B5956 - Introduction to Consecutive Interpreting

Learning outcomes

Students know the fundamental elements (terms, concepts) of the theory of consecutive interpreting as well as the cognitive and emotional aspects of this interpreting mode. They know what features make a note-taking system effective and the procedures to generate an expandible system. As a result, they are able to develop their own note-taking system.

Course contents

The Introduction to Consecutive Interpreting module consists of two parts, both taught on Campus:

Amalia Amato's part (20 hours) takes place in the first weeks of the semester. It borrows its lessons from the Introduction to Consecutive Interpreting module of the ConfInt curriculum, with educational interpreting into English being provided specifically for the InTeCo curriculum. This sub-module will be will be devoted to the theoretical and practical aspects of consecutive interpreting, with specific exercises. In particular, students will learn about complex cognitive aspects and tasks that come into play during consecutive interpreting as well as individual/affective factors which may affect the interpreting performance. They will receive specific guidelines on how to develop their own note-taking system. Based on the above guidelines, students will be able to develop and consolidate their own note-taking codes, starting from simple syntagms and gradually moving to phrases and sentences and their links. Students will also learn how to take notes effectively and efficiently using a specific layout as well as signs and symbols for intra-textual references. Moreover, pragmatic aspects of speech will be dealt with and included in their note-taking systems (tone, register, intentions).

In Ira Torresi’s part (10 hours), which follows Amalia Amato’s, students will gradually put into practice the notions of consecutive note-taking in the English > Italian direction.

Readings/Bibliography

For suggested readings, which will not be part of the end-of-course exam, see the web guide for Teoria e Passi dell’Interpretazione di Conferenza [https://www.unibo.it/it/studiare/dottorati-master-specializzazioni-e-altra-formazione/insegnamenti/insegnamento/2024/504251] (only readings for module 2).

Teaching methods

As this course takes place in Labs with electrical equipment and PCs, please complete e-learning modules 1 and 2 of the mandatory training on safety in the workplace before the course starts: https://site.unibo.it/tutela-promozione-salute-sicurezza/it/corsi-di-formazione/formazione-obbligatoria-su-sicurezza-e-salute-per-svolgimento-di-tirocinio-tesi-laboratorio .

Consecutive note-taking, as introduced in Amalia Amato’s part, will be put in practice gradually in Ira Torresi’s part. At first the teacher will read out single sentences; at the end of the semester, real-life or real-like texts of appropriate length and difficulty will be introduced. Students’ interpretations and their notes (taken at the whiteboard or on paper) will be discussed in class.

Assessment methods

The end-of-semester exam will consist in note-taking and consecutive interpreting into Italian of a non-specialized English text (2-3 minutes long). The exam will assess the efficacy of the note-taking system developed by the student. It will therefore comprise both the degree to which the note-taking system appears systematized and well-structured, and the extent to which the Italian interpreted text is complete, correct and consistent with the original.

If a student is not satisfied with her/his exam results, s/he may re-take the exam only once. E.g. if I choose to retake an exam that was marked 19, and next time the mark is 18, I can no longer re-take it.

The mark of Introduction to Consecutive Interpreting will be averaged out (at 50%) against the mark of Dialogue Interpreting, Advanced.

The marking scheme is as follows: 30/30L: excellent linguistic competence, complete content and high precision; notes are perfectly structured and effectively help working memory.

27-29: above-average, demonstrating very good acquisition of consecutive skills. Inaccuracies and omissions concern only minor aspects of speech and are well managed so as to minimize their impact; well-structured notes.

24-26: good: inaccuracies and omissions concern only minor aspects; the linguistic form may be inaccurate but still clearly conveys the underlying content; note structure is recognisable and does not hinder note reading or the recall of information from working memory.

21-23: sufficient, but with noticeable limitations and inaccuracies in form, content and note-taking. The target text may show weaknesses in the general management of the consecutive task (e.g. substantial additions to the source text, even if consistent with the content of the original). Some key competences and skills remain to be acquired in note-taking, source text comprehension and analysis, and/or rendition.

18-20: barely sufficient exam that meets the minimum criteria for source text management, but shows poor language and communication skills; the notes do not seem to help working memory; there may be omissions and/or additions that distort the sense of the original text. Several skills remain to be acquired.

Fail: the exams shows insufficient acquisition of the expected knowledge, skills and abilities. The rendition does not sufficiently convey the content of the original text, in quantity (massive omissions or additions) or quality (distortions, major misunderstandings, incomprehensible target text);the notes hinder the retrieval of information from memory. The exam must be repeated.

Students with specific learning difficulties (SpLD) or with disabilities that can affect their ability to attend courses are invited to contact the University service for students with disabilities and SLD at the earliest opportunity -- ideally before the start of the course: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students. The University service will suggest possible adjustments to the course work and/or exam, which must then be submitted to the course leader so they can assess their feasibility, in line with the learning objectives of the course. Please note that adjustments to the exam must be requested at least two weeks in advance.

Teaching tools

Texts used in class, audio and video materials of English-speaking speakers from real working situations, audio-visual materials from the Internet will be made available on Virtuale.

Office hours

See the website of Ira Torresi

See the website of Amalia Agata Maria Amato