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Les traductologues s'accourdent sur le fait que Ia cooperation avec d'autres disciplines scientifiques est necessaire afin de pouvoir reconnaitre les structures et les principes du processus de traduction et interpretation. Cet article introduit le Modele cognitif neuropsychologique pour soigner des malades aphasiques et essaye de l'appliquer aux etudes de traduction. II tente de reflechir sur une eventuelle parente entre les malades aphasiques et les interpretes en proposant des exercices utiles pour Ia formation des futurs interpretes.

Cet article étudie les résultats d’un questionnaire sur l’interprétation vers une langue ‘B’ envoyé aux membres de l’Association Internationale d’Interprètes de Conférence. Le but de ce questionnaire était d’avoir un aperçu des opinions des interprètes sur l’interprétation vers une langue ‘B’ et pas de mettre fin au débat qui entoure cette question. Les résultats suggèrent que les interprètes pensent que la notion d’une langue ‘B’ est quelque peu floue. Les questions posées dans le questionnaire ont mené à des commentaires intéressants concernant la langue anglaise en particulier. L’étude en profondeur de ces commentaires pourrait dès lors s’avérer révélateurs d’informations d’une importance non négligeable.

This article focuses on the implementation of a new transcultural law clinic that will offer supervised translating/interpreting services to persons who do not speak the language and are suspected or accused of a crime. The clinic was implemented as part of the international project ‘TransLaw. Exploring Legal Interpreting Service Paths and Transcultural Law Clinics for persons suspected or accused of a crime’ (2018-2019). The article covers the implementation and piloting phase of the Transcultural Law Clinic at the University of Maribor in Slovenia, which involved the cooperation of translating and interpreting students with law students. The empirical part of this research focuses on the importance of self-reflective and observational techniques and how they may be incorporated into the practice of interpreting and law students. To collect the data, we used observation logs, which helped students gain a better understanding of the learning and knowledge they had acquired during the observational process. Observation logs were structured and developed to use during: (a) the observation of interpreted trials and (b) translating workshops in which translating/interpreting students and law students worked together. The results of this study support key suggestions that interpreters should be motivated to improve their expertise by improving their skills through self-reflective practices and via supports such as ongoing mentorship, training and professional development. The results also support our argument that translating and interpreting students can be successfully trained together with law students and that both groups can and should be motivated to improve their skills through self-reflective practices.

Cet article vise à étudier l’interprétation du système numérique chinois en se concentrant sur la question du traitement des nombres dans l’interprétation simultanée (SI) et en analysant la conversion syntaxique qui s’impose dans les combinaisons linguistiques comme le chinois et l’italien, où les deux systèmes de numération ont des différences syntaxiques importantes. Les données proviennent de l’expérience d’interprétation de l’auteur à Taiwan, de la littérature, et d’interviews avec des interprètes locaux dont la langue maternelle est le chinois, mais aussi de l’opportunité d’assister à des programmes chinois et taïwanais de formation en interprétation en tant qu’ observateur participant. Les données recueillies ont été analysées qualitativement par l’auteur afin de compléter l’article.

Transcoding as a strategy of interpreting has been long neglected since Seleskovitch(1968) advanced “theorie du sens”. However, the results of an interpreting act clearly show that both strategies of interpreting, namely transcoding and reformulation (on the basis of interpreters' own non-verbal concept), are at work. This study was aimed at exploring 1) to what extend a text is exactly transcoded in simultaneous interpreting and 2) what kinds of words (regarding word classes, functions and the like) we could observe in this part from the textual interpretation. Four German-Korean interpreting trainees translated six German speeches simultaneously into their mother tongue, Korean. Analyses of these 24 texts – especially regarding two questions described earlier - yielded results as follows: 1) The proportion of transcoded text (complex sentences) lies between 54.36~72.96% and higher than we expected according to “theorie du sens”; and 2) Following categories of words have been observed to be often transcoded: proper nouns > numbers > figurative/emotional words. Conjunction and predicate also showed a high rendition rate. Numerous factors can influence which words are to be transcoded, in which part of a text. Those variables can be explained, however, with a single concept of cognitive resources of interpreters.

