92949 - Interpretation From German (Language B) In Italian I

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality Reduced inequalities

Academic Year 2021/2022

Learning outcomes

The student has acquired the basic interpreting techniques (including sight translation, whispered interpreting, note-taking and initial simultaneous) from German into Italian.

Course contents

Consecutive and simultaneous interpreting require concurrent cognitive, linguistic, communicative and interactional processes: listening, understanding, information processing and storing, note taking of discourse (in the consecutive mode) in a source language (SL) that has to be transferred into a target language (TL). This course aims at developing the basic skills and techniques for interpreting between German and Italian, to be refined and perfected during the second year of the course.

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/.

Course contents

- Introduction to simultaneous and consecutive interpreting with notes between German and Italian.
- Developing analytic and synthetic elaboration of spoken discourse.
- Developing knowledge of main text types in conference interpreting.
- Developing communication and public speaking skills, with special attention on precise, fluent and clear expression.
- Developing concentration and memoryin situations involving both listening and speaking; setting of learning objectives and self-assessment.
- Developing critical analysis of intercultural communication situations involving interpreting; professional ethics.


Albl-Mikasa, Michaela (2007) Notationssprache und Notizentext. Ein kognitiv-linguistisches Modell für das Konsekutivdolmetschen. Tübingen, Narr.

Best, Joanna & Kalina, Sylvia (Hrsg.) (2002) Übersetzen und Dolmetschen in Praxis und Lehre - Eine Orientierungshilfe. Tübingen: UTB Francke.

Gillies, Andrew (2005) Note-taking for Consecutive Interpreting - A Short Course. Manchester: St. Jerome.

Roessler, Sophia (2014) Basiswissen für Dolmetscher – Deutschland und Italien. Berlin, Frank & Timme.

Rütten, Anja (2007) Informations- und Wissensmanagement im Konferenzdolmetschen. Frankfurt/M., Peter Lang.

Snell-Hornby, Mary & Hönig, Hans G. & Kussmaul, Paul & Schmitt, Peter (Hrsg.) (1998) Handbuch Translation. Tübingen. Stauffenburg; 2., verbesserte Auflage 1999/2004.

Teaching methods

In-depth discussion of the types of discourse most common in interpreting and of chosen topics anounced beforehand. Application of discourse analysis and textual linguistics to both interpreted texts and discourse produced by students.

Practical exercises of consecutive and simultaneous interpreting of live and/or pre-recorded speeches.

Listening to recordings with analytical comments on the students’ exercises and summaries of difficulties and progress made.

Theoretical reflections on the specificity of this type of communication in the various contexts exemplified.

Integration of the teacher's indications through self-evaluation and peer evaluation.

Exercises in the classroom and in the booth based on original speeches dealing with general subjects.

Where possible, real communications situations will be integrated into the course by exercises in mock or live conferences or events organized by DIT. There will also be videoconference lessons (virtual classes) with interpreters from the DGs Interpretation of the Commission and the European Parliament.

N.B.: As concerns the teaching methods of this course unit, all students must attend the online Modules 1, 2 on Health and Safety [https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/online-course-on-health-and-safety-in-study-and-internship-areas].

Assessment methods

The course includes continuous assessment of students' progress in learning consecutive and simultaneous interpreting techniques.

The exam aims at checking whether the student has acquired basical interpreting techniques. The exam will consist in consecutive (about 5 minutes) and simultaneous (7-10 minutes) interpreting performances from German into Italian on current affairs and/or social, political and economic topics. The final grade will be an average of the marks obtained by the students in the different parts of this exam.

In order to obtain the highest marks (28 to 30 with honours), the student’s performance must have the following features: complete and accurate rendering of the source language text into the target language: only minor mistakes or distortions can be present in the rendering provided they do not undermine cohesion and the main rhetorical features of the original speech; language and register must be appropriate: the rendering can contain minor grammar or pronunciation mistakes only.

Rendering in consecutive mode must not be longer than the original speech.

In order to obtain 25-27 (good) or 21-24 (fair), the student’s performance must have the following features: there can be omissions or inaccuracies provided they are not serious; there can be mistakes or distortions provided they do not cause a complete loss of cohesion and of the main rhetorical features of the original speech; there can be some inaccuracies in register and language the rendering can contain minor grammar, syntax or pronunciation mistakes.

Rendering in consecutive mode may not excede the original speech by more than 10%.

In order to obtain a pass (18 to 20) the student’s performance must have the following features: the rendering may contain omissions and distortions but overall it should convey the content of the original speech; language and register may show inaccuracies but should not undermine the comprehension of the rendering: there can be grammar, syntax and pronunciation mistakes.

Rendering in consecutive mode may not excede the original speech by more than 15%.

Teaching tools

Teaching tools include: paper or electronic documents, authentic speeches, audio and video recordings of speeches from authentic communication situations, audio and videotapings of student output, traditional and electronic dictionaries, bi- and multi-lingual glossaries; interpreting during mock or real conferences organised by DIT (such as Permanent Lab on Interpreting), use of e-learning platform and electronic tools for documentation and terminology management.

Office hours

See the website of Gabriele Dorothe Mack