How to Become an Excellent Interpreter

如何成为一名优秀的口译员How to Become an Excellent InterpreterContentsAbstract.1Key words.1IIntroduction.2II. Note-taking Skills.31. Some useful mathematical symbols for note-taking.42. Often-used signs .53. Picture signs (which is a very individual skill and can be expanded) .54. English signs 65. Personal abbreviations made up by student himself .6III. Short-term Memory (STM) Training.7IV. Predicting Practice .9V. Conclusion.10References.11How to Become an Excellent Interpreter Abstract: As English major, I always dream of becoming an excellent interpreter. Then just what kind of skills should an excellent interpreter have? So in this paper I will generally discuss the difference between translation and interpretation and the significance of interpretation; then I will switch to the main body, which will introduce some basic skills for an excellent interpreter. Such as note-taking skills, short-term memory training, and predicting practice etc. In order to help the readers get a better understanding of such skills, I will try to provide enough examples correspondingly. When it comes to the purpose of writing this paper, I want to share with you my knowledge in interpreting and hope you can get some help from it. Interpretation has experienced over 50 years development in the western world, and it has formed a comparatively mature theory system. In todays globalization world, interpretation is developing much faster than ever before. China, after the opening policy, is exchanging with the outside world on an extremely large scale. We can say that, it is likely to be a disaster without interpretation. Key words: language difference; note-taking skills; short-term memory training; predicting ability摘 要：作为一名英语专业的学生，我一直梦想着能成为一名优秀的口译员。那么，作为一名优秀的口译员需要什么样的技巧呢？在本篇论文的开头部分，我简要得阐述口译和笔译的区别和口译在当今社会的重要性；然后快速转入本文的主体部分，即介绍一些口译员所必须具备的技能。比如：做笔记的技巧、短时记忆训练和预测能力的训练等。为了使读者能更好的理解这些技巧，我在文中列举了大量的事例。至于写作本文的目的，当然是与你分享本人在口译方面的一点知识，并希望能对致力于口译的你有所帮助。口译在西方已经历了五十多年的发展，并已形成了相对稳定的理论体系。然而，也面对不少问题。在当今全球化世界中，口译正以前所未有的速度快速发展。中国，在改革开放之后，与世界各地进行广泛的交流。因此，可以说“没有口译，就如世界末日的来临”。关键词：笔译和口译的区别；笔记技巧；短时记忆培训；预测能力训练I. IntroductionTranslation is defined as a kind of practice which uses one language to express the thoughts and feelings that communicated in another language completely and exactly (Zhang Weiwei:2006).The exercise of translating is a kind of special language activity within two languages and it involves a wide range of knowledge. The way of translating can be categorized as written translation and interpretation. The two are closely related linguistic disciplines. Yet they are rarely performed by the same people. The differences in skills, training, attitude and even language knowledge are so substantial that few people can do both successfully on professional levels. Usually we do not have to translate written work on the spot. Instead we can take it back home, read it carefully, find out the difficult parts with the help of our reference books, and then translate it into the target language. The translators do written work. While as to interpretation, we often do it immediately after the speaker begins to speak. The interpreters do the work orally. So you cannot read the material thoroughly, and no other supplemental reference materials for you to turn to. And interpreters must have extraordinary listening ability to react as quickly as possible, interpret as accurately as you can. Whether novice or experienced, all interpreters find this profession demanding and challenging. When an interpreter is working, he or she cannot afford to have a bad day. One bad interpreter can ruin a conference. Therefore, knowing the difference between English and Chinese and some basic skills for interpreting is necessary.All the languages are combination of meaning and form. As a result, the concern of any kind of translation is how to deal with the relationship between meaning and form skillfully and tactically. Compared English with Chinese , as a whole ,English emphasizes hypotaxis, Chinese focuses on parataxis (Zhang Weiwei:2006).So, Chinese doesnt have to use conjunctions which make it more succinct, clear, and neat. E.g.: “If he doesnt do, I will do it” can be interpreted into “他不干，我干” Another major difference between the two, as linguists put it, is their thinking pattern. The English thinking pattern is from the partial to the whole, from small to big, from near to far, from unimportant to important, and from weak to strong. However, the Chinese thinking pattern is just on the contrary (Xu Jianping:2005). Therefore, rearranging the sentence pattern is a usual skill in interpretation. Other differences between the two languages are as follows: English sentences are long and intricate, while Chinese prefers to use short sentences; compared with Chinese, English is more likely to use passive voice, particularly in science and political dissertation; and there are too many items to be listed. But despite all these differences within the two languages, it cannot change their major similarity, that is, the “subject +predicate+ object” form (Chang Junyue:2004) .Interpreters are in great demand nowadays. According to a survey, China is currently in want of about a million professional interpreters, which mainly due to the development of the foreign trade and communication, but there are only 200 graduates from interpreters training class every year. Whether novice or experienced, all interpreters find this profession demanding and challenging. Therefore, it is necessary to master some skills for interpretation. II. Note-taking SkillsNote-taking is of vital importance in interpreting. But before beginning to take notes, some preparation work is necessary. Firstly, take a notebook of proper size in accord with the size of your hand, because mostly you have to hold it in hand. Interpreters must take notes quickly and write on something convenient and easy to handle. A note-pad is recommended. Secondly, fill your pen with ink beforehand and it is advisable always to take two pens lest that one should be broken. Thirdly, when finishing a segment, you should draw a line under it or turn to another page so as to separate it from the next part. As to note-taking, many interpreters, professional or amateur, agree that it is important in interpreting. Notes are an aid to