27412 - Technology for Interpreting (CL2)

Learning outcomes

The student deeply knows and is able to use autonomously the traditional and electronics research and documentation tools and the information and data transmission resources necessary for the interpretation of oral discourses. He also has the terminological specific abilities relatives to different special languages and reference domains necessary to the interpretation yield. Finally he is able to work out autonomously further technological and operational knowledge and abilities and to exploit it in other professional domains

Course contents

Genre terminology module

• Extract predefined corpora from specific sites
• Representative and balanced corpora
• Automatic and manual creation of corpora
• How to describe a corpus: bibliography and sitography

Orality as a genre

• Parliamentary interventions
• Conferences
• Debates
• Round tables
• Oral reports
• Discourses

Description of corpora: graphs with Excel

MultiTerm Database and terminological card models for Interpreters

• Speech signals
• Connectors
• Locutions and idioms
• Predicative terms with support verbs
• Proverbs
• Acronyms
• Key verbs

Parallel and comparison corpora

• Research and detection of intralinguistic equivalents: synonyms and variants
• Research and detection of interlinguistic equivalents

Manual creation of corpora

Aligned comparison and parallel corpora for the semi-automatic extraction of genre terminology

The “Aligner” function of WordSmith

Extraction of bilingual and trilingual interlinguistic equivalents

The course is divided into 72 hours of lesson (36 lessons) distributed on 12 weeks (3 lessons per week) carried out in the information laboratory.

The didactic methods can be divided in three fundamental stages:

Collection of terminological and phraseological resources. Creation of specific reference corpora in a given domain and a given textual genre, through the use of programs for the extraction of terminology (WordSmith).

Filling of the collected resources. During this stage students have to fill a number of terminological and phraseological cards which are later on archived in a unique database.  We propose a new setting for the terminological cards, which aims to satisfy the didactic needs of the interpreter. 

Consulting the database. During this last stage students have to consult the tools he has created. 

Then, when we talk about prototype, we refer to the database we have still described, an “exclusive” database used “exclusively” by the interpreting student.

Starting from the concept of figement we introduce new grammatical categories into the terminological/phraseological cards, such as locutions, speech signals and predicative nouns, which have great importance for the interpreting student.

We propose extremely renewed card models through the introduction of new fields (functions, expansions) and through a new interpretation of the traditional fields (such as variants, or usage notes), proposing a more dynamic and useful instrument, in line with the needs demonstrated by the interpreting student. 

Domain terminology module

•         Terminology Laboratory: who we are and what we do

•         Terminology and Special Languages

•         Terminology density and richness

•         Terminology: Terms – Concepts – Objects

•         The terminological research: Terminology and Terminologies

•         The different approaches to Terminology

•         The concept of Synset

•         The different stages of the terminological work

•         The choice of the Domain

•         Addressee and types of communication

•         The selection of resources and the collaboration with experts in the sector

•         Corpus and Corpora

•         The use of corpora in the terminological work

•         Extraction of terminology

•         Systematization

•         The conceptual relations

•         The conceptual relations in the conceptual tree

•         Examples of “legend” and conceptual trees

•         Interlinguistic semantic equivalence

•         Management of terminological data

•         The terminological cards and the card fields

•         Fields and attributes

•         Links

•         Extraction of contexts and definitions from corpora

•         The Context

•         The Definition

•         Extraction of terminological definitions from corpora

•         Systematization of the “meta definition” expressions according to the conceptual relations occurring between them

•         The meaning face

•         Termontology

•         Advantages: why and for whom?

•         Translator's consultation time and terminology Software

•         Some Database

•         Terminology and quality

Voice recognition module

Introduction to written text production by voice recognition.

