The peculiarities in organization of bilateral sight translation training for future interpreters

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The peculiarities in organization of bilateral sight translation training for future interpreters

Nowadays the effectiveness of future translators/interpreters training is not only determined by their knowledge level, but also by their level of general intellectual, professional and creative potential that enables future translators/interpreters to solve complex professional tasks confidently. Unfortunately, today, we monitor contradictions between the requirements for future translators/interpreters trainings and their readiness for performance of translation/interpreting activities.

Nevertheless, the methods of bilateral oral translation training is considered by Ukrainian and foreign scientists, such as L. Chernovaty (2013), A. Clifford (2012), E. Davitti (2015), E. Ersozlu (2009), C. Valero-Garces (2008); F. Griessner (2012), Ch. Hatcher (2009), A. Listiani (2009), A. Martin (2011), and C. Stansfield (2015), the sight translation training is studied less.

Thus, the objective of the paper is to consider the peculiarities in organization of the bilateral sight translation training for future translators/interpreters.

We believe that the bilateral sight translation training is better to carry out within the framework of a specially created course named «The bilateral sight translation» that will enable to systematize the accumulated theoretical material and practical experience. It also gives us a possibility to build a high level of translator's professional competence in the bilateral sight translation for future translators/interpreters. The translator's professional competence in the bilateral sight translation consists of bilingual, extra-linguistic, personal, translation, and strategic competences.

The bilingual competence is considered as a procedural knowledge, skills and abilities required communicating in two languages (source language and target language). The extra-linguistic includes general world knowledge, domain-specific knowledge, bicultural and encyclopedic knowledge. The translation competence is view as a system of knowledge and skills and abilities needed by future translator/interpreter to be able to translate. The personal competence dealing with different types of cognitive and attitudinal components and psycho-motor mechanisms; it includes cognitive components such as memory, perception, attention and emotion; attitudinal aspects such as intellectual curiosity and perseverance, as well as such abilities as critical thinking, creativity, logical reasoning, analysis and synthesis etc. The last, but not least is the strategic competence that may be defined as the knowledge, skills and abilities, which guarantee the efficiency of the translation process and solve problems encountered. In other words it serves to control the translation process [2; 3].

However, if the university doesn't provide the contact hours for the bilateral sight translation training as a special course, proposed practical course can be integrated into curriculum of other disciplines (e.g. oral translation course, consecutive translation course, bilateral translation course, practical translation course etc.). The special course of oral translation or bilateral translation might be the best option for this purpose.

The bilateral sight translation training is organized for future translators/interpreters, namely future bachelor-philologists at the third and fourth year of studying. During the bilateral sight translation training organization must be taken into account the knowledge, skills and abilities that are included in such basic competencies as bilingual, extra-linguistic, translation, personal and strategic. As far as, those five competences are main components of the translator's professional competence.

The sight translation may be required within the context of an interpreting assignment when one of the users produces a document, the content of which needs to be translated at sight [1, p. 74].

There are three domains where the sight translation is used: law, medical, and scientific/technical [1, p. 71]. In the law domain it may be legal letters, personal status certificates, documents to prove identity etc. In the medical domain there are leaflets explaining health precautions or medical advice, doctor's prescriptions etc. The largest one is scientific and technical domain, where translators/interprets deal with excerpts from conference papers, patents, engineering solution etc. The implementation of the bilateral sight translation course in the domain of science and technology requires from the future translators/interpreters performing both language actions (listening, speaking, reading, and writing) and psychological actions (perception, analysis, synthesis, reproduction).

The set of exercises created for the sight translation training in the scientific and technical domain should take into account the phases of the translation/interpreting process. There is perception of the source text, the adoption of the translation decision and the design of the target text.

The sight translation training of the future translators includes the basic knowledge about the theoretical rules of sight translation (situations where sight translation applies, domains, which need sight translation etc.), the functional system of sight translation (sequence of actions) and the semantic aspects of verbal and written registers. The term «register» is used to describe the degree of formality in language use. When talking about sight translation it may be divided into five categories: frozen, formal, informal, colloquial, and intimate. Register is of particular relevance to translators/interpreters when there is a mismatch between the registers used by the people participating in the communication exchange [1, p. 73-74]. This is quite a common occurrence, for instance, during sight translation, when translator/interpret takes a written excerpt from conference paper in source language and interpreting it into oral part of speech into target language. The difference is occurred not only in the way of translation, but in the category of written and spoken register usage.

It is supposed that in the end of the course students will possess such skills and abilities as source text segmentation, reading and speaking synchronization, probabilistic forecasting, identification of key information, application of translation/interpreting transformations, etc.

Taking into account that we provide the sight translation course in the scientific and technical domains for the future translators/interpreters, the designed set of exercises should help students to learn about the ways of transferring quantitative indicators, the ways of transferring the relationship between the lexical units in the scientific and technical texts in source and target languages, and help students to acquire the implicit knowledge necessary for the sight translation performance in the scientific and technical domains, etc.

It is proposed two models that can be implemented into the sight translation training process. The first model of training for the future bachelor-philologists at the third and fourth year of studying supposes three stages/sub-stages. These are preparatory stage and basic (sub-stage of skills formation and sub-stage of abilities development). The second model consists of two stages: skills formation and abilities development.

