Publications

Publication details [#9483]

Gran, Laura and John M. Dodds, eds. 1989. The theoretical and practical aspects of teaching conference interpretation (Zeta University 12). Udine: Campanotto. 278 pp.
Publication type
Edited volume
Publication language
English
Keywords
bilingualism | conference interpreting | lateral thinking | memory (human) | practice=translation practice=interpreting practice | teaching (translation)=didactics (translation) | theory=translation theory=interpreting theory
Edition info
Proceedings of the First international symposium on conference interpreting at the University of Trieste, 27th to the 29th of November 1986 No ISBN.

Abstract

The aims of this volume are to a) present the neurophysiological bases of language and the latest findings of experimental studies conducted in Triest and elsewhere on cerebral lateralization for language in bilingual in polyglot subjects, and on memory and recall in conference interpreters; b) analyse and assess aptitude tests for prospective conference interpreters; c) compare teaching methods adopted in European and extra-European Interpreters' Schools for simultaneous and consecutive interpretation; and d) stimulate new ideas and iniatives in the field of research.
Source : P. Van Mulken

Articles in this volume

Dodds, John M. Linguistic theory construction as a premise to a methodology of teaching interpretation. 17–20
Crevatin, Franco. Directions in research toward a theory of interpretation. 21–22
Stenzl, Catherine. From theory to practice and from practice to theory. 23–26
Gile, Daniel. Perspectives de la recherche dans l'enseignement de l'interpretation [Research perspectives in interpreter training]. 27–33
Spiller-Bosatra, Edith and Andrea Bosatra. Role of the auditory sensory modality in simultaneous interpretation. 37–38
Bava, Antonio. Neurophysiological bases of language use and speech. 39–70
Fabbro, Franco. Neurobiological aspects of bilingualism and polyglossia. 71–82
Lambert, Sylvie. Information processing among conference interpreters: a test of the depth-of-processing hypothesis. 83–91
Gran, Laura. Interdisciplinary research on cerebral asymmetries: significance and prospects for the teaching of interpretation. 93–100
Longley, Patricia. The use of aptitude testing in the selection of students for conference interpretation training. 105–108
Bowen, Margareta and David Bowen. Aptitude for interpreting. 109–125
Bühler, Hildegund. Discourse analysis and the spoken text: a critical analysis of the performance of advanced interpretation students. 131–137
Feldweg, Erich. The significance of understanding in the process of interpreting. 139–140
Snelling, David. A typology of interpretation for teaching purposes. 141–142
Ilg, Gérard. Outillage linguistique [Linguistic tools]. 147–150
Nowak-Lehmann, Elke. Apprendre l'interpretation simultanée: aspects cognitifs [Learning simultaneous interpretation: cognitive aspects]. 151–154
Denissenko, Jurij. Communicative and interpretative linguistics. 155–157
Hurdiss-Jones, Frederick. A teacher's view of and fears for the future of the interpreting profession. 159–160
Weber, Wilhelm K. Improved ways of teaching consecutive interpretation. 161–166
Dam, Ine Mary van. Strategies of simultaneous interpretation. 167–176
Taylor, Christopher. Textual memory and the teaching of consecutive interpretation. 177–184
Zalka, Ilona. The teaching of lexical items in consecutive interpretation. 185–187
Ping Cheng, Yang. Problems of teaching consecutive between English and Chinese. 189–190
Allioni, Sergio. Towards a grammar of consecutive interpretation. 191–197
Prete, Franco. Perfectionnement professionel de l'interprète dans les organisations internationales [Professional perfection of the interpreter in international organisations]. 205–206
Thiéry, Christopher. Pédagogie de l'exemple dans l'enseignement de l'interprétation simultanée et consécutive [The use of examples in teaching simultaneous and consecutive interpreting]. 207–208
Cosson, Lucien. Vers une approche originale de la formation d'interprètes de conférences: la méthode structuro-globale audio-visuelle [Towards an original approach in conference interpreter training: the structuro-globale and audio-visual method]. 209–212
Kurz, Ingrid. The use of videotapes in consecutive and simultaneous interpretation training. 213–215
Katz, Jean-Daniel. Pour une enseignement de l'expression orale dans les écoles d'interprétation [A plea for teaching oral expression in interpreting schools]. 217–218
Neff, Jacquy. Pour une méthodologie dans l'enseignement de l'interpretation consécutive [For a methodology in teaching consecutive interpretation]. 229–235
Altman, Janet. The role of the tutor demonstration in teaching interpreting. 237–240
Loose, Peter. Science and the interpreter. 241–243
Martín, Anne and Presentación Padilla. Preparing students for scientific and technical conferences. 245–247
Francis, Michael. Cultural and pragmatic aspects in the teaching of interpretation. 249–252
Parnell, Audrey. Liaison interpreting as a language teaching technique. 253–256
Gentile, Adolfo. The genesis and development of interpreting in Australia: salient features and implications for teaching. 257–260

Reviewed by

Gile, Daniel. 1990. Review of The theoretical and practical aspects of teaching conference interpretation. Meta 35 (4) : 782–783.