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Keeping a log-book

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Sim

The following is suggested by Anne Schjoldager as a table for students to chart their performances while interpreting in simultaneous mode. The first table contains examples, the second is could be used a students as a log book over a number of weeks allowing the identification for example of recurring problems.

  


  

Note also the fact that the questions underline the positive elements of the performance (in that most answers will be "NO").

The full text can be found in,

Schjoldager, Anne, Assessment of Simultaneous interpreting. In Dollerup and Appel, (editors) Teaching Translation and Interpreting 3. 1996 Benjamins.

Assessment criteria Arguments / Examples
1. Comprehensibility and delivery If a listener cannot understand or bear to listen to an interpreter, the interpreters other qualities are irrelevant
1.1 Is anything incomprehensible? the interpreter does not talk into the microphone
1.2 Is the articulation bad? KBB instead of KGB
1.3 Are there irritating outbursts? ah! oh no! shit! etc.
1.4 Are there exaggerated fillers? eerrmmmmmmmmmmmm
1.5 Are there strange noises? coughing, sighing, rustling, clicking
1.6 Is the intonation unnatural? upwards in declarative sentences
1.7 Are there excessive repairs? seems to think aloud
1.8 Are there irritating unfinished sentences? He’s accusing them of…
1.9 Is the voice unpleasant? squeaky, hoarse, weepy
1.10 Is the voice unconvincing? gives the interpreter’s doubts away
2. Language If an interpreter’s choice of language is inadequate, the listener gets irritated and the interpreter’s other qualities become less relevant
2.1 Are there irritating mispronunciations?  
2.2 Are there grammatical mistakes?  
2.3 Is there interference? the interpreter incorrectly uses the syntactic strcuture or lexical choice of the source speech
2.4 Is the language unidiomatic? The power apparatus is recontrolled by the conservative powers
2.5 Does it sound odd in the context? uses inappropriate register
3. Coherence and plausibility If an interpreter’s performance lacks coherence, the listener loses interest in the message
3.1 Are there abrupt beginnings? the listener feels the premise is left out
3.2 Are there abrupt endings? the listener feels that the concluding point is left out
3.3 Is the performance incoherent? the message does not make sense
3.4 Is the message implausible? the message is illogical
4. Loyalty A disloyal intepreter is unprofessional
4.1 Does the interpreter mock the speaker? laughs in inappropriate places, shows contempt
4.2 Does the interpreter mock the message? laughs in inappropriate places, shows contempt
4.3 Are there significant omissions?  
4.4 Are there unjustified changes?  
4.5 Are there unjustified additions?  
A log book
Assessment criteria Practice session 1   2 3 4
1. Comprehensibility and delivery        
1.1 Is anything incomprehensible?        
1.2 Is the articulation bad?        
1.3 Are there irritating outbursts?        
1.4 Are there exaggerated fillers?        
1.5 Are there strange noises?        
1.6 Is the intonation unnatural?        
1.7 Are there excessive repairs?        
1.8 Are there irritating unfinished sentences?        
1.9 Is the voice unpleasant?        
1.10 Is the voice unconvincing?        
2. Language        
2.1 Are there irritating mispronunciations?        
2.2 Are there grammatical mistakes?        
2.3 Is there interference?        
2.4 Is the language unidiomatic?        
2.5 Does it sound odd in the context?        
3. Coherence and plausibility        
3.1 Are there abrupt beginnings?        
3.2 Are there abrupt endings?        
3.3 Is the performance incoherent?        
3.4 Is the message implausible?        
4. Loyalty        
4.1 Does the interpreter mock the speaker?        
4.2 Does the interpreter mock the message?        
4.3 Are there significant omissions?        
4.4 Are there unjustified changes?        
4.5 Are there unjustified additions?        


  

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