Readings/Bibliography

Genre terminology module

• Accetto, T.  Zorzi, D. (a cura di) (1998). Nuove tecnologie e didattica delle lingue. Bologna: Clueb
• Aston, G. (1999). “Corpus use and learning to translate”, in Textus, pp. 289-314
• Aston, G. (2000). “I corpora come risorse per la traduzione e per l'apprendimento”, in S. Bernardini,  F. Zanettin (a cura di) (2000). Bologna: Clueb, pp. 21-29
• Aston, G. (a cura di) (2001). Learning with corpora. Bologna: Clueb
• Bazzanella, C. (1994). Le facce del parlare, Firenze:
• Bazzanella, C. (1995). “I segnali discorsivi”,  in L. Renzi,  et al., (a cura di) (1995). Grande grammatica italiana di consultazione, Vol. III. Bologna: Il Mulino, pp. 225-257.
• Beaugrande, De R.A. & W.U. Dressler (1984). Introduzione alla linguistica testuale. Bologna: Il Mulino.
• Bernardini, S. Zanettin F. (a cura di) (2000). “I corpora nella didattica della traduzione”, Corpus Use and Learning to Traslate, Atti del seminario di studi internazionale, Bertinoro 14-15 novembre 1997. Bologna: Clueb
• Bertaccini, F. Prandi, M. Sintuzzi, S.  Togni, S. (in stampa): “Tra lessico naturale e lessici di specialità: la sinonimia”, in Studi in onore di Roberto Gusmani, R. Bombi,  F. Cifoletti,  L. Fusco,  V. Innocente. Orioles
• Bühler, H. (1989). “Discourse Analysis and the Spoken Text – a Critical Analysis of the Performance of Advanced Interpretation Students”. In Gran, L. & J. Dodds, eds. (1989). The theoretical and practical aspects of teaching conference interpretation. : Campanotto Editore, pp.131-136
• Chaudron, C. Richards, J.C. (1986). The effects of discourse markers on the comprehension of lectures. Applied linguistics, n. 7, pp. 113-125
• Chernov, G.V. (1995). “Taking care of the sense in simultaneous interpreting” in Teaching Translation and Interpreting. Dollerup, V. Appel. Amsterdam/Philadelphia: John Benjamins Publishing Company, pp. 223-231.
• Cosmai, D. (2003). Tradurre per l'Unione Europea. Problematiche e strategie operative. Milano: Hoepli.
• Cowen, A.P. (edited by) (1998).  Phraseology. Theory, Analysis, and, Applications .
• Cowie, A.P. (edited by) (1998). Phraseology. Theory, Analysis, and Applications.
• Doerflinger, M.O. (1995). “L'organisation de l'interprétation à , n.166, pp.27-35
• Dunkel, P.A. & J.N. Davis (1994). “The effects of rhetorical signalling cues on the recall of English lecture information by speakers of English as a native or second language”, in J. Flowerdew,  (edited by) (1994). Academic listening. Research perspectives. press, pp. 55-74
• Flowerdew, J. & S. Tauroza (1995). “The effect of discourse markers on second language lecture comprehension”. Studies in second language acquisition, 17, pp. 435-458
• Francis, W.N. (1982). “Problems of assembling and computerizing large corpora” in 7-24.
• Garzone, G. Viezzi, M. (edited by) (2002). Interpreting in the 21st Century. Amsterdam/Philadelphia: John Benjamins Publishing Company
• Gavioli, L. Zanettin F. (2000). “I corpora bilingui nell'apprendimento della traduzione. Riflessioni su un'esperienza pedagogica”. in S. Bernardini, F. Zanettin  (a cura di) (2000). Bologna: Clueb, pp. 61-80
• Gile, D. (1987). “ La terminotique en interprétation de conférence : un potentiel à exploiter”, in Traduire, n.132/7, pp.25-30
• Gile, D. (1989). “Perspectives de la recherche dans l'enseignement de l'interprétation”, in  The theoretical and practical aspects of teaching conference interpretation, L. Gran,  J. Dodds.  Udine : Campanotto Editore,  pp. 27-33
• Gouadec, D. (1994). “Terminologie, phraséologie et informatique dans la formation des traducteurs professionnels” in Atti della Fiera internazionale della Traduzione. Bologna : Clueb, pp. 167-193
• Gross, G. (1991). Typologie des adjectivaux, Analyse et synthèse dans les langues romane set slaves. Tübingen : G. Narr Verlag, pp. 163-178
