O ensino de Interpretação em universidades brasileiras tem crescido a cada ano. No entanto, pouco se sabe a respeito dos métodos utilizados por professores de interpretação, que normalmente reproduzem a maneira como aprenderam ou utilizam exemplos de sua prática na profissão. Este trabalho pretende dar um passo em direção à pesquisa em formação de intérpretes, apresentando a discussão sobre o ensino de interpretação ser precedido pela interpretação consecutiva. Utilizando as metodologias de Linguística de Corpus, que investiga o produto de interpretações de alunos, em interação com as Entrevistas Retrospectivas, que investiga o processo de interpretar desses mesmos alunos, todos de um curso de Graduação em Tradução e Interpretação da cidade de São Paulo, demonstraremos as diferenças e semelhanças entre alunos iniciantes e concluintes, em relação aos padrões linguísticos produzidos e parâmetros que nos ajudam a avaliar a qualidade de sua produção, encontrados no CEIS Corpus de Ensino de Interpretação Simultânea. Os resultados demonstram que a interpretação consecutiva não é pré-requisito para a interpretação simultânea. Na triangulação entre produto e processo, observamos que os processos cognitivos envolvidos em cada modalidade da interpretação são os fatores que influenciam sua produção enquanto aprendizes, e não a desverbalização ou análise do texto de partida. É necessário, portanto, pensarmos no desenvolvimento de um currículo que promova a formação do intérprete nos modos de simultânea e consecutiva paralelamente. Ao final, sugerimos aplicações da Linguística de Corpus para pesquisas com o CEIS e sua utilização para melhores práticas educacionais na formação de intérpretes. / Interpreting education has widened its scope in Brazilian universities year after year. However, the methods for teaching used by interpreting teachers are not very known, leading them to reproduce the way they have been taught or examples of their professional practice. This work aims at opening up the research path to interpreting education, discussing if consecutive should be a pre-requisite to simultaneous. Corpus Linguistics is one of the methodologies for this study, to investigate the production of interpreting students, in an interaction with another methodology, the Retrospective Interviews, which investigates interpreting processes. The subjects of this study are interpreting students from an undergraduate Translation & Interpretation program from São Paulo, Brazil. In this study, we show the similarities and differences of linguistic patterns produced by beginners and veteran students. In addition, we provide the corpus analysis of previously established parameters to quality assessment of students production at CEIS Simultaneous Interpreting Learners Corpora (Corpora de Ensino de Interpretação Simultânea). Results show consecutive interpreting teaching is not a pre-requisite to simultaneous interpreting. In the triangulation across product and process, we find out that the cognitive processes evolved in interpreting modes are the factors that influence learners production, covering the effects of deverbalization or source text analysis. It is demanding, though, to develop the interpreting curriculum to promote simultaneous and consecutive teaching in parallel. Last, but not least, we suggest Corpus Linguistics use and application to CEIS expansion and optimal educational practices for interpreting teaching.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-17T13:19:27Z No. of bitstreams: 1 Ricardo Ferreira Santos.pdf: 5860920 bytes, checksum: 03e5674e8a2eb7e2f346b477140a24db (MD5) / Made available in DSpace on 2018-08-17T13:19:27Z (GMT). No. of bitstreams: 1 Ricardo Ferreira Santos.pdf: 5860920 bytes, checksum: 03e5674e8a2eb7e2f346b477140a24db (MD5) Previous issue date: 2018-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The simultaneous interpretation (SI) modality of Libras (Brazilian Sign Language) to Portuguese has been wining space in several activities on the educational circle. The performance of the Translator and Interpreter of Libras/Portuguese (TILSP, in Portuguese), in this context, demands articulations of theoretic-practical nature in order that the speech in Libras can be comprehended by interlocutors that are not familiar with the language. Due to generic formation and to the lack of practice, some interpreters present difficulties and insecurities in mobilizing speeches in communicative interactions. Therefore, the goal of this research is to analyze the authorship and construction of meaning in the speech-visual, through expressive intonation present in SI of Libras/Portuguese on the academic circle: conference genre. The intonation, prosodic element, is present on the Production and perception of each word or statement, in the oral speech or sign language. For this reason, our research questions are: (i) how the non-hand markers, in the Libras speech, can influence the prosody on Portuguese, specifically intonation; (ii) how the interpreter constructs meaning in SI through intonation; (iii) how is constituted the authorship in the intonation-discursive mobilization between Libras and Portuguese from the speech-visual perspective. By theory grounded in a dialogic perspective set in the Bakhtin Circle, the speech-visuality studies of Beth Brait, here understood as several materialization in the shape of texts in a visual and speech dimension constitutive in the production and construction of meaning, and the Interactional Intonation Theory (IIT) of David Brazil. From these, we made a methodological slide from the statements of verbal signs in sign language and from the materialization of speech-visual intonational signs through the complex enunciative-discursive mobilization fulfilled on the interpretation from Libras to Portuguese in conferences. We chose as corpus two SI of Libras to the oral modality (Portuguese) performed by TILSP at the II Event-Libras: matches and mismatches – at the Federal University of São Paulo (Unifesp, in Portuguese), campus Guarulhos. The analyses show that the interpreters on the SI activity, in a dialogical agitated environment, filled with the social vocal tensions, crossed through political speeches, controversial and ironic tones, perform or present some difficulties at the construction of meaning through the active comprehension and by the speech, visual and axiological position, materialized in the prosodic choices, constituting authorship in the interpretation. It is hoped that this research helps with the investigations of prosody and meaning construction between the modalities Libras/Portuguese, with the proposition of contributing with the formation of Libras interpreters and the work activities of these professionals / A modalidade de interpretação simultânea (IS) de Libras para a Língua Portuguesa tem ganhado espaços em várias atividades na esfera educacional. A atuação do Tradutor e Intérprete de Língua de Sinais /Língua Portuguesa (TILSP), nesse contexto, demanda articulações de cunho teórico-prático para que o discurso em Libras possa ser compreendido por interlocutores que desconhecem essa língua. Devido à formação genérica e à falta de prática, alguns intérpretes apresentam dificuldades e insegurança em mobilizar discursos em interações comunicativas. Por essa razão, o objetivo desta pesquisa é analisar a autoria e construção de sentidos na perspectiva verbo-visual, por meio da entoação expressiva presente na IS de Libras/Língua Portuguesa na esfera acadêmico-científica: gênero conferência. A entoação, elemento prosódico, está presente na produção e percepção de cada palavra ou do enunciado, na fala oral ou na língua de sinais. Por esse motivo nossas perguntas de pesquisa são: (i) como os marcadores não-manuais no discurso em Libras podem influenciar a prosódia na Língua Portuguesa, em específico a entoação; (ii) como o intérprete constrói os sentidos na IS por meio da entoação na Língua Portuguesa; (iii) como se constitui a autoria na mobilização enunciativo-discursiva entre a Libras e Língua Portuguesa na perspectiva verbo-visual. Por meio da fundamentação teórica em uma perspectiva dialógica fundamentada no Círculo de Bakhtin, dos estudos da verbo-visualidade de Beth Brait, aqui entendida como as diversas materializações em forma texto em uma dimensão verbal e visual constitutivos na produção e construções de sentidos, e da Teoria Interacional da Entoação (TEI) de David Brazil, realizamos um deslocamento metodológico dos enunciados a partir dos signos verbais em língua de sinais e da materialização dos signos verbo-visuais entoacionais por meio da complexa mobilização enunciativo-discursiva realizada na interpretação da Libras para a Língua Portuguesa em conferências. Escolhemos como corpus duas interpretações simultâneas de Libras para a modalidade oral (Língua Portuguesa) realizadas pelos TILSP no II Evento-Libras: Encontros e Desencontros – realizado na Universidade Federal de São Paulo (Unifesp), campus Guarulhos. As análises mostram que as intérpretes na atividade interpretativa simultânea, em um ambiente dialogicamente agitado, repleto de tensões das vozes sociais, atravessadas por discursos políticos, polêmicos e com tons irônicos, realizam ou apresentam algumas dificuldades na construção de sentidos por meio da compreensão ativa responsiva e pela posição verbo-visual-axiológica, materializadas nas escolhas prosódicas, constituindo a autoria na interpretação. Espera-se que esta pesquisa colabore com as investigações da prosódia e construção de sentidos entre as modalidades Libras/Língua Portuguesa, com o propósito de contribuir com a formação do intérprete de Libras e as atividades de trabalho desses profissionais

