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The development of a self-evaluative...

Todoroki, Nagisa.

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The development of a self-evaluative framework for simultaneous interpretation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The development of a self-evaluative framework for simultaneous interpretation./
Author:	Todoroki, Nagisa.
Description:	406 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3665.
Contained By:	Dissertation Abstracts International65-10A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3151045
ISBN:	0496109669

The development of a self-evaluative framework for simultaneous interpretation.
Todoroki, Nagisa.

The development of a self-evaluative framework for simultaneous interpretation. - 406 p.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3665.

Thesis (Ed.D.)--Temple University, 2004.

This study investigated the problems encountered by six professional conference interpreters and the problem-solving strategies they used to solve those problems. A self-evaluative analysis was first conducted on data produced by the six professional conference interpreters, who performed three simultaneous-interpretation tasks (interpreting recorded passages of typical business English). The results of this self-evaluative analysis were then integrated into a self-development model. The study used current information processing frameworks and psycholinguistic theories of working memory (especially those of Baddeley, Cowan, Goldman-Eisler, and Kirchhoff), supported by stimulated recall protocols, interviews, self-report data, and observational notes to determine interpreting problems and their solutions.

ISBN: 0496109669Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The development of a self-evaluative framework for simultaneous interpretation.
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100 1 $a Todoroki, Nagisa. $3 1927750
245 1 4 $a The development of a self-evaluative framework for simultaneous interpretation.
300 $a 406 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3665.
500 $a Chairs: Kenneth G. Schaefer; David Beglar.
502 $a Thesis (Ed.D.)--Temple University, 2004.
520 $a This study investigated the problems encountered by six professional conference interpreters and the problem-solving strategies they used to solve those problems. A self-evaluative analysis was first conducted on data produced by the six professional conference interpreters, who performed three simultaneous-interpretation tasks (interpreting recorded passages of typical business English). The results of this self-evaluative analysis were then integrated into a self-development model. The study used current information processing frameworks and psycholinguistic theories of working memory (especially those of Baddeley, Cowan, Goldman-Eisler, and Kirchhoff), supported by stimulated recall protocols, interviews, self-report data, and observational notes to determine interpreting problems and their solutions.
520 $a Examples of specific problems identified by the participants included unheard, misheard, and partially heard source language during the input parsing phase; delayed comprehension or delayed conversion into the target language during the encoding phase; and uninterpreted, incorrect, or unintended verbalization during the target language production phase. Based on these results, it was confirmed that a complex set of simultaneous interpretation techniques was used in these processing phases. The causes of the processing problems included insufficient retention skill and capacity, ear-voice adjustment difficulties, inadequate capacity to follow the source language input pace, lexical difficulties, complicated syntactic and semantic features, or combinations of two or more of these characteristics occurring concurrently.
520 $a The study highlights techniques that participants used to control and alleviate accumulating cognitive constraints during overlapping phases. It offers insights into practical processing problems, particularly those triggered by multiple causes, and it presents a framework that can help simultaneous interpreters evaluate and improve their simultaneous interpretation skills.
590 $a School code: 0225.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Vocational. $3 1017499
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0282
690 $a 0747
690 $a 0633
710 2 0 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 65-10A.
790 1 0 $a Schaefer, Kenneth G., $e advisor
790 1 0 $a Beglar, David, $e advisor
790 $a 0225
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3151045