Deaf individuals typically have access to 2 types of therapeutic services: interpretive (with an interpreter) and noninterpretive (with a sign-fluent therapist). Previous research indicates that the presence of an interpreter may hinder development of working alliance and attachment. There is a lack of empirical evidence assessing the effect of working alliance and attachment based on whether or not therapy incorporates an interpreter. The working alliance theory and the attachment theory were the theoretical foundations for this study. This study examined the difference between the strength of working alliance and attachment to the therapist given the presence or absence of an interpreter in therapy for Deaf individuals (N = 39) utilizing the Working Alliance Inventory and the Client Attachment to Therapist Scale. A multivariate analysis of variance was utilized to examine the differences between interpretive and noninterpretive services. The results indicated that individuals who received noninterpretive services had stronger working alliance and attachment with their therapist, which suggests that the type of therapy services Deaf individuals receive should strongly be considered. Accordingly, an increase of sign-fluent therapists would promote social change by providing more appropriate services that would remove barriers that hinder working alliance and attachment to the therapist.

Den här studien undersöker yrkesverksamma teckenspråkstolkars syn på likheter och skillnader mellan på-platstolkning och distanstolkning. Undersökningen behandlar också samordning och teckenspråkstolkars uppfattning av begreppet. Materialet består av videoinspelade intervjuer som sedan analyserats utifrån uppsatsens frågeställningar. Teckenspråket är ett visuellt språk och innehåller på så vis grammatiska delar som inte återfinns i talat språk, exempelvis teckenrummet framför den som tecknar. I denna studie undersöks vad som förändras i tolkningen när det sker via en skärm och på så vis blir tvådimensionellt i stället för tredimensionellt för mottagaren. Även påverkan på tolkningen av att tolkanvändarna inte befinner sig i samma fysiska rum som tolken tas upp i undersökningen. Resultatet visar att distanstolkning begränsar teckenspråkets referenssystem i det tredimensionella rummet, men även användandet av kroppsspråket i ett tolkmedierat samtal. Vid på-platstolkning kan tolken vrida sig mot en tolkanvändare för att diskret få kontakt med denne, men vid tolkning på distans fungerar inte denna kroppsliga orientering som resurs på samma sätt med tanke på att skärmen är tvådimensionell och att tolkanvändaren inte befinner sig i samma rum som tolken. / This study examines professional sign language interpreters view on similarities and differences between interpreting on site and remote interpreting. The study also examines coordination and the understanding of the word by sign language interpreters. The material for this study consists of videorecorded interviews which have been analysed based on the study’s research questions. Sign language is a visual language and therefore has grammatical differences to spoken language, for example the signing space in front of the person signing. This study examines what parts of interpreting that change when it is performed remotely and therefore becomes two- instead of three-dimensional for the recipient. The study also investigates how the interpreting is affected when the interpreter users are not in the same physical room as the interpreter. The results show that remote interpreting limits the reference system as well as how bodily orientation is used as a resource in an interpreted conversation. The interpreter can turn towards an interpreter user during on-site interpreting in order to get their attention discreetly, however, in remote interpreting this body turn does not work in the same way, seeing as the screen is two dimensional and that the interpreter user is not in the same physical room as the interpreter.

This thesis is focused on design and implementation of TSQL2 language interpreter for SQL. It briefly introduces temporal database and language TSQL2. Currently available implementations of temporal database systems are introduced and their practical usability for temporal data is reviewed. Main part of this thesis covers design and implementation of TSQL2 interpreter. A working TSQL2 interpreter implemented in Java as JDBC adapter is the result of this work.

This thesis deals with design of scripting language, especially specified for effective image processing. Introduction of this thesis is focused on studying and also appropriation of methodology of compilers and interpreters design, include their following application in design of the scripting language and as well its interpreter. Another point of my work is showing the methods of design and implementation of the interpreter including automated methods used in the design of the implemented program. Next part deals with description of structure and implementation of the designed program, intended for generating compiler of any language which is described in input of this program. The conclusion of this work is more detailing description of the scripting language design; its implementation is based on the methods mentioned before.