O ensino de Interpretação em universidades brasileiras tem crescido a cada ano. No entanto, pouco se sabe a respeito dos métodos utilizados por professores de interpretação, que normalmente reproduzem a maneira como aprenderam ou utilizam exemplos de sua prática na profissão. Este trabalho pretende dar um passo em direção à pesquisa em formação de intérpretes, apresentando a discussão sobre o ensino de interpretação ser precedido pela interpretação consecutiva. Utilizando as metodologias de Linguística de Corpus, que investiga o produto de interpretações de alunos, em interação com as Entrevistas Retrospectivas, que investiga o processo de interpretar desses mesmos alunos, todos de um curso de Graduação em Tradução e Interpretação da cidade de São Paulo, demonstraremos as diferenças e semelhanças entre alunos iniciantes e concluintes, em relação aos padrões linguísticos produzidos e parâmetros que nos ajudam a avaliar a qualidade de sua produção, encontrados no CEIS Corpus de Ensino de Interpretação Simultânea. Os resultados demonstram que a interpretação consecutiva não é pré-requisito para a interpretação simultânea. Na triangulação entre produto e processo, observamos que os processos cognitivos envolvidos em cada modalidade da interpretação são os fatores que influenciam sua produção enquanto aprendizes, e não a desverbalização ou análise do texto de partida. É necessário, portanto, pensarmos no desenvolvimento de um currículo que promova a formação do intérprete nos modos de simultânea e consecutiva paralelamente. Ao final, sugerimos aplicações da Linguística de Corpus para pesquisas com o CEIS e sua utilização para melhores práticas educacionais na formação de intérpretes. / Interpreting education has widened its scope in Brazilian universities year after year. However, the methods for teaching used by interpreting teachers are not very known, leading them to reproduce the way they have been taught or examples of their professional practice. This work aims at opening up the research path to interpreting education, discussing if consecutive should be a pre-requisite to simultaneous. Corpus Linguistics is one of the methodologies for this study, to investigate the production of interpreting students, in an interaction with another methodology, the Retrospective Interviews, which investigates interpreting processes. The subjects of this study are interpreting students from an undergraduate Translation & Interpretation program from São Paulo, Brazil. In this study, we show the similarities and differences of linguistic patterns produced by beginners and veteran students. In addition, we provide the corpus analysis of previously established parameters to quality assessment of students production at CEIS Simultaneous Interpreting Learners Corpora (Corpora de Ensino de Interpretação Simultânea). Results show consecutive interpreting teaching is not a pre-requisite to simultaneous interpreting. In the triangulation across product and process, we find out that the cognitive processes evolved in interpreting modes are the factors that influence learners production, covering the effects of deverbalization or source text analysis. It is demanding, though, to develop the interpreting curriculum to promote simultaneous and consecutive teaching in parallel. Last, but not least, we suggest Corpus Linguistics use and application to CEIS expansion and optimal educational practices for interpreting teaching.

The central focus of this Master's thesis is to describe the ways the elements of linguistic expressivity used in political speeches are transformed in French-to-Czech simultaneous interpreting. In the introductory part of the present thesis, we provide a summary of previous research on the means of expressivity in political speeches, which is completed by a description of the process of simultaneous interpreting. In this way, we intend to define possibilities of transfer of expressive elements in the French-to-Czech language combination. The second part consists of an in-depth contrastive analysis of original French and Czech political speeches followed by a comparison of the former with their interpreted versions. In the third step, we compared the original Czech speeches with interpretations. Using our own methodology, we assessed collected data and came to the conclusion that in French-to- Czech simultaneous interpreting, expressivity rate decreases. Powered by TCPDF (www.tcpdf.org)

This thesis explores the issue of noise in the simultaneous interpreting process, using the concept of noise as defined in information theory and the model of communication developed by Claude Shannon. The theoretical section of this thesis first offers a brief explanation of the basic concepts involved in information theory, followed by a description of Shannon's model. Selected models of interpreting are then introduced based on this model of communication. A list of potential types of noise is then presented based on the literature examined that may have an impact on the interpreter during simultaneous interpreting. The empirical section of this thesis consists of a questionnaire and an experiment. The questionnaire determines to what extent interpreters find the potential types of noise from the list created in the theoretical section disruptive in their work. The list of types of noise is also expanded based on respondents' answers. The questionnaire also determines what strategies respondents employ to overcome adverse factors. The new types of noise and strategies employed are described in this thesis using open-ended answers from the respondents. The experiment tests the impact of a burst-noise channel on simultaneous interpreting. A total of 13 respondents took part in the experiment,...

