Informace o kvalifikační práci Preparation for Bachelor's Interpreting Studies at Palacký University Olomouc (Potential of Selected Secondary School English Textbooks)
Záměrem této diplomové práce je pomoci začínajícím tlumočníkům v jejich základním tlumočnickém výcviku a pomoci jim nalézt a definovat problémy spojené s jejich jazykovými dovednostmi v anglickém jazyce, které jim mohou bránit se v tlumočení posouvat dále. Z tohoto důvodu se tato diplomová práce zaměřuje na hledání spojitostí mezi tím, do jaké míry vybrané učebnice anglického jazyka na gymnáziích procvičují vybrané jazykové dovednosti v anglickém jazyce, které jsou později potřebné v základním tlumočnickém výcviku na vysoké škole a tím, jaké problémy studenti skutečně během tlumočení zažívají. Práce tedy zjišťuje, jaký je potenciál těchto učebnic pro přípravu na studium tlumočení. Snaží se specifikovat, které dovednosti nejsou během studia na gymnáziu procvičovány dostatečně a mohou tak způsobovat pozdější problémy studentů při tlumočení. Analýza těchto učebnic představuje praktický výzkum této diplomové práce.
Anotace v angličtině
The main aim of this diploma thesis is to help the novice interpreters with their initial interpreting training and help them find and define the issues connected to their English language skills, which can prevent them from adopting the skill of interpreting. For that reason, this diploma thesis focuses on finding the connection between how selected English grammar school textbooks exercise selected English language skills, which are later needed in the initial interpreting training at university and what problems the students actually experience during interpreting. The thesis tries to find out the potential of these textbooks for the study of interpreting. It attempts to specify what skills are not exercised sufficiently in the grammar school curriculum and therefore might be the cause of the subsequent problems the students experience during interpreting. The analysis of the selected textbooks represents the practical part of this diploma thesis.
Klíčová slova
jazyková úroveň, jazykové dovednosti, tlumočení, překlad, paměť, tlumočnická
notace, tlumočničtí začátečníci, střední školy, gymnázia, učebnice, tlumočnický výcvik
Klíčová slova v angličtině
language level, language skills, interpreting, translation, memory, note-taking, novice interpreters, secondary schools, grammar schools, textbooks, interpreting training
Rozsah průvodní práce
118 s. (209 642 znaků)
Jazyk
AN
Anotace
Záměrem této diplomové práce je pomoci začínajícím tlumočníkům v jejich základním tlumočnickém výcviku a pomoci jim nalézt a definovat problémy spojené s jejich jazykovými dovednostmi v anglickém jazyce, které jim mohou bránit se v tlumočení posouvat dále. Z tohoto důvodu se tato diplomová práce zaměřuje na hledání spojitostí mezi tím, do jaké míry vybrané učebnice anglického jazyka na gymnáziích procvičují vybrané jazykové dovednosti v anglickém jazyce, které jsou později potřebné v základním tlumočnickém výcviku na vysoké škole a tím, jaké problémy studenti skutečně během tlumočení zažívají. Práce tedy zjišťuje, jaký je potenciál těchto učebnic pro přípravu na studium tlumočení. Snaží se specifikovat, které dovednosti nejsou během studia na gymnáziu procvičovány dostatečně a mohou tak způsobovat pozdější problémy studentů při tlumočení. Analýza těchto učebnic představuje praktický výzkum této diplomové práce.
Anotace v angličtině
The main aim of this diploma thesis is to help the novice interpreters with their initial interpreting training and help them find and define the issues connected to their English language skills, which can prevent them from adopting the skill of interpreting. For that reason, this diploma thesis focuses on finding the connection between how selected English grammar school textbooks exercise selected English language skills, which are later needed in the initial interpreting training at university and what problems the students actually experience during interpreting. The thesis tries to find out the potential of these textbooks for the study of interpreting. It attempts to specify what skills are not exercised sufficiently in the grammar school curriculum and therefore might be the cause of the subsequent problems the students experience during interpreting. The analysis of the selected textbooks represents the practical part of this diploma thesis.
Klíčová slova
jazyková úroveň, jazykové dovednosti, tlumočení, překlad, paměť, tlumočnická
notace, tlumočničtí začátečníci, střední školy, gymnázia, učebnice, tlumočnický výcvik
Klíčová slova v angličtině
language level, language skills, interpreting, translation, memory, note-taking, novice interpreters, secondary schools, grammar schools, textbooks, interpreting training
Zásady pro vypracování
The center of the thesis will focus on the field of interpreting. I shall cooperate with the novice students of interpreting in my research, but also ground it at Czech secondary schools. The main aim of my master thesis will be to concentrate on the approach to teaching of interpreting based on teaching English at Czech secondary schools. More specifically, one of the main research questions shall be, whether there is a possibility to prepare students of secondary schools and enrich their skills in English for the act of interpreting. I will specifically concentrate on secondary school English textbooks, where I would like to find out how the selected textbooks and to what extent they practice language skills and competences needed for the act of intepreting. The thesis will be divided into a theoretical and a practical part. The former will cope with explaining the situation of teaching English at Czech secondary schools and it will describe the training process of a novice interpreter at Palacký University, describing the interpreting studies, aids and tools towards becoming a professional. The latter shall focus on the research at secondary schools. More specifically, I will make a comparative analysis of the output of selected secondary school textbooks of English and the requirements of the entrance examinations for English for Translators and Interpreters bachelor study program and its interpreting seminars.The conclusion will be based on the results of the research. It will answer the questions stated and the results might serve as a stepping stone for a more thourough research in this field.
Zásady pro vypracování
The center of the thesis will focus on the field of interpreting. I shall cooperate with the novice students of interpreting in my research, but also ground it at Czech secondary schools. The main aim of my master thesis will be to concentrate on the approach to teaching of interpreting based on teaching English at Czech secondary schools. More specifically, one of the main research questions shall be, whether there is a possibility to prepare students of secondary schools and enrich their skills in English for the act of interpreting. I will specifically concentrate on secondary school English textbooks, where I would like to find out how the selected textbooks and to what extent they practice language skills and competences needed for the act of intepreting. The thesis will be divided into a theoretical and a practical part. The former will cope with explaining the situation of teaching English at Czech secondary schools and it will describe the training process of a novice interpreter at Palacký University, describing the interpreting studies, aids and tools towards becoming a professional. The latter shall focus on the research at secondary schools. More specifically, I will make a comparative analysis of the output of selected secondary school textbooks of English and the requirements of the entrance examinations for English for Translators and Interpreters bachelor study program and its interpreting seminars.The conclusion will be based on the results of the research. It will answer the questions stated and the results might serve as a stepping stone for a more thourough research in this field.
Seznam doporučené literatury
1) Beaumont, S. & Gillett, A. J. 2013. "An investigation into the role of spoken English competence in an assessed business discussion in an ELF context". In EAP within the higher education garden: Cross-pollination between disciplines, departments and research, edited by J. Wrigglesworth, 171-179. Reading: Garnet Education.
2) Chernov, Ghelly V. 1992. "Conference interpretation in the USSR: history, theory, new frontiers". In Meta 37, edited by David B. Sawyer, 149-162. Amsterdam: John Benjamins.
3) Cokely, Dennis. 1992. The Effects of Lag Time on Interpreter Errors. In Sign Language Interpreters and Interpreting, edited by D. Cokely, 39-69. Burtonsville, MD: Linstok Press.
4) Flores, José A.C. 2014. On the translator's linguistic competence: Towards a methodology of English for Translation and Interpreting.
5) Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins.
6) Gile, Daniel. 2001. "Consecutive vs. Simultaneous: Which is more accurate?" In Interpretation Studies, No. 1, 8-20. The Japan Association for Interpretation Studies.
7) Gillies, Andrew. 2013. Conference Interpreting: A Student's Practice Book. London: Routledge.
8) Gillies, Andrew. 2004. Conference Interpreting - A New Students' Companion. Cracow: Tertium.
9) Gillett, A. J. 2016. "EAP Management". In The Routledge handbook of English for academic purposes, edited by K. Hyland & P. Shaw, 530-546. London: Routledge.
10) Herbert, Jean. 1952: The interpreter's handbook: how to become a conference interpreter. Geneva: Georg.
11) Kalina, Sylvia. 1992. "Discourse processing and interpreting strategies: an approach to the teaching of interpreting". In Teaching Translation and Interpreting. Training, Talent and Experience, edited by C. Dollerup & A. Loddegaard, 251-257. Amsterdam: John Benjamins.
12) Kearns, John. 2008. Translator and Interpreter Training: Issues, Methods and Debates. A&C Black.
13) Krušina, Alois. 1971. Tlumočnický zápis při konsekutivním tlumočení. In: Ad Notam, č.4,8,9,12.
14) Král, Pavel. 2016. Interviewed by author. Olomouc, Czech Republic. July 27.
15) Kriston, Andrea. 2012. The Importance of Memory Training in Interpretation. Professional communication and translation and translation studies, 5 (1-2). Timişoara: Tibiscus University.
16) Kiraly, Don. 2014. A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. London: Routledge.
17) Kurz, Ingrid. 2003. Physiological stress during simultaneous interpreting: A Comparison of Experts and Novices. Vienna: University of Vienna.
