Select Academic Year:     2016/2017 2017/2018 2018/2019 2019/2020 2020/2021 2021/2022
Professor
DANIEL SECCHI (Tit.)
Period
First Semester 
Teaching style
Convenzionale 
Lingua Insegnamento
ITALIANO 



Informazioni aggiuntive

Course Curriculum CFU Length(h)
[32/16]  TEXTS TRANSLATION [16/30 - Ord. 2008]  INTERPRETAZIONE DI CONFERENZA 9 54

Objectives

1) Autonomy of judgement: reflection and application of strategies adapted to the sociolinguistic and dialogical context.
2) Communication skills: strengthening of bilingual oral skills.
3) Active and practical mastery of their own language and development of passive oral and written skills to express reflective judgements on relevant social, scientific or ethical issues.
4) Adaptation to different types of text. Ability to induce, deduce and synthesize texts and speeches.
5) Acquisition of documentary skills for retrieving and evaluating the quality of information in all types of media.
6) Development of professional skills in the use of general and specialized dictionaries, in the creation of terminological glossaries.
7) Strengthening of professional skills in the management of computer applications for all the above purposes.

Prerequisites

Level C1-C2 of the Common European Framework of Reference for Languages (CEFR) on SPANISH LANGUAGE;
Excellent knowledge of Italian for foreign students: level C1-C2 of the Common European Framework of Reference for Languages (CEFR).

Contents

The course of Consecutive Interpretation in Spanish includes an introductory theoretical part on the skills of the interpreter later on, and before entering into the consecutive interpretation, the specific skills and abilities of this mode will be developed in exercises of pre-interpretation, such as the search for news and current affairs, memorization, written and oral synthesis, reformulation and study of some symbols for the subsequent practical phase of taking notes.
As far as the practical part is concerned, it will focus on the following activities:
-visual translation
-Clozing exercises
-Listening and memorization exercises (in Italian and Spanish)
development of critical, reflective and self-evaluating skills
listening exercises, note-taking techniques and international news reformulation of real public and institutional discourses
broadening of vocabulary knowledge in different fields: historical, cultural, socio-political, etc.
-capacity for self-learning and continuous updating
- ability to use the computer and telematic aids indispensable to the profession of interpreter, aimed in particular at finding information in the network, the creation of linguistic corpora and the extraction of information for the creation of glossaries and terminology databases;
- ability to use traditional and computerised search and documentation tools;
- critical and self-reflective skills and awareness of professional ethics.

Particular attention will be paid to the rigorous practice of methods applied in consecutive interpretation, phases in which the teacher will correct students individually, also working with the contribution of the rest of the class.

Student Dedication
Another very important aspect is self-learning, in addition to the work required during the course it is essential that the student dedicates daily time to reading and listening to the main international news both in Italian and Spanish, with the aim of enriching the languages and have a broad vocabulary. In addition to personal practice in the classroom, group and individual practice outside of class hours is essential for improving memorization, note-taking and reformulation techniques. It is also advisable to record your own interpretations and then listen again, this will allow you to identify mistakes made and improve in subsequent interpretations. This procedure will also allow the student to be aware of his own voice, of what he transmits when he speaks or how he does it, a very important aspect in the profession of interpreter.

The student will also have to learn the strategies of discursive planning, synthesis and oratory and be able to adapt his interpretation to the type and formality of both speech and environment.

Teaching Methods

After a theoretical introduction, the lessons will focus on a mainly practical and interactive activity that will require a phase of self-employment by the student to strengthen the knowledge and skills covered during the course.
The practical exercises in the classroom (or virtual classroom) and those in groups (carried out after class) will allow the student to acquire skills through the linguistic and socio-cultural choices most appropriate to the communicative context.

Verification of learning

The oral exam consists of the simulation of a consecutive interpretation in a professional context, in the context of the topics developed during the course, to be carried out both with memorization techniques and with the taking of notes. The exam may be supplemented by a visual translation test used as an additional element of verification of the student's language skills.

The student is assessed on the basis of linguistic and metalinguistic skills, memorization and note-taking techniques, as well as professional behaviour. In addition, the student's ability to understand the message perfectly in the source language and to express it correctly in the target language will be assessed. The richness of the vocabulary, the fluidity of expression and the ability to stand in front of the audience will be evaluated.
The grade will be assigned on the basis of the following criteria:
-Linguistic skills: expressive mastery, lexical and grammatical correctness in both languages (Spanish and Italian).
-metalinguistic skills
-consistency, cohesion and precision in content rendering
-ability to rework concepts
-ability to apply the interpretative strategies acquired during the course
-fluidity of expression

*Students who do not attend and those who have not presented the required works during the course, must also supplement with an additional theoretical part.

Texts

Abuín González, M. (2004). Problemas y estrategias en la interpretación consecutiva: consideraciones metodológicas. Madrid : Universidad de la Comunidad de Madrid.

Arumí Ribas, M. (2012). Problems and strategies in consecutive interpreting: A pilot study at two different stages of interpreter training. Meta: Journal des traducteurs/Meta: Translators’ Journal, 57(3), 812-835.

BAIGORRI JALÓN, Jesús (2000). La interpretación de conferencias: el nacimiento de una profesión. De París a Núremberg. Granada: Editorial Comares

Baselli, V. (03 de Diciembre de 2012). Which language do interpreters use in Consecutive Interpreting? Proceedings in ARSA-Advanced Research in Scientific Areas, 1. Milan, Italy.

Chuang, L.-l. (s/f). Note-taking Know-how:A Processing Perspective on Consecutive Interpreting. Spectrum: Studies in Language, Literature, Translation, and Interpretation, 2, 93-101.

GILLIES, Andrew (2013). Conference interpreting: A Student’s Practice Book. Londres: Routledge

Hong, P. (2006). Note-taking in Consecutive Interpreting. Obtenido de https://www.google.com.ec/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCcQFjAA&url=http%3A%2F%2Fweb.hanu.vn%2Fen%2Ffile.php%2F1%2Fmoddata%2Fforum%2F70%2F393%2FNOTE-TAKING_IN_CONSECUTIVE_INTERPRETING_.pdf&ei=LnhVUpaKIYy89QS6nIGwCw&usg=AFQjCNGqiRA

IGLESIAS FERNÁNDEZ, Emilia (2007). La didáctica de la interpretación de conferencias. Granada: Editorial Comares.

Jin , Y. (2010). T21N - Translation in Transition: The Conceptual Mapping Model in Consecutive Interpreting Teaching. (W. V. Trier, Ed.) Auckland.

Lu, W. (2013). Developing note-taking skills in consecutive interpreting. En Linguistics, Culture & Education (Vol. 2, págs. 72-81).

Meifang, Z. (2012). The Study of Note-taking and Memory in Consecutive Interpretation. Nanjing: Tianhe College of Guangdong Polytechnic Normal University. Obtenido de http://www.ier-institute.org/2070-1918/lnit16/v16/178.pdf

Opdenhoff, J.-H. (2004). Alfa, épsilon, pi-Algunas reflexiones sobre la toma de notas en la enseñanza de la interpretación consecutiva. TRANS: revista de traductología 8, 161-168.
Rozan, Jean-François (1965). La prise de notes en interprétation consécutive. Ginebra: Librairie de l’Université Georg & Cie.

Thuy Duong, T. (2006). How to improve short-term memory in interpreting.

Vanhecke, Katrin y Lobato Patricio, Julia (2009). La enseñanza-aprendizaje de la interpretación consecutiva: una propuesta didáctica. Granada: Editorial Comares.

More Information

A.Y. 2020-2021

Course duration: 54 hours (9 CFU)

The entire course will be held in the first semester.

It is highly recommended to attend and participate actively during mediation classes.

STUDENTS NOT ATTENDING THE COURSE:
Students not attending the course should contact the teacher by e-mail BEFORE the end of the course.

Prof. Daniel Secchi
e-mail: secchi@unica.it

Reception hours (online*): Monday from 12.00 a.m. to 14.00 p.m.

*Please contact the teacher at the latest one day in advance to send you the link for the virtual meeting.

Questionnaire and social

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