enhance the work done better. The main use of notes is to relieve memory. Although an interpreter may have understood the main ideas of a speech, it is almost impossible for him or her to recall all the elements of a five-minute speech, particularly if it contains numbers, names, lists, since such elements cannot be recalled on the basis of analysis and logic. Moreover, through notes the interpreter can produce the content and structure of a speech, stressing the main ideas, the secondary elements and the relations among them. Then what to note? The first thing to be noted should be the main ideas, firstly because they are the most significant elements of a speech, and secondly because they are the pillars of its structure. It is also important to systematically note the links between the different ideas as well to divide them clearly. Usually, the speaker will make it clear which ideas he wishes to emphasize by the way in which he presents them. In other words, the main ideas are cued. They are often cued by such semantic markers as: I would like to emphasize . The general point you must remember is . It is important to note that . I repeat that . The next point is crucial to my argument . Lets move on to another matter . My next point is . Another problem to be discussed is . A related area would be . Other ways in which lectures may cue their main points while speaking are by emphasis or repetition. Another element which has to be clear is the point of view being expressed: the audience must immediately realize who is speaking. As far as verbs are concerned, there are two basic things which must appear in the notes: verb tenses, with special attention to additional forms, and model verbs, whose semantic role in the sentence is always of paramount importance. Other fundamental data are numbers, dates and paper names, which must be noted accurately.Also, interpreters do need to practice a few simple techniques to help them to be thorough in their note-taking. They should use abbreviations, and all kinds of techniques. A lot of time and effort can be saved by using abbreviations and symbols. The symbols you use must make sense to you; however, it is not necessary for anyone else to be able to understand them. Note-taking is a very individual skill. The main point is to use techniques which you will be able to remember when revising your notes some time later. For example, see the following parts.1. Some useful mathematical symbols for note-taking: because, due to, thanks to, . ;: so, therefore, thus, consequently, . ;: is equal to, the same as, similar to, . ;: difference, disparity, is not equal to, not the same as, . ;: about, almost, nearly, . ; : surpass, exceed, more than, superior to, . ;: less than, inferior to, . ;: plus, add, moreover, besides, . ;: minus, deduct, except, . ; : within, among, . ;: belong to, . ;: correct, good, positive, affirmative, . ; : wrong, mistake, bad, notorious, negative, . .2. Often-used signs: : speak, express, think, . ;e.g.: for example, such as, . ;: delete, discard, give up, . ;_: underling a certain word or phrase to add to the mood of speech, indicating, emphasize, . ;! : 1) Dangerous, warning, alarming, alert, hazardous, perilous, watch out, . ; 2) Sure, certainly, of course, . ; : Trade, exchange, communication, relationship, . ;3. Picture signs (which are a very individual skill and can be expanded): hospital, medical institution,O: complete, whole, all, all over,: Nation, state, country, republic, kingdom, union, federal, . ; : export, : import,: victory, triumph,: dollar, rich, money, well-off,: in the past, long before, past time,: in future, in the future,: woman, female,: man, male,: increase, improve, enhance, grow, heighten, lift, rise, raise, elevate, promote, escalate, climb up, boost,: decrease, decline, reduce, drop, fall, devaluate, diminish, cut down, go down, lower, fall off, and lessen,4. English signsy: year; m: month; w: week; m: minute; h: hour; s: second; d: day, today; c: century;b: but, however, nevertheless;e: economy, economics;g: government;n: many, much, endless, countless;s: science, scientific, society, social;r: reform, revolution;co: company;edu: education;info: information;ag: agriculture;demo: demonstration;esp: especially;dis: disease;ex: exercise. (Wu Zhongming:2005) .5. Personal abbreviations made up by student himselfIf you find yourself having too frequently note down a certain word, it is sensible to find a way of abbreviating it. For example, a student of English literature listening to a lecture on the poet Wordsworth could well use the initial W. instead of writing out the poets name in full each time he has to refer to it.All in all, the above are very commonly used signs in note-taking. In fact, it is possible for more symbols to be invented. Interpreters should systematize their note-taking techniques and try to discover some other simple and lucid signs to enrich this note-taking system. However, we must be alert in using symbols, too many signs may lead to confusion and avoid turning into its opposite if pushed too far. Here are some guidelines for Note-Taking:1) Concentrate on the lecture or on the reading material.2) Take notes consistently.3) Take notes selectively. Do not try to write down every word. Remember that the average lecturer speaks approximately 125-140 words per minute, and the average note-taker writes at a rate of about 25 words per minute. 4) Translate ideas into your own words.5) Organize notes into some sort of logical form.6) Be brief. Write down only the major points and important information.7) Write legibly. Notes are useless if you cannot read them later!8) Do not be concerned with spelling and grammar. III. Short-term Memory (STM) TrainingBesides note-taking skills, a good interpreter also has to have the ability of Short-term Memory (STM) competence, which is an essential part in the process of interpreting. A skillful interpreter is expected to have a powerful memory. A good memory helps promote the listening ability. In the process of interpretation, a flow of words will soon be articulated. Under this circumstance, it sometimes verges on being impossible for us to tackle all the questions immediately, so a memory plays a significant part in helping us recall what is told. Firstly, I will discuss the general difference between STM and Long-term Memory (LTM). The interpreter needs good Short-term Memory to retain what he or she has just heard for a short period of time without creating the neural mechanisms for later recall. Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers. Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, we must make a deliberate attempt to encode the information in the way you intend to recall it later. LTM is a learning process. And it is essentially an important part of the interpreters acquisition of knowledge, because information stored in LTM may last for minutes to weeks, months, or even an entire life. The duration of STM is very short. It is up to 30 seconds. Therefore, what we need is STM ability. Firstly, we shall know the three main theories as to why we forget from our STM, that is: 1) Displacement-existing information is replaced by newly received information when the storage capacity is full.2) Decay-information decays over time.3) Interference-other information present in the storage at the same time distorts the original information.The purpose of STM training in interpreting is to achieve a better understanding of the source language, which will lead to adequate interpreting. Memory in interpreting consists of nothing more than understanding the meaning, which is conveyed by the words. Understanding is the first step in successful interpreting; therefore, memory training is to be provided in the early stage of interpreter training. Interpreting starts with the encoding of the information from the original speaker. According to Giles Effort Model, interpreting is an STM-centered activity; the process of interpreting could be re-postulated into: Encoding of information from the Source Language + Storing Information + Retrieval of Information + Decoding Information into the Target language ().In interpreting the first phase probably takes up to 15 minutes (depending on the speakers segments) for the interpreter to encode and then store the information. In the second phase, the interpreter starts to retrieve information and decode it into the target language. The duration for storing the information is very limited. Therefore, in the first step of interpreting, encoding (understanding) information uttered in the SL is the key to memory training.According to the above description, notes in interpreting are to assist in encoding information. By encoding language and numbers in sophisticated, striking images which flow into other strong images, we can accurately and reliably encode both information and the structure of information to be easily recalled later. It is also advisable that Exercises with Interference (e.g. noises) be provided in order to prevent information loss in the Short-Term Memory, since the environment and other information present in the storage may reduce the information encoded. Recording speeches with specially inserted noises as a background is a recommended classroom practice, since this is a very effective method to enable the students to concentrate and thus strengthen their STM duration. The following methods are recommended:1) Retelling in the Source Language: we can play a recording of a text of about 200 words to retell in the same language. We should not take any notes. In the first instance, we should retell the text in the same words of the original to the largest possible extent. 2) Mnemonic to Memory: Mnemonic is a device, such as a formula or rhyme, used as an aid in remembering. Mnemonics are methods for remembering information that is otherwise quite difficult to recall. The basic principle of Mnemonics is to use as many of the best functions of the human brain as possible to encode information. With a well-trained short-term memory, interpreters are actually equipped with an effective tool for the encoding and decoding information.IV. Predicting PracticeAnother major ability is prediction. When we listen to a person speaking our own language, in many situations we can be one step ahead of the speaker. We can very often predict what that person is going to say nextperhaps not always the exact words, but at least the main ideas. Have you ever found yourself finishing other peoples sentences for them? This is often something we do without even thinking about it. The more we can predict, the easier it becomes to understandin a foreign language too. In fact, we will probably be surprised at how much we can predict in English. To be an excellent interpreter, of course, we have to train ourselves to predict as much as possible.There are many things which can help you to predict while you are listening, for example: 1) how much you know about:the topic, the situation, the country in which the language is spoken 2) intonation, for example: When presenting a list, rising intonation signals that more items will follow and a falling intonation signals the end of the list: Id like to buy some eggs, cheese, tomatoes and a cake. 3) Signals such as: Im afraid that . (signals something negative will follow) Theres one point Id like to make . (signals an opinion will follow) The phrases in group 3 are called semantic markers. They serve as signals for the meaning and structure of the lecture or text. They tell us how the ideas are organized. There are many other semantic markers in English, which are classified here according to their function. 1) The markers used for listing, such as: firstly, in the first place, secondly, thirdly, my next point is, last/finally 2) Markers that show us the cause and effect relationship between one idea and another: so, therefore, thus (we see), because, since 3) Markers which indicate that the speaker or writer is going to illustrate his ideas by giving examples: for instance, for example, lets take ., an example/instance of this was . 4) Markers that introduce an idea which runs against what has been said, or is going to be said: but, nevertheless, on the other hand, and yet, although 5) Markers which indicate that the speaker or writer is about to sum up his message, or part of it: to summarize, in other words, what I have been saying is this, it amounts to this, if I can just sum up 6) Semantic markers used to express a time relationship: then, next, after that, previously, while, when 7) Markers used to indicate the relative importance of something: