Interpreting Activity

Interpreting Activity

1. STAGES

   • Communicative Function
     • Speaker-interpreter
   • Mental Proccess
     • Interpreter
       • Simoultaneous multiple mental proccessess
         • Working Memory Model (Baddeley:1986, 1990)
           • Working Memory
             • Recovery of passive info
             • Information processing
         • Capacity Model of Attention (Kahneman, 1973)
         • The Effort Model (Gile, 1995) Balance in the use of the interpreter's mental capacities for interpretation. There is a division between attention and memory effort
         • Processing Memory Model (Craig & Lockhart,1972) Semantic analysis is carried in the deeper levels of the model structure. Deeper processing does improve memorizarion, thus some things are better remembered.
         • The Role of Attention (Daró, 1989) In SI, the interpreter's ability to control, diverse and allocate his attention on different parallel activities like listening, analysis, synthesis and production of chunks.
           • Two levels of attention in SI
             • Reception of the chunk (high level of attention)
             • Recodification of the received chunk (low level of attention)
   • Communicative Function
     • Interpreter-audience

2. An oral text (SL) is decodified and reformulated in the TL.

   • CONSECUTIVE (CI)
   • SIMULTANEOUS (SI)
     • Seleskovitch's model (1978): 1) Speaker's speech and interpreter's speech are simultaneously performed; 2) Interpreter's listening and speaker's speech are performed simultaneously; 3) Interpreter's listening and speech are performed at the same time as the speaker's speech; 4) Content is delivered at the same time
       • COMPREHENSION PHASE
         • MEMORY
           • a) UNITS OF SENSE: The interpreter needs to store the message and organize it into content units. Memory is used to process the contents of the message. Usage of strategies.
           • b) PSYCHOLINGUISTIC RESEARCH: construction of certain cognitive pegs as a helping tool when analysing and memorising the content of the text.
             • 1980: The MAIN FOCUS: the PROBLEM of the organization of memory and mental structures.(INPUTS & OUTPUTS)
             • COGNITIVE STRUCTURE: 1) Prose material is encoded in a hierarchically organized format; 2) Prose structures predict comprehension; 3) Comprehension change the memory representation.
               • TEXTLINGUISTICS: considers the text as a grammatical and semantic unit.
                 • COHESION
                 • COHERENCE
         • ANALYSIS
           • MEANING OF THE TEXT
             • Analysis of its content in order to understant it.
               • Students' of interpreting need to create visual images out of the information supplied by the text and relate it to previous knowledge.
   • EXTERNAL FACTORS

3. 1) Listening & Analysis of the SL chunck; 2) Memorizing it; 3) Reformulating that chunk into the TL.

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