Résumés
Abstract
Although sight translation is widely taught in interpreter education and practicsed in the field, there has been a dearth of studies on sight translation. This paper presents the preliminary findings of a pilot study comparing six student interpreters and three professional interpreters’ sight translation of an English speech text into Korean, which is their A language. This paper examines their sight translation performances in terms of accuracy, target language expressions and delivery qualities. The results indicate that student interpreters need to further develop their reading skills to accurately understand the source text and distinguish key ideas from ancillary ideas. The data analysis also reveals that student interpreters need to make conscious efforts to distance themselves from the source language form and develop translation skills to avoid literal translations. These findings have pedagogical implications for sight translation training. This paper discusses condensation strategy as an effective method to enhance delivery and target language qualities. Finally, this paper calls for further research on this under-researched component in the interpreting curriculum.
Keywords:
- sight translation,
- skills,
- strategy,
- student interpreters,
- professional interpreters
Résumé
Bien que la traduction à vue soit largement enseignée dans le cadre de cours d’interprétation et très utilisée sur le terrain, elle a été peu étudiée. Le présent article expose les résultats préliminaires d’une étude pilote qui a comparé les traductions à vue de six étudiants en interprétation et de trois interprètes professionnels d’un texte anglais en coréen, leur langue maternelle. Il examine leurs performances de traduction à vue en termes de précision, d’expression dans la langue cible et de qualité du débit. Les résultats indiquent que les étudiants ont besoin de développer davantage leurs compétences de lecture afin de comprendre plus précisément le texte source et de faire la distinction entre idées principales et idées secondaires. L’analyse des données révèle également qu’ils doivent faire des efforts délibérés pour se distancier de la forme de la langue source et pour développer des compétences en traduction afin d’éviter les traductions littérales. Ces constatations ont des conséquences pour la formation à la traduction à vue. L’article examine l’usage de concision en tant que méthode efficace permettant d’améliorer le débit et la qualité du discours cible. Enfin, il recommande que davantage d’études soient réalisées sur cet élément de formation en interprétation.
Mots-clés :
- traduction à vue,
- compétences,
- stratégies,
- étudiants en interprétation,
- interprètes professionnels
Parties annexes
Bibliography
- Agrifoglio, Marjorie (2004): Sight translation and interpreting: A comparative analysis of constraints and failures. Interpreting. 6(1):43-67.
- Alexieva, Bistra (1983): Compression as a means of realisation of the communicative act in simultaneous interpreting. Fremdsprachen. 27(4):233-238.
- Altman, Janet (1994): Error analysis in the teaching of simultaneous interpretation: A pilot study. In: Sylvie Lambert and Barbara Moser-Mercer, eds. Bridging the Gap: Empirical research on simultaneous interpretation. Amsterdam/Philadelphia: John Benjamins, 25-38.
- Angelelli, Claudia (1999): The role of reading in sight translation. The ATA Chronicle(Translation Journal of the American Association of Translators). 28(5):27-30.
- Block, Ellen (1992): See how they read: Comprehension monitoring of L1 and L2 readers. Tesol Quarterly. 26(2):319-343.
- Brady, M. (1989): Case studies in sight translation. In: John M. Dodds, ed. Aspects of English: Miscellaneous papers for English teachers and specialists. Udine: Campanotto Editore, 141-183.
- Carrell, Patricia. L. (1989): Metacognitive awareness and second language reading. Modern Language Journal. 73(2):121-133.
- Chernov, Ghelly V. (1994): Message redundancy and message anticipation in simultaneous interpretation. In: Sylvia Lambert and Barbara Moser-Mercer, eds. Bridging the Gap: Empirical research in simultaneous interpretation. Amsterdam: John Benjamins, 139-153.
- Cohen, Andrew D. (1990): Language Learning: Insights for Learners, Teachers, and Researchers. Boston: Heinle & Heinle.
- Dam, Helle V. (1993): Text condensing in consecutive interpreting. In: Yves Gambier and Jorma Tommola, eds. Translating and Knowledge: SSOTT IV. Turku: University of Turku, 297-313.