• Gross, G. (1996). Les expressions figées en français: noms composés et autres locutions. Paris : Ophrys
• Ilg, G. (1989). “Outillage linguistique”, in The theoretical and practical aspects of teaching conference interpretation. L. Gran,  J. Dodds. Udine: Campanotto Editore,  pp. 147-150
• ISO 1087 (2000). Terminology – Vocabulary. Genève : Organisation Internationale de normalisation (ISO/TC 37).
• ISO/DIS 12620 (1999). Terminologie – Aides Informatiques – Catégories de données terminologiques. Genève : Organisation Internationale de normalisation (ISO/TC 37).
• Kleiber, G. (1998). “Les proverbes antinomiques : une grosse pierre « logique » dans le jardin toujours « universel »  des proverbes” in Le figement lexical. Rencontres Linguistiques Méditerranéennes. S. Mejri, A. Class, G. Gross, T. Baccouche.  (Tunis, 17-19 Settembre 1998) . Tunis: Ceres, pp. 51-74
• Kurz, I. (1996). Simultandolmetschen als Gegenstand der interdisziplinären Forschung. Wien: WUV-Universitätsverlag
• Lederer, M. (1986). “La pédagogie de D. Seleskovitch, M. Lederer. Paris : Didier érudition, pp.199-228
• Martinet, D. (2000). “Espansione” in Grande dizionario italiano dell'uso. T. De Mauro  (2000). : Utet
• McEnery, A. Xiao, Z. (2005). “Parallel and comparable corpora: What are they up to?” In Incorporating Corpora: translation and the linguist. G. James,  G. Anderman. Clevedon: Multilingual Matters, (in stampa)
• Monacelli, C. (1997). Interpreti si diventa! Milano: Franco Angeli s.r.l
• Moser-Mercer, B. (1992). “Terminology Documentation in Conference Interpretation ”,  in Terminologie et Traduction. Luxembourg, n° 2/3,  pp. 285-291
• Norrick, N. (1985). “How Proverbs  mean. Semantic Studies in English proverbs”, in G. Kleiber (1998).  Berlin:  Mouton,  p. 51
• Nunberg, G. Sag, I.A., Wasow, T. (1994). “Idiom” in Language, Vol. 7, N. 3 (Sept.2004).  Linguistic Society of
• Osimo, D. (2001). Traduzione e nuove tecnologie. Informatica ed Internet per traduttori.  Milano: Hoepli.
• Partington, A. (2003). The linguistics of political argument. The spin-doctor and the wolf-pack at the White House. : Routledge
• Prandi, M. (2004). The building block of meaning. Ideas for a philosophical grammar. Amsterdam/Philadelphia: John Benjamins
• Prandi, M. Gross, G. De Santis, C.(2005). La finalità - strutture concettuali e forme d'espressione in italiano. L.S. Olschki
• Riccardi, A (2003). Dalla traduzione all'interpretazione. Studi di interpretazione simultanea. Milano: LED
• Reiß, Katharina & Vermeer, Hans J. (1984). Grundlegung einer allgemeinen Translationstheorie. Tübingen: Max  Niemeyer Verlag. Linguistische Arbeiten 147. (citato dalla 2. ed. (1991) p. 8)
• Rockwell, G. (2005). MIMes and MeRMAids: on the possibility of Computer-aided Interpretation., McMaster university : http://www.chass.utoronto.ca/epc/chwp/Casta02/Rockwell_casta02.htm
• Salvi R. e G. Salvi (a cura di) (1991). Grande grammatica italiana di consultazione. : Il Mulino
• Scott, M. (1999): Wordsmith Tools version 3. Press
• Serianni, L. (con la coll. Di A. Castelvecchi) (1989). Grammatica italiana. Italiano comune e lingua letteraria . : Utet
• Setton, R. (1999). Simultaneous interpretation. A cognitive-pragmatic analysis. Amsterdam/Philadelphia: John Benjamins
• Sinclair, J. (1991). Corpus, concordance, collocation. University press
• Sinclair, J. (1994). “Corpus typology: a framework for classification”, in Studies in Anglistics. G. Melchers,  B. Warren,  (eds) (1995).  : Almquist and Wiksell International, pp.78- 95.
• Stame, S.(1994). “Discourse markers and politeness”, in Dynamic contexts of language use. Papers in honor of Tatiana Slama-Cazacu. : Clueb, pp. 95-103
• Stubbs, M. (1996). Text and Corpus Analysis, : Blackwell

