Abstract Despite growing academic interest in the personal experiences of translators and interpreters with a focus on status, identity, role and ethics, and job satisfaction, there have been few academic attempts to inquire into the experiences of respective genders in the profession. Also, outside of T&I studies, most occupational research has examined the experience of women in male-dominated fields. Thus, the current study aims to shed light on the professional experiences and challenges of male interpreters working in a predominantly female profession in Korea. Taking a qualitative approach to interpret the male experience from a temporal, spatial, and cultural context, a narrative inquiry was conducted with male conference interpreters currently working in Korea to closely examine the struggles they experience in the process of their professional identity formation. Data analysis reveals that male interpreters face extreme gender bias and stereotypes at work, and struggle with issues such as emotional remoteness with colleagues, job insecurity, and crisis of identity stemming from an unstable social status for male interpreters.
{"title":"Struggling for professional identity","authors":"S. Hong, Eunah Choi","doi":"10.1075/babel.00181.hon","DOIUrl":"https://doi.org/10.1075/babel.00181.hon","url":null,"abstract":"Abstract Despite growing academic interest in the personal experiences of translators and interpreters with a focus on status, identity, role and ethics, and job satisfaction, there have been few academic attempts to inquire into the experiences of respective genders in the profession. Also, outside of T&I studies, most occupational research has examined the experience of women in male-dominated fields. Thus, the current study aims to shed light on the professional experiences and challenges of male interpreters working in a predominantly female profession in Korea. Taking a qualitative approach to interpret the male experience from a temporal, spatial, and cultural context, a narrative inquiry was conducted with male conference interpreters currently working in Korea to closely examine the struggles they experience in the process of their professional identity formation. Data analysis reveals that male interpreters face extreme gender bias and stereotypes at work, and struggle with issues such as emotional remoteness with colleagues, job insecurity, and crisis of identity stemming from an unstable social status for male interpreters.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"26 1","pages":"674-688"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73228844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Spatiality in literature has been explored in depth in recent years, but there are still few applications in literary translation studies. With space cognitively defined and the trichotomy of iconic signs adopted, we argue that the written text of a poem has its visual poetic spaces – the scene properties of linguistic signs (letters, character parts, words, lineation etc.) and relational reference of linguistic signs (distance, sequence etc.) – and that these poetic spaces are imagically and diagrammatically iconic. Our analysis of the English-Chinese and Chinese-English translation of poems’ iconic letters, lineation, distance, and sequence reveals that some translators have successfully reproduced the source text’s visual spatiality in the target text, but some have simply ignored or neglected the rendering; visual poetic spaces are semantically important and translatable, and the translation techniques involve direct reproduction and complementary renderings. We argue that, in addition to portraying the linguistic and cultural information found in poems, translators should pay more attention to visual poetic spatiality in their work in order to ensure an accurate portrayal of the original author’s work.
{"title":"Translation of visual poetic spatiality","authors":"Yongzhi Liu, C. Tang","doi":"10.1075/babel.00185.liu","DOIUrl":"https://doi.org/10.1075/babel.00185.liu","url":null,"abstract":"Abstract Spatiality in literature has been explored in depth in recent years, but there are still few applications in literary translation studies. With space cognitively defined and the trichotomy of iconic signs adopted, we argue that the written text of a poem has its visual poetic spaces – the scene properties of linguistic signs (letters, character parts, words, lineation etc.) and relational reference of linguistic signs (distance, sequence etc.) – and that these poetic spaces are imagically and diagrammatically iconic. Our analysis of the English-Chinese and Chinese-English translation of poems’ iconic letters, lineation, distance, and sequence reveals that some translators have successfully reproduced the source text’s visual spatiality in the target text, but some have simply ignored or neglected the rendering; visual poetic spaces are semantically important and translatable, and the translation techniques involve direct reproduction and complementary renderings. We argue that, in addition to portraying the linguistic and cultural information found in poems, translators should pay more attention to visual poetic spatiality in their work in order to ensure an accurate portrayal of the original author’s work.