- Davis, James N. and Bistodeau, Linda (1993): How do L1 and L2 reading differ? Evidence from think aloud protocols. The Modern Language Journal. 77(4):459-472.
- Donovan-Cagigos, Clare (1990): La fidélité en interprétation. Doctoral dissertation, unpublished. Paris: Université de la Sorbonne Nouvelle – Paris 3.
- Dragsted, Barbara and Hansen, Inge G. (2007): Speaking your translation: Exploiting synergies between translation and interpreting. In: Franz Pöchhacker, Arnt L. Jakobsen and Inger M. Mees, eds. Interpreting Studies and Beyond. Copenhagen Studies in Language 35. Frederiksberg: Samfundslitteratur Press, 251-274.
- Garnham, Alan (1985): Psycholinguistics: Central Topics. London/New York: Routledge.
- Gile, Daniel (1994): Methodological aspects of interpretation and translation research. In: Sylvie Lambert and Barbara Moser-Mercer, eds. Bridging the Gap: Empirical Research in Simultaneous Interpretation. Amsterdam/Philadelphia: John Benjamins, 39-56.
- Gile, Daniel (1995): Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia: John Benjamins.
- Ilg, Gerard and Lambert, Sylvie (1996): Teaching consecutive interpreting. Interpreting. 1(1):69-99.
- Ivars, Amparo Jiménez (2008): Sight translation and written translation. A comparative analysis of causes of problems, strategies and translation errors within the PACTE translation competence model. Forum. 6(2):79-103.
- Jakobsen, Arnt L. and Jensen, Kristian T. H. (2008): Eye movement behaviour across four different types of reading task. In: Susanne Göpferich, Arnt L. Jakobsen and Inger M. Mees, eds. Looking at Eyes: Eye-Tracking Studies of Reading and Translation Processing. Copenhagen: Samfundslitteratur, 103-124.
- Kim, Jong-woo (2006): Yengepenyek ATOZ [English Translation from A to Z]. Seoul: Dongyang Books.
- Koda, Keiko (2005): Insights into Second Language Reading: A Cross-linguistic Approach. Cambridge: Cambridge University Press.
- Kirchhoff, Hella (1976/2002): Simultaneous interpreting: Interdependence of variables in the interpreting process, interpreting models and interpreting strategies. In: Franz Pöchhacker and Miriam Schlesinger, eds. The interpreting studies reader. London and New York: Routledge, 111-119.
- Kohn, Kurt and Kalina, Sylvia (1996): The strategic dimension of interpreting. Meta. 41(1):118-138.
- Lamberger-Felber, Heiker (2003): Performance variability among conference interpreters: Examples from a case study. In: Angela Collados Aís, Manuela Fernández Sánchez and Daniel Gile, eds. La Evaluación de La Calidad en Interpretación: Investigación. Granada: Comares, 147-168.
- Lambert, Sylvie (2004): Shared attention during sight translation, sight interpretation and simultaneous interpretation. Meta. 49(2):294-306.
- Lee, Jieun (2008): Rating scales for interpreting performance assessment. The Interpreter and Translator Trainer. 2(2):165-184.
- Lee, Young-ok (2002): Hankwukewa yengekan enekwuco chaiey ttalun penyekuy mwuncey [Translation problems between Korean and English reflecting their structural differences: with respect to the translation of reported speech]. Penyekhakyenkwu [Translation Studies]. 3(1):59-81.
- Liu, Minhua (2008): How do experts interpret?: Implications from research in Interpreting Studies and cognitive science. In: Gyde Hansen, Andrew Chesterman and Heidrun Gerzymisch-Arbogast, eds. Efforts and Models in Interpreting and Translation Research. Amsterdam/Philadelphia: John Benjamins, 161-177.
- Liu, Minhua, Shallert, Diane L. and Carroll, Patrick J. (2004): Working memory and expertise in simultaneous interpreting. Interpreting. 6(1):19-42.
- Marcias, Macarena P. (2006): Probing quality criteria in simultaneous interpreting. Interpreting. 8(1):25-43.
