1 TrIn 3102: Consecutive Interpreting Week 6 Week 6 2/22/06

2 Lecture agenda: Week 6 Conclude 5-minute presentations page paper Conclude 5-minute presentations page paper Review types of errors Review types of errors Review of terms: Transcription with corrections and personal error analysis paper Review of terms: Transcription with corrections and personal error analysis paper

3 Categories of errors 1. Literal translation 2. Inadequate language proficiency 3. Grammatical errors 4. Lexical (vocabulary) errors 5. Errors in register conservation 6. Omission 7. Distortion 8. Addition 9. Protocol, procedure, ethics 10. Non-conservation of paralinguistic elements, hedges, fillers

4 Example 1: Literal translation Exchanging words between the SL and TL without conserving the original message Exchanging words between the SL and TL without conserving the original message – Original: Es una inválida. – Interpreter: She is an invalid person. – Should be: She is an invalid. Interpreter: I work in the package of lemons. Interpreter: I work in the package of lemons. Should be: I am a lemon packer. Should be: I am a lemon packer.

5 Example 2-3: Inadequate language proficiency Grammatical errors and lack of general and specific vocabulary Grammatical errors and lack of general and specific vocabulary – Original: Si hubiera tenido un familiar… – Interpreter: Maybe I had a relative…. – Should be: Maybe if I had had a relative…. Interpreter: Nowendays [sic] a lot of people reappear dead. Interpreter: Nowendays [sic] a lot of people reappear dead. Should be: Nowadays a lot of people turn up dead. Should be: Nowadays a lot of people turn up dead.

6 Example 4: Vocabulary errors Lack of generalized and specialized vocabulary, shades of meaning, false cognate errors Lack of generalized and specialized vocabulary, shades of meaning, false cognate errors – Original: Ametrallaron la casa. – Interpreter: They shot at the house. – Should be: They machine-gunned the house. Interpreter: They came to recruit her. Interpreter: They came to recruit her. Should be: They came to kidnap her. Should be: They came to kidnap her.

7 Example 5: Register Conservation The Interpreter is not able to reproduce the variety of styles and language levels heard, from casual, idiomatic or colloquial to formal or technical. The Interpreter is not able to reproduce the variety of styles and language levels heard, from casual, idiomatic or colloquial to formal or technical. – Original: Había muchas orejas. – Interpreter: People talked among each other. – Should be: There were many informants. Original: She was scared to death. Original: She was scared to death. Interpreter: She was afraid of death. She can’t sleep at night. She is very afraid of her death. Interpreter: She was afraid of death. She can’t sleep at night. She is very afraid of her death.

8 Example 6: Omission Ignoring words, from articles to large portions of discourse, is frequent when due to exhaustion or information overload. Ignoring words, from articles to large portions of discourse, is frequent when due to exhaustion or information overload. – Original: Pues no lo mataron, sino vivo lo echaron allí. – Interpreter: Well, they didn’t kill him, they threw him in there. – Should be: Well, they didn’t kill him, they threw him in there alive. Your example? Your example?

9 Example 7: Distortion A mistranslation distorts the meaning of the original message A mistranslation distorts the meaning of the original message – Original: Perdí un ojo… – Interpreter: I lost my eyesight… – Should be: I lost an eye…. Interpreter: I just felt a little punched. Interpreter: I just felt a little punched. Should be: I just felt a great blow. Should be: I just felt a great blow.

10 Example 8: Addition A simple word or answer is transformed into a maze of guesses and synonyms that have little to do with the source message. – – Original: No [lo] sé. – – Interpreter: I have no idea. – – Should be: I don’t know. Interpreter: I believed that they killed, and it was an injustice what they did to her. Should be:.... that they killed her unjustly.

11 Example 9: Protocol, procedure and ethics General lack of understanding the role of an interpreter General lack of understanding the role of an interpreter Choosing not to interpret profanity Choosing not to interpret profanity Unwilling to self-correct Unwilling to self-correct Inappropriate tone, summarizing, guessing, not taking notes, etc. Inappropriate tone, summarizing, guessing, not taking notes, etc. Your examples? Your examples?

12 Example 10: Non-conservation of paralinguistic elements, hedges and fillers Interrupted or incomplete sentences, hesitation words, hedges, fillers are not conserved Interrupted or incomplete sentences, hesitation words, hedges, fillers are not conserved – Original: Este, pues, no sé decirle. Es que cuando…., a ver, a ver…. – Interpreter: Well, uh, because it is that way….let’s see….. – Should be: Well, uh, I don’t know how to say it. It’s that when….let’s see, let’s see…. Your example? Your example?

13 What is transcription? After an oral discourse has been interpreted into the target language, a complete and accurate written copy of the discourse is needed to determine error analysis. Every word, every sound, and every pause made by the speaker need to be transcribed (written) on paper. After an oral discourse has been interpreted into the target language, a complete and accurate written copy of the discourse is needed to determine error analysis. Every word, every sound, and every pause made by the speaker need to be transcribed (written) on paper.