Bibliography and Sitography

• Cabré M.T., La terminología. Teoría, metodología, aplicaciones, Editorial Empúries, 1993, ISBN 84-7596-363-3
• Dubuc R., Manuel pratique de terminologie, Conseil international de la langue française, ASIN 28-5319-077-3
• Felber H., Terminology Manual, Infoterm-UNESCO, 1984, ASIN B0-006E-IZW-U
• Gnoli C., Classificazione a faccette, AIB, 2004, ISBN 88-7812-080-4
• Gouadec D., Terminologie: constitution des données, Association Française de Normalisation, ASIN 21-2484-811-9
• Lana M., Il testo nel computer, dal web all'analisi dei testi, Bollati Boringhieri, 2004, ISBN 88-3395-749-7
• Magris M., Musacchio M. T., Rega L., Scarpa F., Manuale di terminologia, Aspetti teorici, metodologici e applicativi, Hoepli, 2002, ISBN 88-2032-943-3
• Maneri G., Riediger H., Internet nel lavoro editoriale, Editrice Bibliografica, 2006, ISBN 88-7075-628-9
• Rey A., La terminologie noms et notions, Presses Universitaires de France, 1992, ISBN 21-3036-047-5
• Rondeau G., Introduction à la terminologie, Gaëtan Morin, 1997, ISBN 28-9105-137-8
• Sager J. C., A Practical Course in Terminology Processing, John Benjamins Publishing Company, 1990, ISBN 15-5619-112-X
• Wright, S. E. & Budin, G. (eds.), Handbook of terminology management, John Benjamins Publishing Co., 2001, ISBN 15-5619-502-8
• Raccomandazioni per l'attività terminologica, Sezione di Terminologia, Cancelleria federale
• The Pavel Terminology Tutorial, Terminology Standardization Directorate, Translation Bureau, Public Works and Government Services Canada

Voice recognition module

Eugeni, Carlo & Mack, Gabriele (a cura di). 2006. Atti della Prima giornata di studi internazionale sulla sottotitolazione intralinguistica in tempo reale. Forlì, 17 novembre 2006 - First international seminar on new technologies in real time intralingual subtitling. inTRAlinea Special Issue Respeaking. Online at http://www.intralinea.it/specials/respeaking/ita_open.php

More recommended reading will be given during the course.

Teaching methods

Terminology modules (genre and domain)

After a discussion about the different arguments of the didactic program, students carry out a number of practical exercises in order to be able to prepare the terminology project requested for the exam. The project can be carried out individually or in groups of maximum three students.  

Voice recognition module

Introduction to the software and creation of a personal voice profile; practical exercises of written text production from vocal input in different modalities and for different uses; theory-oriented discussion of processes and problems.

Assessment methods

Terminolgy modules (genre and domain)

Students have to demonstrate the acquisition of the competence necessary to create a terminological card equipped with reliable definitions, sources and terminological references with the help of information instruments created ad hoc

They must create and carry out a terminology project on the basis of a specific subject and simulate a real professional situation.

The project could involve maximum three students.

The exam will last about 30 minutes and will consist on the exposition and the comment of the single terminology projects.

The mark will be divided in3 parts: 15 point to the structuring, the organization and the content of the terminological cards, 10 points to the definition and the realization of the project and 5 points to its exposition.

Voice recognition module

Self-, peer and teacher assessment. Practical exercises in transcription.

Teaching tools

• WordSmith
• Antconc
• Visio
• Term Extract
• MultiTerm
• Interplex

• Software Dragon Naturally Speaking

• E-learning platform Moodle

Further texts and support materials will be provided during the course.

Students can carry out their terminology projects, by the help of the teacher, in the terminology laboratory.

Links to further information

http://terminologia.sslmit.unibo.it/

Office hours

See the website of Franco Bertaccini

See the website of Gabriele Dorothe Mack