During the preparatory stage, students receive information about the translation type, the phases of its implementation, and domains. Then students do the set of exercises. The preparatory stage includes exercises that help future translators/interpreters to expand the vertical and horizontal sight line, to form deverbalization skills, to increase the speed of reading and speaking. As far as these exercises do not contain elements of operations connected with the sight translation directly, the task of teacher is to explain to the future translators/interpreters the role, which the above operations played during the sight translation.

It is supposed that future translators possess subject knowledge and terminology in the domain of science and technology (namely computer technologies and nanotechnologies) during translation training at the third and fourth year of studying.

When taking about exercises of the second and third stages/sub-stages, teachers should remember that skills forming and abilities development is taking place simultaneously. Despite the fact that we can distribute the process of translation into phases or stages, the main task of the bilateral

sight translation training method is to train the sight translation as a whole process and not as some separate operations. To train the sight translation as a whole process we should follow the special training organization. When the sight translation training is organized in such a way that future translators/interpreters work simultaneously on all operations that are parts of the sight translation process. Students start with the development of single elements and move to the whole operations development. After all, several operations may be combined. Since the sight translation process consists of those operations, in the end it helps to implement the translation strategy.

Otherwise, after the end of the training the most formed will be those skills and abilities, which were trained recently. And there will be a need to return to the development of skills and abilities formed at the first stage. It leads to difficulties connected with the implementation of several operations at once. Thus, in our opinion, the systematic and parallel formation of skills and abilities, refinement of skills and abilities in various combinations and implementation conditions, allows us to get more efficient results during the sight translation training process.

Below we consider the particular examples of training organization in bilateral sight translation for future translators/interpreters. We analyze the chunks of two lessons. In the first one we pay attention to the tasks of the preparatory stage connected with sight translation training and vocabulary training in computer technology domain (see Table 1).

translation language training

T: As you are a participant in Sight Translation Training Course your next task is to look at the middle column and read all words written in right and left columns.

SI: Accessoiy. equipment, гіпероточення (Students work in pairs, when the first student is read in, second one checks the answers).

The constant hours that are needed for the sight translation training are 72 hours. The individual students' work takes about 18 hours. As far as we can see, time spent on the individual students' work is less than on practical lessons; so, it is good idea to provide a lot of material for the sight translation training in the form of PowerPoint presentations and upload them to Google Drive.

It should also be noted that not all of the exercises of the preparatory stage require the teacher's presence. The most of them are not difficult, and even if students do not fully possess vocabulary (lexical material), some of the exercises can be made by students individually. In classes, the teacher can state the progress of each student.

The examples in second table deal with preparatory stage and skills forming stage in the sight translation training.

Tl: Let's start watching the presentation. Be ready to explain the mam idea of the Presentation in Ukramian.

It should also be noted that not all of the exercises of the preparatory stage require the teacher's presence. The most of them are not difficult, and even if students do not fully possess vocabulary (lexical material), some of the exercises can be made by students individually. In classes, the teacher can state the progress of each student.

The examples in second table deal with preparatory stage and skills forming stage in the sight translation training.

The individual work of the future translators may have different forms (pair, group or individual). If students make exercises individually, the teacher can state the progress of each student. In pair work, students may check each other, and state the progress of each other etc.

Students, as well, can do some of the exercises as home assignment. For instance, compile a list of key words and find definitions for unknown terms in studied topics. These tasks are important, because one of the difficulties students encountered during the sight translation performance is the different level of subject knowledge (or lack of knowledge) in the field of nanotechnology and field of computer technology.

If classes take place in computer or multimedia classrooms, it is relevant to use electronic version of tasks and PowerPoint presentation for the sight translation training.

Summing up the results, it can be concluded that the bilateral sight translation training is organized for future translators/interpreters at the third and fourth year of studying. The knowledge, skills and abilities of translators' professional competence should be taken into account during the organization of the bilateral sight translation training. Such phases of the translation/interpreting process as perception of the source text, the adoption of the translation decision and the design of the target text should be accounted during the creating of the set of exercises for the sight translation training in the scientific and technical domain. The formation of skills and abilities in various combinations and implementation conditions should take place systematically and simultaneously. Hence the results of the sight translation performance will be more effective. The preparatory stage is the obligatory part of the sight translation training. The material for the sight translation training should be provided in the form of PowerPoint presentations.

REFERENCES

1. National Occupational Standard in Interpreting. [Effective as on 2010-05-01]. - London: CILT, National Centre for Languages, 2010. - 76 p.

2. PACTE: Building a Translation Competence Model / O. Fox, A. Beeby, M. Fernandez / PACTE. -Barcelona:Universitat Autonoma de Barcelona, 2003. [Available at]http://grupsderecerca.uab.cat/pacte/sites/grupsderecerca.uab.cat.pacte/files/2003_PACTE_Benjamins_0.p df.

3. PACTE: Investigating Translation Competence: Conceptual and Methodological Issues // Meta:Translator's Journal. - Vol. 50.2.-2005. - P. 609-619. - [Available at]http://www.erudit.org/revue/meta/2005/v50/n2/011004ar.pdfСтаття надійшла в редакцію 23.09.2017 р.372.881.111.1DOI 10:25128/2415-3605.17.4.16

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