18) Lederer, Marianne. 1978. "Simultaneous interpretation: Units of meaning and other features".
19) In Language interpretation and communication, edited by D. Gerver & H.W. Sinaiko, 323-333. New York: Plenum Press.
20) Phelan, Mary. 2001. The Interpreter´s Resource. London: Multilingual Matters
21) Richards, Jack C.; Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching (2nd ed.). Cambridge, New York: Cambridge University Press.
22) Richards, Jack C.; Rogers, Theodore S. 2014. Approaches and Methods in Language Teaching. Cambridge University Press, Apr 16, 2014
23) Rozan, J. F. 1956. La prise de notes en interprétation consécutive. Gen?ve: Librairie de l'Université Georg.
24) Seleskovitch, Danica. 1975. Langage, langues et mémoire (étude de la prise de notes en interprétation consécutive). Paris: Lettres modernes Minard.
25) Setton, Robin. 1999. Simultaneous Interpretation. A Cognitive-Pragmatic Analysis. Amsterdam: John Benjamins.
Seznam doporučené literatury
1) Beaumont, S. & Gillett, A. J. 2013. "An investigation into the role of spoken English competence in an assessed business discussion in an ELF context". In EAP within the higher education garden: Cross-pollination between disciplines, departments and research, edited by J. Wrigglesworth, 171-179. Reading: Garnet Education.
2) Chernov, Ghelly V. 1992. "Conference interpretation in the USSR: history, theory, new frontiers". In Meta 37, edited by David B. Sawyer, 149-162. Amsterdam: John Benjamins.
3) Cokely, Dennis. 1992. The Effects of Lag Time on Interpreter Errors. In Sign Language Interpreters and Interpreting, edited by D. Cokely, 39-69. Burtonsville, MD: Linstok Press.
4) Flores, José A.C. 2014. On the translator's linguistic competence: Towards a methodology of English for Translation and Interpreting.
5) Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins.
6) Gile, Daniel. 2001. "Consecutive vs. Simultaneous: Which is more accurate?" In Interpretation Studies, No. 1, 8-20. The Japan Association for Interpretation Studies.
7) Gillies, Andrew. 2013. Conference Interpreting: A Student's Practice Book. London: Routledge.
8) Gillies, Andrew. 2004. Conference Interpreting - A New Students' Companion. Cracow: Tertium.
9) Gillett, A. J. 2016. "EAP Management". In The Routledge handbook of English for academic purposes, edited by K. Hyland & P. Shaw, 530-546. London: Routledge.
10) Herbert, Jean. 1952: The interpreter's handbook: how to become a conference interpreter. Geneva: Georg.
11) Kalina, Sylvia. 1992. "Discourse processing and interpreting strategies: an approach to the teaching of interpreting". In Teaching Translation and Interpreting. Training, Talent and Experience, edited by C. Dollerup & A. Loddegaard, 251-257. Amsterdam: John Benjamins.
12) Kearns, John. 2008. Translator and Interpreter Training: Issues, Methods and Debates. A&C Black.
13) Krušina, Alois. 1971. Tlumočnický zápis při konsekutivním tlumočení. In: Ad Notam, č.4,8,9,12.
14) Král, Pavel. 2016. Interviewed by author. Olomouc, Czech Republic. July 27.
15) Kriston, Andrea. 2012. The Importance of Memory Training in Interpretation. Professional communication and translation and translation studies, 5 (1-2). Timişoara: Tibiscus University.
16) Kiraly, Don. 2014. A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. London: Routledge.
17) Kurz, Ingrid. 2003. Physiological stress during simultaneous interpreting: A Comparison of Experts and Novices. Vienna: University of Vienna.
18) Lederer, Marianne. 1978. "Simultaneous interpretation: Units of meaning and other features".
19) In Language interpretation and communication, edited by D. Gerver & H.W. Sinaiko, 323-333. New York: Plenum Press.
20) Phelan, Mary. 2001. The Interpreter´s Resource. London: Multilingual Matters
21) Richards, Jack C.; Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching (2nd ed.). Cambridge, New York: Cambridge University Press.
22) Richards, Jack C.; Rogers, Theodore S. 2014. Approaches and Methods in Language Teaching. Cambridge University Press, Apr 16, 2014
23) Rozan, J. F. 1956. La prise de notes en interprétation consécutive. Gen?ve: Librairie de l'Université Georg.
24) Seleskovitch, Danica. 1975. Langage, langues et mémoire (étude de la prise de notes en interprétation consécutive). Paris: Lettres modernes Minard.
25) Setton, Robin. 1999. Simultaneous Interpretation. A Cognitive-Pragmatic Analysis. Amsterdam: John Benjamins.