92974 - English Language (C Language) For Interpreters

Learning outcomes

Students know the fundamental elements (terms, concepts and methods) to analyse the structure, functions and textual and discursive organisation of the English language. Students are able to understand, analyse and produce mainly oral speeches (but also written texts) belonging to the relevant genres and text types, also in multimedia environments. Students are able to express themselves spontaneously in a very fluent and precise manner even in complex communicative situations.

Course contents

During the lessons, students will work on the analysis and comprehension of English-language texts on topics typical of the interpreter's work (but not limited to). This work will serve to expand vocabulary and improve the language register used so that it is more appropriate to the interpreter's work. In order to check comprehension, students will be asked to produce a summary of texts in English. Students will be asked to hold debates in English on topics typical of the interpreter's work (but not limited to) and to present to the group, with the aid of slides if desired, on topics of their choice but always in English. Students will also have to work on pronunciation and fluency, essential aspects of the interpreter's job.

Readings/Bibliography

Amato, Amalia (2002) "Interpreting Legal Discourse on TV: Clinton's Deposition with the Grand Jury" in Perspectives on Interpreting, Giuliana Garzone, Peter Mead e Maurizio Viezzi (eds), Bologna, Clueb: 269-290. ISBN 88-491-1956-9.

Aston, G. (2018) “Acquiring the Language of Interpreters: A Corpus-based Approach” in Russo, M. & Bendazzoli, C. & Defrancq, B. (eds) Making way in corpus-based interpreting studies. Singapore: Springer Nature, 83-96.

Chevalier, Lucille e Daniel Gile (2015) “Interpreting quality: a casestudy of spontaneous reactions”, Forum 13(1). 1-26.

Gillies, A. (2013) “Conference Interpreting – A Student’s Practice Book”, Routledge, ISBN 9780415532341

Mack, G. D. (2021) “L’interpretazione simultanea”, in Russo, M. (ed) Interpretare da e verso l’italiano: didattica e innovazione per la formazione dell’interprete. Bologna: BUP, 19-39.

Russo, Mariachiara (1995) "Media interpreting: Variables and strategies", in Y. Gambier (ed.) Communication audiovisuelle et trasferts linguistiques/Audiovisual Communication and Language Transfer, International Forum, Strasbourg, 22-24/6/95, Translatio (Special Issue of the FIT Newsletter),14 (3-4): 343-349.

Setton, R. & Dawrant, A. (2016) Conference interpreting – A complete course. Amsterdam: John Benjamins, capitolo 4.

Straniero Sergio, Francesco (2007) Talkshow interpreting. La mediazione linguistica nella conversazione-spettacolo, Trieste: EUT.

Teaching methods

Analysis of both written and oral English language speeches on various topics and their analysis by listening and oral summary. Speeches will also be in regional varieties of English (American, British, Scottish, Irish, Australian, etc.). Individual or group presentations on topics of choice in English.

Assessment methods

An in itinere assessment will be made that will count for 20% of the final grade. The exam will be both written and oral and based on the knowledge and skills acquired and demonstrated by the students during the course. Full details will be communicated during the lectures.

Assessment:

30-30 Summa cum laude - Excellent exam demonstrating a high level of acquisition of the required knowledge and language skills albeit with some imperfections.

27-29 - Very good exam demonstrating a high level of acquisition of the required knowledge and language skills, albeit with some errors that do not affect comprehension.

24-26 - Fairly good exam demonstrating good acquisition of the required knowledge and language skills, albeit with some substantial errors.

21-23 - Sufficient test but with some important limitations in terms of the required knowledge and skills.

18-20 - The exam only meets the minimum criteria of required knowledge and skills.

<18 - Insufficient because the basic skills have not been achieved. The exam must be taken again.

Teaching tools

https://www.bbc.com (in particular, the REEL section)

https://www.theguardian.com/international

https://howjsay.com

https://www.youtube.com/@Pronunciationwithemma

N.B.: In view of the type of activity and teaching methods adopted, attendance of this training activity requires the prior participation of all students in modules 1 and 2 of training on safety in the workplace, in e-learning mode: https://elearning-sicurezza.unibo.it/.

Office hours

See the website of Paolo Cortucci