This is the author’s self-archived preprint version (before proof) of the accepted article
Exercises Strategies that can be taught
Jamshidbekka
- Bu sahifa navigatsiya:
- 5. Concluding remarks
| Exercises
| ||
|
Strategies that can be taught | ||
|
Intra-lingual exercises |
Oral clozing |
Inference, resorting to world knowledge, personal association, personal involvement, etc. |
|
Paraphrasing |
Restructuring, changing order, syntactic transformation, addition, neutralization, etc. | |
|
Shadowing |
Ear-voice span regulation, waiting, repetition, etc. | |
|
Retelling |
Use of prosodic elements, monitoring, repair, no repair, visualization, etc. | |
|
Summarizing |
Compression, omission, etc. | |
|
Inter-lingual exercises |
Sight translation and timed sight translation |
Chunking, anticipation, transfer, substitution, approximation, transcoding, adaptation, reproduction, etc. |
5. Concluding remarks
Based on the arguments and proposals above, the following conclusion may be drawn in terms of future efforts in strategy training in interpreter education. The concept of strategies needs to be explained to students before strategy training. An in-depth explanation of what a strategy is, why it is important, and in what situations it is applicable, should be made clear to them.
The author has attempted to justify the integration of strategy training into interpreter education. This contribution hopes to inspire more interpreter trainers to recognize the importance of strategies and include strategies in their teaching.
Download 491 Kb.
Do'stlaringiz bilan baham:
