92946 - Interpretation From Russian (Language B) Into Italian I

Learning outcomes

The student has acquired basic interpretation techniques, such as sight translation, whispered interpretation, note taking and simultaneous interpreting (basic level), and he/she is able to use them.

Course contents

The course is run in two semesters. The main objective of the course is to provide students with the basic techniques related to conference interpreting. Students will also be given an introduction to the interpreter's role and to the professional ethics. During the first weeks, class activities will include information selection, memorisation and public speaking exercises, sight translation, and close tests. The focus of the course will then switch on consecutive interpreting. Finally, students will practice simultaneous interpreting in the booth. In general, the interpreting difficulties and strategies related to the Russian-Italian language combination will be addressed. Real material will be used, such as conference speeches, interviews, debates with speakers from different Russian-speaking areas. During the course, current affairs will be the main subject matter, including, among others: international relations, trade and economic relations, official visits, mass media, environment, social issues. Other topics may be agreed.

Readings/Bibliography

• Alekseeva, I.S. "Professional'nyj trening perevodčika", Sankt-Peterburg: Izdatel'stvo "Sojuz", 2004.
• Bezkrovna, L., Landa, K., Polidoro, S. "Interpretare tra russo e italiano, in: Interpretare da e verso l'italiano. Didattica e innovazione per la formazione dell’interprete", Bologna: Bononia University Press, 2021, pp. 267 - 288 [capitolo di libro]
• Falbo C., Russo M. e Straniero, Sergio F. “Interpretazione simultanea e consecutiva. Problemi teorici e metodologie didattiche”, Milano: Hoepli, 2008.
• Herbert, J. "Manuel de l'interprète. Comment on devient interprète de conférence", Librairie de l'Université Georg & Cie , Genève, 1952
• Rozan, J.-F. "La prise de notes en interprétation consécutive. Préface de Robert Confino", Librairie de l'Université Georg & Cie , Genève, 1984
• Ščekina, I.A., “Ital'janskij jazyk. Ustnyj perevod”, Moskva: “Vysšaja Škola”,1986
• Straniero Sergio, F. "Interpretazione simultanea dal russo in italiano : fondamenti teorici e applicazioni pratiche", Trieste: Edizioni Goliardiche, 1997.

Teaching methods

Preparatory exercises: memorisation, synthesis, speech reformulation, note taking. Students will have the opportunity to act as interpreters in situations close to the reality, as real speeches are used. When dealing with a specific subject matter, its terminological aspects will be analyzed by preparing specific glossaries.

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

Assessment methods

The aim of the final exam is to assess the student's level in terms of his/her ability to interpret a speech from Russian into Italian, both in consecutive and simultaneous mode.

The exam will consist of:

- 4-5 minutes consecutive interpreting from Russian into Italian;

- 8-10 minutes simultaneous interpreting from Russian into Italian.

The exam will concern Russia- and Russian-speaking areas-related topics.

The final grade will be the average of marks obtained by the student during the exam.

Assessment:

(0-17): major inconstistencies, several errors, distortions, additions and/or omissions of key concepts; mistakes in target language grammar/syntax/word choice/pronunciation/ planning mistakes that hinder comprehension.

(18-20): recurrent but minor errors, distortions, additions and/or omissions; mistakes in target language grammar/syntax/word choice/pronunciation/planning mistakes that make comprehension difficult.

(21-24) few, local imprecisions, generalizations, small additions and/or omissions; the target text can be followed despite a few target language grammar/syntax/word choice/pronunciation/planning mistakes.

(25-27): good overall coherence and cohesion, few imprecisions; good command of target language, good use of voice.

(28-30): very good coherence and cohesion; very good command of target language, very good use of voice.

Teaching tools

Audio/videotaped speeches, authentic conference speeches and documentation.

Office hours

See the website of Sara Polidoro

See the website of Helena Saturni Hakimi Tabrizi