|
Lecturer(s)
|
-
Bačuvčíková Petra, Mgr. Ph.D.
|
|
Course content
|
Characteristics of consecutive and accompanying interpreting Basic interpreting techniques Presentation skills Guided tours in a company or in a town Consecutive interpreting - notation Accompanying interpreting (restaurant, hotel) Sight Translation Consecutive Interpretation I. (from GER to CZ) Consecutive interpreting II. (CZ to GER)
|
|
Learning activities and teaching methods
|
Dialogic (Discussion, conversation, brainstorming), Practice exercises, Analysis of a presentation
- Participation in classes
- 28 hours per semester
- Preparation for course credit
- 36 hours per semester
- Home preparation for classes
- 56 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. |
| Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. |
| He/she can understand texts that consist mainly of high frequency everyday or job-related language. |
| He/she can understand texts that consist mainly of high frequency everyday or job-related language. |
| He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. |
| He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. |
| He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. |
| He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. |
| Also, good knowledge of Czech language (B2) is requiered. |
| Also, good knowledge of Czech language (B2) is requiered. |
| Skills |
|---|
| Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. He/she can understand texts that consist mainly of high frequency everyday or job-related language. He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. Also, good knowledge of Czech language is requiered. |
| Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure. He/she can understand texts that consist mainly of high frequency everyday or job-related language. He/she can deal with most situations likely to arise whilst travelling in an area where the language is spoken. He/she can narrate a story or relate the plot of a book or film and describe his/her reactions. Also, good knowledge of Czech language is requiered. |
| learning outcomes |
|---|
| Knowledge |
|---|
| Characterize the basic modes of interpreting and their pecularities |
| Characterize the basic modes of interpreting and their pecularities |
| explain the concept of notation and its use |
| explain the concept of notation and its use |
| Discuss the role of the interpreter in the communication process |
| Discuss the role of the interpreter in the communication process |
| Characterize at least 4 interpreting strategies |
| Characterize at least 4 interpreting strategies |
| Skills |
|---|
| Prepare adequately for the interpreting task |
| Prepare adequately for the interpreting task |
| Fluently transfer the content of a spoken text from German into Czech |
| Fluently transfer the content of a spoken text from German into Czech |
| Speak to the audience in a polished manner and be proficient with the microphone |
| Speak to the audience in a polished manner and be proficient with the microphone |
| Make a simple interpreting notation of a shorter (3-5 minutes) general text |
| Make a simple interpreting notation of a shorter (3-5 minutes) general text |
| Briefly analyse the own or someone else's interpreting performance |
| Briefly analyse the own or someone else's interpreting performance |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a presentation |
| Analysis of a presentation |
| Dialogic (Discussion, conversation, brainstorming) |
| Observation |
| Observation |
| Skills |
|---|
| Practice exercises |
| Practice exercises |
| Analysis of a presentation |
| Analysis of a presentation |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Self-reflection |
| Self-reflection |
| Teamwork |
| Teamwork |
| assessment methods |
|---|
| Knowledge |
|---|
| Oral examination |
| Oral examination |
| Analysis of the student's performance |
| Analysis of the student's language performance |
| Analysis of the student's language performance |
| Analysis of the student's performance |
|
Recommended literature
|
-
Čeňková, Ivana. Úvod do teorie tlumočení.. Praha, 2008. ISBN 978-80-87153-74.
-
Dingová, Naďa. Paměťová a jazyková cvičení pro tlumočníky.. Praha, 2008. ISBN 978-80-87218-07-5.
-
GILE, D. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia: J. Benjamins Publishing, 1995.
-
Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia, 2009. ISBN 978-7544620352.
|