Teaching Interpretation – Progress Assessment Tool: a portfolio-based study of the prototypes of the peer-assessment tool for interpreter training
Demidov, Mikhail (2022)
Demidov, Mikhail
2022
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2022052712455
https://urn.fi/URN:NBN:fi:amk-2022052712455
Tiivistelmä
The experience of multilingualism at the United Nations (UN) and practices of the International Association of Conference Interpreters (AIIC) have shaped useful hands-on approaches to teaching translation and interpreting (T/I). The Interpretive Theory of Translation proposed by AIIC’s Danica Seleskovitch has become a valuable pedagogical tool that remains the mainstay of top notch European programmes in T/I. Meanwhile, performance assessment in the routine T/I teaching is far from being uniform. Many professional communities and institutions are using their own sets of criteria, with evaluation sheets being the main type of tool. A CEFR-like competence framework was proposed by PACTE group from Autonomous University of Barcelona. However, it applies solely to translation, but not to interpreting.
This study seeks to identify the characteristics of a software tool for developing the invariant competencies that are common for consecutive and simultaneous interpretation. The thesis focuses on the competencies that such tool should support, and the characteristics of the user interface. Qualitative approach is implemented: the study relies on the results of a focus group of professional interpreters, a workshop for educators at Oulu University of Applied Sciences and an interview with a freelance interpreter with experience at the UN specialized agencies. The study is portfolio based: the author designed three different Prototypes of a tool for interpreter training and presented them during the meetings. The participants were asked to assess the interpreter performance using one or several Prototypes and talk about their experiences. Some Prototypes had pre defined lists of criteria and offered a particular assessment framework. Other Prototypes did not limit the participants in any way. The meetings were recorded and transcribed. Content analysis of the recordings was carried out.
The main results showed that professional interpreters preferred not to have any scaffolding and needed an adjustable tool (e.g. allowing to assign relative weights to the criteria). The invariant criteria included the accuracy of messaging, mastery of the target language, and coherence of presentation. This study may be useful for the development of tools for interpreter training, as well as competence frameworks in interpretation.
This study seeks to identify the characteristics of a software tool for developing the invariant competencies that are common for consecutive and simultaneous interpretation. The thesis focuses on the competencies that such tool should support, and the characteristics of the user interface. Qualitative approach is implemented: the study relies on the results of a focus group of professional interpreters, a workshop for educators at Oulu University of Applied Sciences and an interview with a freelance interpreter with experience at the UN specialized agencies. The study is portfolio based: the author designed three different Prototypes of a tool for interpreter training and presented them during the meetings. The participants were asked to assess the interpreter performance using one or several Prototypes and talk about their experiences. Some Prototypes had pre defined lists of criteria and offered a particular assessment framework. Other Prototypes did not limit the participants in any way. The meetings were recorded and transcribed. Content analysis of the recordings was carried out.
The main results showed that professional interpreters preferred not to have any scaffolding and needed an adjustable tool (e.g. allowing to assign relative weights to the criteria). The invariant criteria included the accuracy of messaging, mastery of the target language, and coherence of presentation. This study may be useful for the development of tools for interpreter training, as well as competence frameworks in interpretation.
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