This paper discusses Interpreting Mapping of Russian-Korean interpreting work. The main focus is to illustrate and explain the interpreting process based on mind mapping and investigate some structuralist stream of Translation & Interpreting studies. For the purposes, the report first defines several concepts, such as simultaneity, interactivity, and mapping devices, which an interpreter is obligated to address in every interpreting situation. Simultaneity is not defined by an interpreting environment but by the sense of time (or continuity) in an interpreter's mind. Likewise, interactivity is not defined by an interpreting environment, but by the linguistic, experimental and cultural rules controlling our face-to-face communication in which an interpreter's mind mapping operates. Case studies show that students who focus on literal phrases or phrase-centered convention make the error of semantic confusion in their delivery. On the word level, they lose sense of discursive hierarchy between two words countered, such as governmental and international affaires as exemplified in this paper. On the grammatical level, some confusion is observed in account of phrase-centered convention. On the textual level, they overlook the point that all semantic concepts are related to a speaker's intentionality. On the pragmatic level, background knowledge of an interpreter could interrupt correct mind mapping during interpreting. Interpreting is concerned not only with communicative part of two cultures but with an interpreter's semantic transposition of two languages involved. Therefore, interpreting mapping gives to this transpositional level of languages some important devices: narrative program, schema and actantial structure as we have investigated.

This paper deals with some of the nonverbal communication elements as an important para-textual component in interpreting on which few researchers have tried to provide reasons for insufficient academic criteria. From an abductive perspective, this paper organizes data according to Hall’s classification: gestures, facial expressions, and silence as nonverbal communication elements and time and space as nonverbal communication bases. These are not extra-messages created during the communication process, but the messages themselves. This study also discusses some cross-cultural differences in the body expression elements ranging from the head to legs. Facial expressions were disserted with smiling and eye contact. Silence was disserted in the categories of positive/negative. Time was disserted in the category of modern/premodern. Spaces were disserted by dividing in spacial sensibility itself and spacial sensibility with men, seating space. These findings will help us better understand and perform interpreting tasks.

Paraphrasing has been employed as a useful exercise to enhance the interpretation competence for a long time. Its effect in advancing the interpretation skills has also been proven by a number of researches (Russo, 2011). This paper attempts to find out the relationships between paraphrasing and interpreting from the psycholinguistic and computational linguistic researches and set up an educational model with it. Firstly, interpreting as well as paraphrasing makes use of similar strategies, such as substitution, the reordering of information, etc. Secondly, the substitution of synonyms is essential for both actions. Retrieving synonyms, one of the paradigmatic responses in word association tests, has been regarded as important evidence for a well-developed competence in a language. Thirdly, it is possible that a connection with more than one expression can neutralize the linguistic form of a concept -- or "message" as Seleskovitch (1978) calls it -- and make it non-verbal. Excellency in paraphrasing, therefore, can be considered as a competence to build a “message”, which is necessary for high-quality interpreting. On the grounds of those findings, the teaching methods using paraphrasing have been developed.

If Kauders (1929) is regarded as the ‘dawn’ of brain research in the fields of translation and interpreting (T/I), we are now looking back at a century of researches in this area. Rarely an area in the translational science has its research methodology so dramatically changed as in this field. Advances in neuroimaging techniques as well as a deeper understanding of the human brain, have significantly enhanced our capacity to explore the neural mechanisms underlying translation processes. While the field's findings remain somewhat preliminary, they now offer reasonably coherent insights into the translating brain, a century after the field’s beginning. This paper aims to classify significant brain research within T/I over the past 100 years according to I.a. research designs and findings, dividing the history into four periods: the 1920s, 1980s, 1990s, and 2010s. The most notable results from each period are summarized and discussed in relation to the current state of knowledge.

This paper focuses on two questions: what kind of linguistic features the so-called ‘essential information’ possesses, if embedded in the context and whether professional interpreters have group characteristics in distinguishing between essential and secondary information. To answer these questions, an empirical study was conducted in which seven professional interpreters and 77 students were asked to select essential information from two different types of text. Especially carefully examined were focus information (recognizable by Korean focus-markers according to Lee (2000)), predicate and proper names. All in all, the results of the two groups do not differ much from each other, but in details, professional interpreters showed some group-specific features. Interpreters were more inclined to omit deducible information as well as chose discourse markers more often than students. The rate of topic-information was higher for interpreters than it was for students. As for the sentence functional distribution of the essential information, the predicate, object and subject were frequently selected in this order. Based on these results, professional interpreters’ comprehension process – compared to those of non-interpreters – is remodelled.