- Martin, Ann (1993): Teaching sight translation to future interpreters. In: Catriona Picken, ed., Translation: The Vital Link. (13th World Congress of FIT, Brighton, 6-13 August 1993) London: Institute of Translation and Interpreting, 398-405.
- McDonald, Janet and Carpenter, Patricia A. (1981): Simultaneous translation: Idiom interpretation and parsing heuristics. Journal of Verbal Learning and Verbal Behaviour. 20(2):231-247.
- Mead, Peter (2000): Control of pauses by trainee interpreters in their A and B languages. The Interpreters’ Newsletter. 10:88-102.
- Miller, Paul W. (2005): Reading comprehension, vocabulary and background knowledge: A case study. In: Jan Engberg, Marianne G. Ditlevsen, Peter Kastberg, et al., eds. New Directions in LSP Teaching. Bern: Peter Lang, 141-161.
- Moser-Mercer, Barbara (1995): Sight translation and human information processing. In: Albrecht Neubert, Gregory Shreve and Klaus Gommlich, eds. Basic Issues in Translation Studies. Kent: Kent State University, 159-166.
- Moser-Mercer, Barbara (1997): The expert-novice paradigm in interpreting research. In: Eberhard Fleischmann, Wladimir Kutz and Peter Axel Schmitt, eds. Translationdidaktik. Tubingen: Gunter Narr, 255-261.
- Nickerson, Raymond S. (1981): Speech understanding and reading: Some differences and similarities. In: Ovid J. L. Tzeng and Harry Singer, eds. From Perception of Print: Reading Research in Experimental Psychology. Hillsdale: Lawrence Erlbaum Associates, 257-289.
- Paris, Scott G., Wasik, Barbara A. and Turner, Julian C. (1991): The development of strategic reading. In: Rebecca Barr, Michael. L. Kamil, P. B. Mosenthal, et al., eds. Handbook of Reading Research. New York: Longman, 609-640.
- Petite, Christelle (2005): Evidence of repair mechanisms in simultaneous interpreting: A corpus-based analysis. Interpreting. 7(1):27-49.
- Pöchhacker, Franz (2004): Introducing Interpreting Studies. London: Routledge.
- Pym, Anthony (2008): On omission in simultaneous interpreting: Risk analysis of a hidden effort. In: Gyde Hansen, Andrew Chesterman and Heidrun Gerzymisch-Arbogast, eds. Efforts and Models in Interpreting and Translation Research. Amsterdam/Philadelphia: John Benjamins, 83-105.
- Pym, Anthony (2009). Translator training. Visited 1 September 2010, http://www.tinet.cat/~apym/on-line/training/2009_translator_training.pdf.
- Shreve, Gregory M., Lacruz, Isabel and Angelone, Erik (2010): Cognitive effort, syntactic disruption, and visual interference in a sight translation task. In: Gregory M. Shreve and Erik Angelone, eds. Translation and Cognition. Amsterdam/Philadelphia: John Benjamins, 53-84.
- Stanovich, Keith E. (1980): Toward an interactive – Compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly. 16(1):32-71.
- Sunnari, Marianna (1995): Processing strategies in simultaneous interpreting: ‘Saying It all’ vs. synthesis.’ In: Jan Tommola, ed. Topics in Interpreting Research. Turku: University of Turku, 109-119.
- Viaggio, Sergio (1995): The praise of sight translation (and squeezing the last drop thereout of). The Interpreters’ Newsletter. 6:33-42.
- Viezzi, Maurizio (1989): Information retention as a parameter for the comparison of sight translation and simultaneous interpretation: An experimental study. The Interpreters’ Newsletter. 2:65-69.
- Viezzi, Maurizio (1990): Sight translation, simultaneous interpretation and information retention. In: Laura Gran and Christopher Taylor, eds. Aspects of Applied and Experimental Research on Conference Interpretation. Udine: Campanatto Editore, 54-60.
- Weber, Wilhelm K. (1990): The importance of sight translation in an interpreter training program. In: David Bowen and Margaret Bowen, eds. Interpreting – Yesterday, Today and Tomorrow. New York: Binghamton, 44-52.
10.7202/003333ar