14 Error Analysis While comparing the source language (English) document with the target language transcription, the interpreter can then recognize the discrepancies (differences) encountered in the 2 documents. These differences should be analyzed and labeled as possible errors in interpreting, especially if the original message has been compromised. While comparing the source language (English) document with the target language transcription, the interpreter can then recognize the discrepancies (differences) encountered in the 2 documents. These differences should be analyzed and labeled as possible errors in interpreting, especially if the original message has been compromised.

15 Practice: Error Analysis 1. 1.Turn your tape player on when the video begins After each beep render your Spanish interpretation into the recorder Listen to your work and write down every sound, etc. that you made Compare your Spanish transcript with the original English transcript With a partner, write the corrections, label each type of error and rate the seriousness of each error.

16 General Lab Agenda 1. On audiotape, students will interpret a dialogue for a transcription and error analysis paper 2. Students will present a previously prepared Sight Translation to the lab instructor 3. In groups of three, practice the role play exercises regarding tenant/landlord issues on pp

17 Pre-interpreting exercise Before the interpreting begins and in groups of three, please review the vocabulary used in the form DIAL-R on pp Determine possible translations in your other working language. Before the interpreting begins and in groups of three, please review the vocabulary used in the form DIAL-R on pp Determine possible translations in your other working language.

18 Lab Exercise 1 (uncorrected transcript due 3/1/06) 1. Your instructor will play an audiotape or produce an oral rendition of a childhood screening dialogue for the group. 2. After each pause, voice record your interpretation of the script in your other working language. 3. In your lab manual please find the instructions and the original English script on pp (Ignore the dates on pp )

19 Lab Exercise 1 continued…. 4. AT HOME, and without looking at your English script, transcribe (write) in your target language (double space!) 3-4 minutes of your audiotape. Write down EVERYTHING, including pauses, filler sounds, etc. Give a copy of this uncorrected transcription to the lead instructor March After March 2 you may look at the English SL script (pp ) and compare it to your TL transcription. Underline or highlight any differences you encounter AND correct your errors directly on your transcript. Be sure to label and rate* each error appropriately on your transcript. [40 pts.]

20 Lab Exercise 1 continued: Error Analysis Paper 6. Also write a 3-4 page paper (double spaced) analyzing your errors and answering the 5 questions on p. 49. Also on your corrected transcript please *RATE each error according to how it impacts the communication (not all errors are equally serious). Select and write the number from the five choices next to the error. [60 pts.] NOTE: A copy of your transcription (without the errors noted) is due to the lead instructor on March 1. But the transcription (with errors noted and labeled = 40 pts.) and the analysis paper (60 pts.) are due on 3/23/05 to your instructor who will evaluate your work.

21 Rating System for Transcript 5 = No negative consequences to participants 4 = Consequence of errors is minimal 3 = Consequence of errors is moderate 2 = Consequence of errors is severe 1 = Consequence of errors is grave

22 Lab Exercise 2 (20 pts.) One-on-one with the instructor One-on-one with the instructor Your instructor will select one of the forms that you practiced sight translating during the past week. Your instructor will select one of the forms that you practiced sight translating during the past week. While the instructor listens and takes notes, each student will record on the instructor’s own audiotape recorder his/her sight translation. Brief comments may be given immediately afterwards. While the instructor listens and takes notes, each student will record on the instructor’s own audiotape recorder his/her sight translation. Brief comments may be given immediately afterwards. Turn in your 10 word vocabulary list to your instructor after your session. Turn in your 10 word vocabulary list to your instructor after your session.

23 Lab exercise 3 In groups of three (landlord, tenant and interpreter) practice the role playing exercises regarding tenant/landlord issues on pp See next slide for feedback questions.

24 Role Play Feedback Feedback can be focused on message accuracy and how the interpreter handled the situation. 1. How does the interpreter handle asking for clarification? 2. Are there other options for the interpreter to get clarification? 3. Has the interpreter stepped beyond what would be appropriate for the role? Why? What are other ways the situation could be handled? 4. How accurately is the message conveyed? Is the message content, affect (emotion) and style being conveyed? Give examples. 5. Is there a pattern that can be identified that is affecting the overall accuracy of the message?

25 Assignment for Week 7 1. Read text article “Little Bit Know Something” + thought question 2. Complete (3+ pages, double spaced) due next week March 1. Both the corrected transcription (40 pts) and analysis paper (3-4 pages, double spaced-60 pts) will be due March Complete uncorrected transcription (3+ pages, double spaced) due next week March 1. Both the corrected transcription (40 pts) and analysis paper (3-4 pages, double spaced-60 pts) will be due March 22. Anticipating Week 8 (lecture/lab): Anticipating Week 8 (lecture/lab): 1. Midterm sight translation audio recording (30 pts.) 2. Video taping of midterm dialogue (70 pts.) 3. Idiomatic phrases assignment (20 pts.)