Fluency is commonly accepted as a reference criterion in assessing interpreter’s interpreting competence. Based on a taxonomy of three components, i. e. ungrammatical pauses, repeats and repairs ,this paper presents a quantitative analysis of trainee interpreters’ output. The results show the significant and directional impact on their production of disfluencies that happened on the repeats, but there is not significant directional impact on the pauses and repairs. Even though the study tackles the issue at hand, it fails to generate unanimous evidence to corroborate the hypothesis that output is more fluent in interpreter’s mother tongue than in the foreign language.

Unique features of World Englishes cause challenges in terms of intelligibility and comprehension, which also trigger specific language attitudes. This study explores language attitudes of participants in communicative events towards World Englishes and World Englishes interpreting, looking into their views on different varieties of English, speakers of different varieties, and interpreting. Participants in communicative events, in this study, include interpreters and non-interpreters who take on the role of audience, client, event organizer, or interpreting agency in interpreter-mediated communicative events. Despite intelligibility challenges posed by non-native English accents, interpreters and non-interpreters alike showed positive attitudes towards non-native English speakers. However, participants’ preferences for communication methods diverged between direct communication in English and interpreter-mediated communication which allows for non-native speakers to speak in their own language. This study attempts to take a comprehensive view on language attitudes of both interpreters and non-interpreters and find solutions for improving negative language attitudes in order to enhance communication effect in interpreter-mediated events.

Inadequate interpreting services and the lack of interpreting in various languages during the interview of asylum seekers have been criticized, but interpreting services in the process of interviewing asylum seekers at the Ministry of Justice and the following appeal process at the Administrative Court have not been subject to investigation by interpreting researchers. This paper is a first attempt to examine the quality of interpreting during asylum appeal hearings in Korea based on the analysis of the discourse of court interpreting and courtroom observation. The findings indicate that interpreting, provided by untrained non-professional interpreters, often deviate from the norm of accurate and impartial interpreting, which is vital in legal interpreting. Based on such findings, this paper argues for the court and the judiciary to pay attention to the improvement of the quality of interpreting through interpreter training and proper legal interpreter system.

Researchers interested in the relationship between working memory and interpreting tend to adopt working memory (WM) span tasks developed by psychologists as WM measurement tools. Among the most commonly used are those that consist of words and sentences such as the reading span task. The reliability of such tasks has been verified in several studies in cognitive psychology. However, no study has been found to demonstrate that reliability is maintained when the WM span tasks are administered to interpreters. This study aimed to examine and compare the reliability of reading span tasks which involve linguistic elements and that of an operation span task, a language-independent WM span task. For this purpose, student interpreters were invited to perform the WM span tasks and then the equivalent form test reliability and the test-retest reliability of the tasks were measured. The results suggest that only the operation span task is a reliable tool for testing the WM capacity of interpreters.

Using group interview and survey as research methods, this pilot study explores student interpreters' needs toward an online self-learning system to assist with their studies for enhancing interpreting skills. More specifically, students were asked how necessary they deemed creation of such an online system is, their willingness to utilize it, and the desirable components and functions of such a system. Both quantitative and qualitative analyses were employed to interpret the data. Results show that students strongly agree to the need of an online self-study system and that their main needs were focused on 8 main learning domains of interpreting, sight translation, written translation, reading, listening, speaking, writing and expressions.

본 연구에서는 초등학교 교사들이 평면도형 개념에 대한 학생의 응답을 어떻게 해 석하고 그 해석을 어떤 교수 전략으로 연결하는지를 분석함으로써, 수학 내용에 특 화된 관점에서 교사의 노티싱 과정을 심층적으로 탐색하였다. 이를 위해 전국의 초 등 교사 157명을 대상으로 서면 기반으로 구조화된 설문을 실시하였으며, 교사는 세 가지 평면도형(원, 삼각형, 사각형)에 대한 학생의 반응을 해석하고, 이에 적절한 교수 전략을 기술하였다. 수집된 응답에 대해 질적 분석을 통해 교사의 ‘해석하 기’ 유형과 ‘반응하기’ 유형을 도출하고, 도형별로 해석하기-반응하기 유형 간 연결 양상을 교차 분석하였다. 분석 결과, 교사들은 학생의 개념적 오류나 부분적 이해를 세분화하여 해석하였으며, 이는 조작 활동, 예외 사례 제시, 핵심 개념 강조 등 다양한 교수 전략으로 이어졌다. 특히 도형의 특성에 따라 교사의 해석하기 유 형과 반응하기 유형의 양상이 달랐으며, 정의적 속성이나 포함 관계 등이 교사의 판단 기준에 영향을 주는 경향이 있었다. 본 연구는 교사의 노티싱을 수학 내용에 특화하여 분석한 실증적 사례를 제시함으로써, 향후 교사 교육에서 내용에 특화된 노티싱을 함양하기 위한 토대를 제공한다는 점에서 의의가 있다.

