ITP 163 English to ASL Interpreting II Consecutive Interpreting

Introduction to Intralingual Exercises

  • Intralingual: skills developed within a language are called intralingual.
  • When intralingual skills are well developed, the amount of effort needed for processing information is less.
  • Since simultaneous interpreting is a very difficult task, it is best to reduce the amount of effort needed by mastering the component skills before combining them into the more cognitively complex skills needed for simultaneous interpretation.
  • Moser-Mercer suggests that competence in monolingual exercises, or exercises within one language can be a predictor for determining success in interpreter training. The goal is to allow students to function with a “minimum competency, proficiency, and mastery level needed to perform successfully in real life situations. (Arjona, 1984).
  • Intralingual exercises are a good way to begin developing consecutive skills.

First exercise: Monologue Activity- Short consecutive

Please work in groups of 3.

Be sure to have your videotape set up when you are to be the interpreter.=“B”

A. Do a short 2-3 min spoken monologue about yourself. Stop after every sentence or idea unit for B to interpret.

B. consecutive interpret the speech in English (spoken) which means you listen and look at A and when A stops, you start by looking at C and do your interpretation to C. and

C. listen and take notes.

All are to discuss any information that was clear, missing or skewed. Write the information in B’s workbook. Change places.

  • Reminder: all must be on videotape.

The criteria for determining adequacy of the performance include the following:

  • Completeness of message-is the message perceived?
  • Audible- is the message loud enough?
  • Intelligible- is the interpreter’s speech clear and well pronounced?
  • Intonation- does the interpreter’s intonation pattern convey the same impact as that of the original speaker?
  • Neutral- does the interpreter react to the message or the participants

Second Exercise:Monologic –Short consecutive with contextualized information.

A. Do a short 2-3 min spoken English monologue- autobiography including fingerspelled words i.e., names, location name and numbers etc.

B.Take notes especially for fingerspelled words and numbers then do consecutive interpreting in ASL.

C. listen (observe) and take notes

All discuss and share thoughts in your workbook.

Change places

All must be on videotape.

The criteria for determining adequacy of the performance include the following:

  • Completeness of message-is the message perceived?
  • Audible- is the message loud enough?
  • Intelligible- is the interpreter’s speech clear and well pronounced?
  • Intonation- does the interpreter’s intonation pattern convey the same impact as that of the original speaker?

Neutral- does the interpreter react to the message or the participants

Third Exercise 1.3: Dialogue

Please work in groups of 3.

Be sure to have your videotape set up when you are to be the interpreter.=“B”

A. Persons A and C will converse for 3-4 minutes and B will interpret between

them.

B. Remember this exercise is done entirely in English so B is not really

interpreting. In this exercise B will practice listening to the message and

restating it as if A and C could not understand each other. Consecutive

interpret the speech in English (spoken) which means you listen and look at A

and when A stops, you start by looking at C and do your interpretation to C.

C. A and C must remember to pause to allow B to interpret the message. The

participants who are “conversing” should remember not to respond directly to

the other person in the conversation, but to wait for the interpretation to be

completed. The interpreter may ask the participants to pause or repeat as

needed.

D. Discussion of the interpretation should begin with comments from the

interpreter first (B) then comments from the other participants.

The criteria for determining adequacy of the performance include the following:

  • Completeness of message-is the message perceived?
  • Audible- is the message loud enough?
  • Intelligible- is the interpreter’s speech clear and well pronounced?
  • Intonation- does the interpreter’s intonation pattern convey the same impact as that of the original speaker?
  • Neutral- does the interpreter react to the message or the participants?

* Reminder: B should be on videotape but A and C’s speech should be recorded.

For Homework: Read the Introduction to Consecutive Interpreting pages 25-44. Be sure to do the workbook exercise (answer questions) on pp. 44-48.

Also read and answer questions in Unit 1: Intralingual Exercises: pp. 49-57.