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CONCLUSION .............................................................................................. 93
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CONCLUSION .............................................................................................. 93 6 APPENDICES ............................................................................................... 95 6.1 A PPENDIX 1: STUDIES ON INTERPRETING BASED ON AUTHENTIC CORPORA (S ETTON , 2011) .................................................................................................. 95 6.2 A PPENDIX 2: C ONSENT FORMS .................................................................. 99 6.3 A PPENDIX 3: T REE T AGGER TAGSET DESCRIPTION (E NGLISH ) ..................... 107 6.4 A PPENDIX 4: T REE T AGGER TAGSET DESCRIPTION (F RENCH ) ...................... 110 7 BIBLIOGRAPHY ......................................................................................... 113 Introduction page 7 Introduction As an interpreter trainee at the UCLouvain, I directly understood why conference interpreting is considered a hard task. It takes a lot to be a good interpreter and to achieve that goal as students need to master different skills, as much in consecutive interpreting and in simultaneous interpreting. These skills could be divided into two main categories: content related, and non-content related. For example, non-content related skills are good intonation/tone/volume, the ability to avoid disfluencies such as repetitions, self-corrections or silent pauses. I think it is really important to take all these aspects into consideration and to work on them during the master as they account for a part of the interpreter job. However, the skills I am most interested in are content related skills, especially transfers from one language to another. My two passive languages are English and Spanish, and I work from these two into French, my mother tongue. Working from English or Spanish into French are two different things as languages are constructed differently. I am personally more comfortable working from English into French, which is why I decided to focus on the English-French language pair for the present study. As previously stated, transfers from one language to another has really captivated my interest. For this reason, I have chosen to focus on linguistic difficulties in simultaneous interpreting, which is the mode of interpreting I wanted to investigate as it is more challenging for me than consecutive interpreting. In addition, throughout my master at the Louvain School of Translation and Interpreting (LSTI), I have had the chance to follow courses on the use of corpora in the fields of translation and interpreting. In the recent years, an increasing number of corpus- based interpreting studies have been carried out, and I wanted to carry out my own corpus-based interpreting study. There have also been many studies focusing on interpreting quality assessment or teaching simultaneous interpreting, which are two aspects I also wanted to talk about in the present study. Introduction page 8 This thesis focuses on the linguistic items that are potentially challenging for interpreter trainees (and professional interpreters) and aims to shed light on the most challenging linguistic item(s) and on the quality of students’ performances across time. Chapter 1 presents an overview of corpus-based interpreting studies (CIS) and is divided into four main parts: the history of the field, the corpus compilation, recent research orientations in the field and the future prospects of the field. In Chapter 2, the focus is on teaching simultaneous interpreting (SI). The history of teaching SI is first discussed, Gile’s Effort Model is then presented, followed with an analysis of seven difficult linguistic items in SI, with a special focus on English as a source language. This last part of the chapter is devoted to the two research questions. Chapter 3 presents the methodology used in the present study and gives details about the database. The analysis of three global features, namely delivery rate, expansion rate and lexical density, are presented in Chapter 4, as well as the results of the data analysis. The aim of this chapter is to be able to answer the two research questions. Finally, Chapter 5 is about the conclusions drawn from this study carried out on interpreter trainees and about the possible future research and pedagogical applications. |
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