This study aimed to explore elementary teachers’ noticing processes from a content-specific perspective by analyzing how they interpret students’ responses related to plane figure concepts and how these interpretations inform their instructional strategies. A structured written survey was administered to 157 elementary school teachers across the country. Teachers were asked to interpret students’ responses about three types of plane figures—circles, triangles, and quadrilaterals—and to describe appropriate instructional strategies based on these interpretations. Through qualitative analysis, teachers’ interpreting types and responding types were identified, and the interpreting-responding connections were cross-analyzed by figure type. The results revealed that teachers differentiated students’ conceptual errors and partial understandings in nuanced ways and translated these interpretations into diverse instructional strategies, such as manipulative activities, use of counterexamples, and emphasizing core concepts. The patterns of interpreting and responding varied depending on the characteristics of the figures, and aspects such as definitional attributes and inclusion relationships influenced teachers’ judgments. This study provides empirical evidence of content-specific noticing in mathematics, offering practical foundations for teacher education aimed at fostering content-oriented noticing.

This article focuses on the implementation of a new transcultural law clinic that will offer supervised translating/interpreting services to persons who do not speak the language and are suspected or accused of a crime. The clinic was implemented as part of the international project ‘TransLaw. Exploring Legal Interpreting Service Paths and Transcultural Law Clinics for persons suspected or accused of a crime’ (2018-2019). The article covers the implementation and piloting phase of the Transcultural Law Clinic at the University of Maribor in Slovenia, which involved the cooperation of translating and interpreting students with law students. The empirical part of this research focuses on the importance of self-reflective and observational techniques and how they may be incorporated into the practice of interpreting and law students. To collect the data, we used observation logs, which helped students gain a better understanding of the learning and knowledge they had acquired during the observational process (Jarvis, 2001). Observation logs were structured and developed to use during: (a) the observation of interpreted trials and (b) translating workshops in which translating/interpreting students and law students worked together. The results of this study support key suggestions in the literature: that interpreters should be motivated to improve their expertise by improving their skills through self-reflective practices and via supports such as ongoing mentorship, training and professional development. The results also support our argument that translating and interpreting students can be successfully trained together with law students and that both groups can and should be motivated to improve their skills through self-reflective practices.

This case study analyzes the positive effects of shadowing method in interpretation. From the point of view of the traditional interpretation teaching, this method makes the students repeat the speaker’s words without thinking analytically about the message that the speaker wants to let the public know through his speech. This article pursuits to open a broader perspective for professors and students on the shadowing method because as result can illustrate very specific details on where and how the students make mistakes during their listening and shadowing process and also helps the professors know which students have more talent for the simultaneous interpretation. Shadowing can be used not only as a teaching and learning method but also as a good parameter to select qualified candidates for Spanish-Korean simultaneous interpretation in Korea. In case of Korean students, there is a big difference in terms of shadowing capabilities according to the experience of living or length of their stay in Spanish speaking countries. Also it is very important to recognize that the Korean students feel very comfortable in the classroom with Korean speakers even when they deliver their speeches in Spanish language and that these learning circumstances are not recommendable because in a real situations of simultaneous interpretation the students will experience less confidence and commit more failures when they have to listen native speakers with unfamiliar expressions, voices and accents.

This paper outlines the work being done at Tokyo University of Foreign Studies at both graduate and undergraduate levels to enable students to learn through practicums. The two authors use practicums in interpreter education for two purposes: to give students hands-on experience using what they have learned in classrooms and ensuring that the university contributes to society by having students eventually gain work experience in interpreting and translation services. There have been various attempts in the past to use practicums to get students at the undergraduate level to enhance their communication skills. Through practicums, students gain helpful feedback not only from instructors’ comments but through audience interaction. As well, the students get another perspective on themselves and their abilities. Confidence and motivation also increase through participating in practicums, and the students learn the importance of teamwork.