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"73 1","pages":"796-810"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90574660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aims to identify the similarities and differences in cognitive-psychological semantic (Translation Equivalent) mapping employed by early, and late balanced bilinguals at the adult level. The subjects of lexical-semantic recognition tasks were limited to fourth-semester learners at graduate school of interpreting and translation to analyze the effect that the L2 acquisition period (or Age of Acquisition, AOA) and immersive education may have on cross-language processing among highly-proficient bilinguals. The experimental words were composed of non-cognate abstract words with two levels, and in four language directions (L1 > L1, L1 > L2, L2 > L1, L2 > L2) to compare monolingual, and bilingual priming effects. Early, and Late Balanced Bilingual groups (i.e., EBB and LBB) were comparable in many ways. However, mid balanced bilinguals who had exposure of more than six years after the critical period showed distinctive features. With a low lexical difficulty in the L1 to L2 direction, Mid Balanced Bilingual group (MBB) showed a similar tendency with EBB, while it was analogous to LBB when the lexical difficulty was high, and the language direction was from L2 to L1. Such results can be interpreted as evidence against the critical period hypothesis, indicating that language dominance may change due to the L2 acquisition period and immersive education. In contrast to their subjective perception, the mother tongue of all subject groups turned out to be Korean since all subjects, without exception, were faster in deciding words from English to Korean. The parental factor was limited to be all Koreans in order to control biological differences, from which the parental factor is reversely inferred most influential for early balanced bilinguals’ language dominance.
{"title":"How does the language acquisition period affect simultaneous interpreters’ language processing?","authors":"S. Han","doi":"10.1075/babel.00177.han","DOIUrl":"https://doi.org/10.1075/babel.00177.han","url":null,"abstract":"Abstract This study aims to identify the similarities and differences in cognitive-psychological semantic (Translation Equivalent) mapping employed by early, and late balanced bilinguals at the adult level. The subjects of lexical-semantic recognition tasks were limited to fourth-semester learners at graduate school of interpreting and translation to analyze the effect that the L2 acquisition period (or Age of Acquisition, AOA) and immersive education may have on cross-language processing among highly-proficient bilinguals. The experimental words were composed of non-cognate abstract words with two levels, and in four language directions (L1 > L1, L1 > L2, L2 > L1, L2 > L2) to compare monolingual, and bilingual priming effects. Early, and Late Balanced Bilingual groups (i.e., EBB and LBB) were comparable in many ways. However, mid balanced bilinguals who had exposure of more than six years after the critical period showed distinctive features. With a low lexical difficulty in the L1 to L2 direction, Mid Balanced Bilingual group (MBB) showed a similar tendency with EBB, while it was analogous to LBB when the lexical difficulty was high, and the language direction was from L2 to L1. Such results can be interpreted as evidence against the critical period hypothesis, indicating that language dominance may change due to the L2 acquisition period and immersive education. In contrast to their subjective perception, the mother tongue of all subject groups turned out to be Korean since all subjects, without exception, were faster in deciding words from English to Korean. The parental factor was limited to be all Koreans in order to control biological differences, from which the parental factor is reversely inferred most influential for early balanced bilinguals’ language dominance.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"64 1","pages":"570-587"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86506277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In 1979, a graduate school with a hitherto unusual name opened its doors at the Hankuk University of Foreign Studies in Seoul, the ‘Graduate School of Simultaneous Interpretation’, as the school GSIT, HUFS was called at that time. Up to then, translation and interpreting had not been considered as proper occupations in Korea. It was actually not known which people with what kind of qualifications performed translation or interpreting. It was therefore a completely novel idea that translators and interpreters should be trained at a higher education institution. Yet, GSIT proved to be a huge success. GSIT attracted a great deal of public attention and many talented young people. The hitherto accumulated T&I needs in society and the trend of globalization played their part in GSIT’s popularity. As the only educational institution for T&I for the first 18 years and beyond, GSIT has written key chapters in the history of T&I in modern Korea. This paper summarizes GSIT’s footsteps in order to discuss the developments of the past four decades in Korea in T&I education and studies, in the T&I profession and the economic and socio-cultural aspects of those developments. Based on the results of the discussion, the current situation of T&I in Korea is observed with a focus on ‘professionality’ so as to identify tasks for the future.
