, training, youth, employment and social policy, energy, enlargement, enterprise, environment, external relations, external trade, fight agains fraud, fisheries and maritime affairs, food safety, foreign and security policy, humanitarian aid, human rights, information society, institutional affairs, internal market, justice, freedom and security, public health, regional policy, research and innovation, taxation, transport);

- speech #;

- duration.

When you've chosen the video, one also get information about place and date of the record. And one more key aspects of this project is provision of terminology list for each video.

It's interesing to know students' opinions about video material used in our classes. That's why we asked last year and this year MA students the following questions:

What types of video materials do you prefer interpreting simultaneously?

What domains do you like interpreting simultaneously?

What should be changed to make our classes more successful?

Types of video materials

Types

Fig. 1 What types of video materials do you prefer interpreting simultaneously?

Conference - 2 (reasons: “speakers talk for apoximately 20 mins, so you deal with 1 topic and the same terminology, you can learn something new”), press conference - 3 (“you may know people and subjects, speakers take some time to think what to answer, so you have time to think”), debate - 3 (“you may perform a high pressurebalancung act, you become more professional and self-confident”), hearing - 1 (“my second major is law, so I can do high quality interpreting in this domain”), interview - 9 (“it's not boring, beacuse you switch from one speaker to the other, and you have time to think”), news - 7 (“you are up-to-date with the things going on in the world”), speech - 5 (“the speech tempo allows you to think how to render a passage and interpreting the same people tp become familiar with their vocabulary”).

Fig. 2 What domains do you like interpreting simultaneously?

Culture - 8, economic affairs - 2, education - 5, employment - 4, justice - 1, transport - 3, food safety - 5, public health - 2.

What should be changed to make our classes more successful?

It'll be good to increase the amount of credits for studying SI (1 year is not enough). Why? They will be able to practice more which will help them to develop professionally, cover more doamins and, as a result, learn more terms.

Each class is started with warming-up activities (for developing voice) and finished with the discussion (for critical analysis of the interpreting) and conclusions (to sum up everything done and set new goals).

Warming-up activities help to develop interpreter's voice because “voice is crucial to professional survival”. For warming-up activities we use sayings and tongue twisters in English and Ukrainian, e.g.:

Mary Mac's mother's making Mary Mac marry me.

My mother's making me marry Mary Mac.

Will I always be so Merry when Mary's taking care of me?

Will I always be so merry when I marry Mary Mac? [10].

At the end we analyze all the interpretations in order to avoid these mistakes in the future. We also sum up everything we've done and see either we've reached our goals or nor and set new goals for the next class.

Use variety of exercises for developing SI skills (general preparatory exercises and SI practice exercises) [2: p. 259-301].

After certain amount of done exercises, interpreting solutions are on the level of habits and are controlled by fringe of consciousness [2: p. 262].

According to prof. L. Chernovatyi, exercises for developing SI skills may be divided into: 1) general preparatory and 2) SI practice exercises.

General preparatory exercises are those without interpreting but are necessary for developing certain skills needed for interpreting [2: p. 262]:

Sentence paraphrasing in the SL;

Key words finding;

Guessing from the given hints what the information is about;

Shorten the text;

Transform the information into newspaper headlines, etc.

SI practice exercises:

Listen to the information, read by the teacher, once. Make notes. While listening to it for the second time count from 1 to 233 trying to be as attentive as possible. Retell the article in your mother tongue using notes;

Listen to the information, read by the teacher while simultaneously reciting the English alphabet in the direct and reverse orders. Retell the article in your mother tongue;

Guessing the words by means of 1 or 2 syllables;

Interpreting of people with different accents, articulation, etc.;

Simultaneous reading of translated at home video (Van Doren);

At sight simultaneous interpreting.

Work with MOODLE platform.

MOODLE platform provides students with all the necessary information, in particular: 1) The Aim and the Tasks; 2) Assessment criteria; 3) Literature; 4) Internet Sources; 5) Glossary; 6) Programme Overview; 7) Programme Structure; 8) Self-Directed Learning and Individual Research Work; 9) Books and Articles for Reading and Discussion; 10) Plans of practical classes and tasks; 11) News; 12) Marks [8].

To conclude we may say that work in a specially-equipped laboratory of SI and combination of the mentioned above methodic aspects help to train good SIs. In perspective improving teaching techniques of SI is to be studied.

Література

1. Куцій Б. В. Особливості синхронного перекладу як засобу подолання мовного та культурного бар'єрів: умови екстремальності синхронного перекладу / Куцій Б. В. // Rozwoj nauk humanistycznych. Problemy i perspectywy. 28.09. 2012-30.09. 2012, Katowice. P. 65-70. [Електронний ресурс] - Режим доступу: http://xn--e1aajfpcds8ay4h.com.ua/files/image/konf%209/konf%209_5_16.pdf.

2. Черноватий Л. М. Методика викладання перекладу як спеціальності: підручник для студентів вищих закл. освіти за спеціальнісю «Переклад» / Л. М. Черноватий. Вінниця: Нова Книга, 2013. 376 с.

3. BBC. [Electronic resource] - Access mode: http://www.bbc.com/.

4. Booths for Simultaneous Interpretation. General Characteristics and Equipment. [Electronic resource] - Access mode: http://www.barinas.com/ISO%202603.pdf.

5. Cay Dollerup. Teaching Translation and Interpreting: Training Talent and Experience / Cay Dollerup, Anne Loddegaard (eds). Amsterdam: John Benjamins B. V., 1991. 344 p.

6. CNN. [Electronic resource]. Access mode: http://edition.cnn.com/.

7. Kriston A. The Importance of Memory Training in Interpretation / A. Kriston // Professional Communication and Translation Studies. 2012. 5 (1-2). P. 79-86.

8. Practice of Simultaneous Interpreting. [Electronic resource] - Access mode: http://elr.tnpu.edu.ua/course/view.php?id=2284.

9. Speech Repository II. [Electronic resource] - Access mode: http://ec.europa.eu/dgs/scic/cooperation-with- universities/speech_repository.htm.

10. Tongue Twister. [Electronic resource]. Access mode: http://childhouse.net/html/Tongue- Twister/index.html.

11. Vox Tranlatorum. [Electronic resource] - Access mode: http://voxtran.net/ua/o-proekte/o-voxtran.

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