Reflections of a practitioner on a stage of teaching conference interpreting: methodological and pedagogical approach

被引：0
作者：
Kremer, B [1 ]
机构：
[1] Univ Geneva, CH-1211 Geneva, Switzerland
来源：
META | 2005年 / 50卷 / 02期
关键词：
D O I：
10.7202/011018ar
中图分类号：
H [语言、文字];
学科分类号：
05 ;
摘要：
Teaching conference interpreting usually starts with memory and monolingual exercises. This article presents three types of exercises which ought to be introduced first and foremost, and the pedagogical rationale for these exercises is underlined. These exercises are: contextualization, prioritization of ideas and mental images.
引用
收藏
页码：785 / 794
页数：10
相关论文
共 15 条
  • [1] [Anonymous], 1994, BRIDGING GAP EMPIRIC
  • [2] [Anonymous], 1956, PRISE NOTES INTERPRE
  • [3] [Anonymous], 1994, Simultandolmetschen als komplexes Handeln (simultaneous interpretation as a complex action)
  • [4] CHOI J, 2003, FORUM, V1
  • [5] Discourse theory and performance-based assessment: Two tools for professional interpreting
    Clifford, A
    [J]. META, 2001, 46 (02) : 365 - 378
  • [6] The role of imagery in communication performed by an interpreter
    Degueldre, C
    [J]. META, 2002, 47 (01) : 58 - 86
  • [7] GILE D, 2003, FORUM, P1
  • [8] Ilg G., 1996, Interpreting, V1, P69, DOI [10.1075/intp.1.1.05ilg, DOI 10.1075/INTP.1.1.05ILG]
  • [9] KALINA S, 2000, DOLMETSCHEN THEORIE
  • [10] LEFEAL KD, 1997, META, V42, P616, DOI DOI 10.7202/003453AR
12