Visual focal loci in simultaneous interpreting
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, İngiliz Mütercim Tercümanlık A.B.D., Türkiye
Tez Danışmanı: Aymil Doğan
Tezin Onay Tarihi: 2011
Tezin Dili: İngilizce
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Özet:
The emanation of information societies can be regarded as one of the distinctive features of the era we live in and interpreting, a communication solution between cultures and languages can be assumed as both one of the reasons and the results of the information societies. New interpreting modalities have emerged with the development of the technology and there has been considerable increase in the volume, variety and pace of the processed information. Even simultaneous interpreting (SI), which has evolved thanks to the technology, has been developing with new sub-modalities. New working conditions, which have emerged due to the progress in the audio-visual conference technologies, are now acknowledged by the national and international professional associations and the standards. These conditions have brought forward a new profile for the conference interpreter, who has not only to interpret what s/he hears but also what s/he sees. Today, at various conference settings, speakers substantially benefit from visual materials and/or prepare written texts regarding their speeches in advance and interpreters are able to follow the visual materials in question via booth monitors and/or portable computers. In this regard, cognitive processing and management of the written text effectively as an additional source of information have become indispensable for the interpreting performance. With this in mind, the status and the cognitive management of the visual input in simultaneous interpreting were analysed by designing two different working paradigms and observation groups in this study that was conducted in METU Human-Computer Interaction Research and Application Laboratory. The written text of a speech was delivered to the first group (n=6) approximately 5 minutes in advance and the subjects in this group, who studied the text in the meantime, were asked to interpret the speech of a duration of approximately 11 minutes simultaneously and without the text. On the other hand, second group (n=6) was asked to interpret the same speech simultaneously while following the text visually yet without preparation. Accordingly, reading patterns, cognitive loads, SI performances, retention levels and self-evaluations of the subjects were analysed and compared with quantitative and qualitative methods using eye tracker, SI test, questionnaire and retention test. It is expected that the study would contribute to the literature of interpreting studies in terms of understanding the nature of simultaneous interpreting with text, a common yet not decently acknowledged interpreting modality within the scope of interpreting studies, developing performance enhancing strategies and enriching the curricula of interpreter training programmes accordingly.