{"title":"History and challenges of translation and interpreting in Modern Korea","authors":"In-kyoung Ahn","doi":"10.1075/babel.00180.ahn","DOIUrl":"https://doi.org/10.1075/babel.00180.ahn","url":null,"abstract":"Abstract In 1979, a graduate school with a hitherto unusual name opened its doors at the Hankuk University of Foreign Studies in Seoul, the ‘Graduate School of Simultaneous Interpretation’, as the school GSIT, HUFS was called at that time. Up to then, translation and interpreting had not been considered as proper occupations in Korea. It was actually not known which people with what kind of qualifications performed translation or interpreting. It was therefore a completely novel idea that translators and interpreters should be trained at a higher education institution. Yet, GSIT proved to be a huge success. GSIT attracted a great deal of public attention and many talented young people. The hitherto accumulated T&I needs in society and the trend of globalization played their part in GSIT’s popularity. As the only educational institution for T&I for the first 18 years and beyond, GSIT has written key chapters in the history of T&I in modern Korea. This paper summarizes GSIT’s footsteps in order to discuss the developments of the past four decades in Korea in T&I education and studies, in the T&I profession and the economic and socio-cultural aspects of those developments. Based on the results of the discussion, the current situation of T&I in Korea is observed with a focus on ‘professionality’ so as to identify tasks for the future.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"79 1","pages":"550-569"},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87003938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper aims to investigate if suggestopedia, a teaching method that advocates “learning with both brains and learning while relaxing”, could help reduce interpreting anxiety and improve interpreting results when applied to interpreting classes. By using this teaching method in an experimental class and comparing the interpreting quality with that of the control class, the paper draws conclusions on the influence of suggestopedia in reducing interpreting anxiety. Two interpreting results and two questionnaires on interpreting anxiety, one before using the method and the other after, are collected to analyze the link between suggestopedia and interpreting anxiety. The experiment took place over eight weeks and involved 51 students. The experiment focused on English-Chinese consecutive interpretation.
{"title":"An empirical study on impact of suggestopedia on student interpreters’ anxiety","authors":"Yuanyuan Zhu, Hongmei Ruan","doi":"10.1075/babel.00186.zhu","DOIUrl":"https://doi.org/10.1075/babel.00186.zhu","url":null,"abstract":"Abstract This paper aims to investigate if suggestopedia, a teaching method that advocates “learning with both brains and learning while relaxing”, could help reduce interpreting anxiety and improve interpreting results when applied to interpreting classes. By using this teaching method in an experimental class and comparing the interpreting quality with that of the control class, the paper draws conclusions on the influence of suggestopedia in reducing interpreting anxiety. Two interpreting results and two questionnaires on interpreting anxiety, one before using the method and the other after, are collected to analyze the link between suggestopedia and interpreting anxiety. The experiment took place over eight weeks and involved 51 students. The experiment focused on English-Chinese consecutive interpretation.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"76 1","pages":"636-654"},"PeriodicalIF":0.0,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81568472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Since entering the new era, the translation model has gradually changed with the widespread application of machine translation technology and the rapid development of a translation industry. The mismatch between the demand of employers and the talents trained by universities has become a major problem facing the translation major nowadays. To this end, we should attach more importance to the readjustment of the existent curriculum; students’ practical ability in translation; grasp of the skill of detecting and correcting machine translation errors; combination of translation and relevant professional knowledge.
{"title":"Prospects for the teaching of translation majors in the new era","authors":"Yanlin Guo","doi":"10.1075/babel.00179.guo","DOIUrl":"https://doi.org/10.1075/babel.00179.guo","url":null,"abstract":"Abstract Since entering the new era, the translation model has gradually changed with the widespread application of machine translation technology and the rapid development of a translation industry. The mismatch between the demand of employers and the talents trained by universities has become a major problem facing the translation major nowadays. To this end, we should attach more importance to the readjustment of the existent curriculum; students’ practical ability in translation; grasp of the skill of detecting and correcting machine translation errors; combination of translation and relevant professional knowledge.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"47 1","pages":"867-881"},"PeriodicalIF":0.0,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78391701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Dolores Rodríguez Melchor, Manuela Motta, Elena Aguirre, O. Egorova, K. Ferguson, Tamara Mikolič Južnič
Abstract The development of online interactive resources for interpreter training has been at the centre of the agenda in terms of pedagogical assistance and cooperation both for the European Institutions and for their partner universities. Modern videoconferencing systems and online learning technologies provide an excellent alternative to face-to-face classes, offering solutions to the problem of trainers’ availability and engaging learners in synchronous and asynchronous task-oriented activities. In this context, the European Parliament-funded ERITON project was launched in 2014 with the aim of facilitating the dissemination of best practices and enhancing collaboration between EU and non-EU partner universities in the field of conference interpreter training. Forming the strategic core of this project was the use of innovative training methodologies, such as virtual classes and virtual mock-conferences. This paper presents the pedagogical framework of the VCs and discusses the results of an online survey conducted from 2015 to 2017 among students who actively participated in the virtual classes held within the ERITON project. The aim of the survey was to obtain anonymous feedback on the technical set-up of the VCs and on the helpfulness of this format in terms of skill acquisition and progress. The results show that the new medium was well-received and appreciated by respondents, especially since it gave them the possibility to interact in ways and with people that would otherwise be impossible.
{"title":"Expertise and resources for interpreter training online","authors":"María Dolores Rodríguez Melchor, Manuela Motta, Elena Aguirre, O. Egorova, K. Ferguson, Tamara Mikolič Južnič","doi":"10.1075/babel.00198.ego","DOIUrl":"https://doi.org/10.1075/babel.00198.ego","url":null,"abstract":"Abstract The development of online interactive resources for interpreter training has been at the centre of the agenda in terms of pedagogical assistance and cooperation both for the European Institutions and for their partner universities. Modern videoconferencing systems and online learning technologies provide an excellent alternative to face-to-face classes, offering solutions to the problem of trainers’ availability and engaging learners in synchronous and asynchronous task-oriented activities. In this context, the European Parliament-funded ERITON project was launched in 2014 with the aim of facilitating the dissemination of best practices and enhancing collaboration between EU and non-EU partner universities in the field of conference interpreter training. Forming the strategic core of this project was the use of innovative training methodologies, such as virtual classes and virtual mock-conferences. This paper presents the pedagogical framework of the VCs and discusses the results of an online survey conducted from 2015 to 2017 among students who actively participated in the virtual classes held within the ERITON project. The aim of the survey was to obtain anonymous feedback on the technical set-up of the VCs and on the helpfulness of this format in terms of skill acquisition and progress. The results show that the new medium was well-received and appreciated by respondents, especially since it gave them the possibility to interact in ways and with people that would otherwise be impossible.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79877629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Digital innovations are revolutionizing education, bringing opportunities that are seized across disciplines including conference interpreting training. This research draws a transdisciplinary framework of Legitimation Code Theory and multimodality research to explore how to build and transfer the disciplinary knowledge of interpreting via an on-line course, a staple of today’s education. The paper first conceptualizes the disciplinary knowledge of interpreting as elite code that entails both specialist knowledge of high semantic density and tacit experience of professionals of the trade. Then, drawing on empirical data from the first interpreting MOOC in China, the paper describes how knowledge of different semantic features is built through distinctive patterns of multimodal presentation. Effectiveness of the multimodal presentation of knowledge is then triangulated with learning outcome research. Findings of this paper highlight how multimodal presentation in on-line lectures support the process of learning and hence elicit reflective perspectives on knowledge building of interpreting in the on-line space.
{"title":"Building disciplinary knowledge through multimodal presentation","authors":"Qianhua Ouyang, Yi Yu, Ai Fu","doi":"10.1075/babel.00176.ouy","DOIUrl":"https://doi.org/10.1075/babel.00176.ouy","url":null,"abstract":"Abstract Digital innovations are revolutionizing education, bringing opportunities that are seized across disciplines including conference interpreting training. This research draws a transdisciplinary framework of Legitimation Code Theory and multimodality research to explore how to build and transfer the disciplinary knowledge of interpreting via an on-line course, a staple of today’s education. The paper first conceptualizes the disciplinary knowledge of interpreting as elite code that entails both specialist knowledge of high semantic density and tacit experience of professionals of the trade. Then, drawing on empirical data from the first interpreting MOOC in China, the paper describes how knowledge of different semantic features is built through distinctive patterns of multimodal presentation. Effectiveness of the multimodal presentation of knowledge is then triangulated with learning outcome research. Findings of this paper highlight how multimodal presentation in on-line lectures support the process of learning and hence elicit reflective perspectives on knowledge building of interpreting in the on-line space.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"67 1","pages":"655-673"},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73005246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The rapid development of neural machine translation systems and the emergence of the e-book have broadened the scope of text types that can be translated by machines. At the early stage of the machine’s infiltration into the translation field, target texts were mainly technical texts such as patents, instruction manuals, etc. Literary texts have been considered as the last bastion of human translation because the machine translation (MT) has produced word-for-word translation, unsuitable for literary texts with distinct stylistic elements. However, it turns out that the field of literary translation was not immune to the rise of MT. Style is one of the critical elements in literary texts, but it has been dismissed in the existing MT post-editing guidelines. Therefore, this research attempts to provide methodological ideas about how to come up with a machine translation post-editing guideline (MTPE) for style improvement especially for language pairs with divergent syntax and semantics like English and Korean. First, the linguistic and cultural differences in writing styles are sorted out based on previous research. Second, the different ways in which human translators address writing style are investigated. Third, the strategies that human translators employ in their translations are applied to machine translation post-editing to demonstrate how the strategies can be incorporated into English-Korean MTPE to improve style. This preliminary research would lay the groundwork for refining post-editing style guidelines and for accumulating manually post-edited data for style improvement, which would be conducive to building and customizing automatic post-editing systems.
{"title":"Defining language dependent post-editing guidelines for specific content","authors":"S. Mah","doi":"10.1075/babel.00174.mah","DOIUrl":"https://doi.org/10.1075/babel.00174.mah","url":null,"abstract":"Abstract The rapid development of neural machine translation systems and the emergence of the e-book have broadened the scope of text types that can be translated by machines. At the early stage of the machine’s infiltration into the translation field, target texts were mainly technical texts such as patents, instruction manuals, etc. Literary texts have been considered as the last bastion of human translation because the machine translation (MT) has produced word-for-word translation, unsuitable for literary texts with distinct stylistic elements. However, it turns out that the field of literary translation was not immune to the rise of MT. Style is one of the critical elements in literary texts, but it has been dismissed in the existing MT post-editing guidelines. Therefore, this research attempts to provide methodological ideas about how to come up with a machine translation post-editing guideline (MTPE) for style improvement especially for language pairs with divergent syntax and semantics like English and Korean. First, the linguistic and cultural differences in writing styles are sorted out based on previous research. Second, the different ways in which human translators address writing style are investigated. Third, the strategies that human translators employ in their translations are applied to machine translation post-editing to demonstrate how the strategies can be incorporated into English-Korean MTPE to improve style. This preliminary research would lay the groundwork for refining post-editing style guidelines and for accumulating manually post-edited data for style improvement, which would be conducive to building and customizing automatic post-editing systems.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"62 1","pages":"811-828"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88217224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.
摘要本文主要探讨我国高校口译教师在口译实践、口译教学和口译研究中存在的自我定位不清、目标模糊、因素失衡等问题。本研究以中国高校口译教师成就的历时性和共时性发展为研究主线，采用实践、教学和研究三个维度分析的方法，对上海五所高校的口译教师进行了调查。本研究在上海调查的基础上，提出了实践-教学-研究(PTR)三位一体的模式，以培养转型时期综合口译教师的定位和策略。构建了整体口译(OI) =口译实践(IP) +口译教学(It) +口译研究(IR)， OI=IP+ It +IR作为公式，这是构建PTR模型作为中国高校口译教师三位一体方法的实现。本研究对新时期中国高校口译教师队伍建设、提高口译教师队伍素质具有一定的指导意义。
{"title":"The construction of a Practice-Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in\u0000 China","authors":"Zhifeng Kang, Ying Shi","doi":"10.1075/babel.00173.kan","DOIUrl":"https://doi.org/10.1075/babel.00173.kan","url":null,"abstract":"Abstract This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.","PeriodicalId":40183,"journal":{"name":"Babel-Litteratures Plurielles","volume":"66 1","pages":"604-618"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87176901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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