This theoretical-empirical thesis deals with the quality assessment of simultaneous interpreters done by clients not familiar with the original speech, with special regard to self-correction. The aim of this thesis is to find out what effect self-correction has on listeners who are not familiar with the content of the original speech. At the same time, the thesis tries to shed light on the influence of stress on self-correction and it wants to reveal if being under stress leads to a lower level of self-correction, or if it stimulates the interpreters. The theoretical part of the thesis deals with the simultaneous interpretation in general, working conditions of a simultaneous interpreter, self-correction and it shows some of the previous investigations in the field of quality assessment of simultaneous interpreting. Also, the thesis investigates various factors that influence simultaneous interpretation and it presents mistakes typology. The empirical part of the study describes the experiment with students interpreting simultaneously from Spanish into Czech and it presents the results obtained via questionnaire surveys.

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The present thesis addresses the issue of the impact of two independent variables - speech rate and interpreters' experience - on the length of time lag in simultaneous interpreting from English to Czech. Time lag, or ear-voice-span (EVS), in simultaneous interpreting is the time difference between the input in source language and the output in target language. The study comprises of two parts. The first, theoretical part summarises the current state of research on the subject. The second, empirical part compares the average EVS in excerpts of sixty simultaneous interpreting renditions uttered by forty-nine subjects divided into two speech rate categories and three experiential categories. The aim is to find out, firstly, whether there are any differences in EVS length based on speech rate, and, secondly, how the interpreters' level of experience influences their EVS length. The first main finding is that a higher speech rate leads, on average, to a shorter EVS than an optimal speech rate; this does not, however, apply in the case of professional interpreters - their EVS length is not affected by speech rate. The second main finding is that the interpreters' level of experience influences EVS length significantly: the more experienced the subjects, the shorter their EVS on average. While evaluating...

This thesis addresses the pronunciation of proper names in simultaneous interpreting from French into Czech. It consists of 2 parts: the 1st, theoretical part discusses the definitions, categorization and functions of proper names as described in the relevant literature. The work then focuses on adoption of loanwords in Czech and on the specific situation of proper names in simultaneous interpreting. The empirical part analyses 600 personal names from speeches interpreted at plenary sessions of the European Parliament. The aim of the research is to describe the adaptation principles in pronunciation of proper names interpreted into Czech; the intelligibility of the used equivalents; and the frequency of use of female forms of surnames in the European Parliament. The results show that the prevailing adaptation principle is phonological approximation, which corresponds to the rules set by the codified pronunciation standard. Other common principles are retention of the original pronunciation and spelling pronunciation. Original pronunciation is more frequent in names of French origin, whereas spelling pronunciation is found mostly in English and German names. Most of the used translation equivalents are comprehensible: the number of incomprehensible equivalents amounts to 7-11%. Surprisingly, most of...

This thesis addresses the issue of the subjective perception of the speaker's speed during simultaneous interpretation. The theoretical grounding of the thesis is based on Karla Déjean Le Féal's doctoral thesis (1978), which first introduced the notion of subjective speed, whereby two speeches of equal objective speed (as measured in syllables/min.) are perceived as having different speeds. The conclusions of Déjean Le Féal's thesis demonstrate that interpreters usually experience a faster subjective speed when interpreting speeches which were prewritten and then read aloud by the speaker. Impromptu speeches are usually perceived as being slower than read speeches. Aside from the above-mentioned theory of subjective speed, the theoretical section of this thesis analyzes various approaches to measuring speech speed, the relation between objective speed and simultaneous interpreting, the determinants of speech speed and prosodic features influencing the subjective perception of speed. The empirical section of this thesis consists of an experiment which aims to verify Déjean Le Féal's conclusions using French-Czech material. The methodology of the experiment partially replicates the method used by Aneta Mandysová in her master's thesis (2011), which is focused on German-Czech material. The method used...