I dagens mångkulturella samhälle ökar behovet av översättningstjänster inom hälso- och sjukvården. Det är vanligt att logopeder står inför utmaningar vid bedömning av flerspråkiga personer vid användning av tolk, vilket är ett vanligt sätt att underlätta kommunikationen över språkbarriären. Bristfälliga bedömningsunderlag på patientens modersmål och avsaknad av tydliga riktlinjer resulterar oftast i svårigheter att genomföra språkbedömningar på patientens samtliga språk. I denna studie undersöks hur metoderna kommunikationsassistenten Helen, besök med platstolk, samt besök med flerspråkig logoped förhåller sig till varandra vid simulerade logopediska afasibedömningar av arabisktalande personer utan kommunikativa funktionsnedsättningar. Studien vägleds av följande forskningsfrågor: 1) Vilka interaktionella praktiker för samtalet framåt vid problem för besökets progression i de olika simulerade situationerna? 2) Vilka likheter och skillnader avseende de interaktionella praktikerna återfinns mellan de olika simulerade situationerna?  Tre deltagare utan några kommunikativa funktionsnedsättningar fick delta i tre simulerade besök av tre logopedbedömningar för flerspråkiga patienter, där anamnesupptagning samt kortare testning med screeningmaterialet kortfattad afasiprövning (KAP) genomfördes. Deltagarna var två män och en kvinna i åldrarna 58-68. Totalt genomfördes nio besök. Multimodal interaktionsanalys användes för att undersöka hur kommunikationen såg ut under samtliga simuleringar. De interaktionella praktiker som fokuserades var kodväxling och reparationer.  Utmaningar inom samtliga simuleringar uppmärksammades. Besöken med den flerspråkiga logopeden tog kortare tid i jämförelse med besöken med Helen och tolk, vilket berodde på att kommunikationen var mer direkt. Under besöken med en flerspråkig logoped kunde reparationer enklare initieras och lösas. Vid de simulerade besöken med tolk förekom svårigheter med översättningen av materialet, eftersom testet som användes inte var anpassat för arabisktalande personer utan var den svenska versionen av KAP. Kommunikationsassistenten Helen hade en styrka i att kunna ge en enspråkig logoped möjligheten att administrera ett översatt test. Dock fanns svårigheter för logopeden att med Helen förstå det deltagaren sade samt initiera och lösa reparationer. Resultatet av studien indikerar att tolk tillsammans med kommunikationsassistenten Helen troligtvis är den bästa förutsättningen om man inte har tillgång till en flerspråkig logoped. Med hjälp av både en tolk och Helen kan tolkens språkliga flexibilitet nyttjas för att bland annat genomföra reparationer mer effektivt, samtidigt som logopeden kan behålla det medicinska ansvaret i testsituationen. / In today's multicultural society, the need for translation services in healthcare is increasing. It is common for speech and language pathologists (SLP) to face challenges when assessing multilingual individuals, often relying on interpreters to aid communication. Inadequate assessment materials in the patient's native language and a lack of clear guidelines typically result in difficulties in conducting language assessments in all the patient's languages. The present study examines how the methods of a communication assistant called Helen, an  on-site interpreter, and visits with a multilingual SLP relate to each other in simulated speech therapy aphasia assessments of Arabic-speaking individuals without communicative impairment. The study is guided by the following research questions: 1) What interactional practices facilitate conversation progression in the different simulated situations when faced with challenges? 2) What similarities and differences regarding interactional practices are found between the different methods? Three participants without any communicative impairments took each part in three simulated visits representing speech therapy assessment sessions for multilingual patients, involving anamnesis and testing using the screening material “Kortfattad afasiprövning” (KAP). The participants were two men and one woman aged 58-68 A total of nine visits were conducted. Multimodal interaction analysis was used to examine communication during all simulations. The interactional practices in focus were code-switching and repairs. Challenges were noted in all simulations. Visits with the multilingual SLP took less time compared to visits with Helen and interpreter, due to more direct communication. During visits with a multilingual SLP, repairs were initiated and resolved more easily. In the simulated visits with an interpreter, difficulties arose with translating the Swedish test material because the test used was not adapted for Arabic speakers. The communication assistant Helen's strength lay in enabling a monolingual SLP to administer a culturally adapted and translated test. However, there were difficulties for the SLP to understand the participant's answers, and their initiative to and resolving repairs using the communication assistant Helen. The study's results indicate that using an interpreter together with the communication assistant Helen is likely the best option if a multilingual SLP is not available. By utilizing both an interpreter and Helen, the interpreter's linguistic flexibility can be utilized to conduct repairs more effectively, while the SLP can retain medical responsibility in the testing situation.

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...

Syfte: Att belysa sjuksköterskors upplevelser av kommunikation vid amningsstöd till icke svensktalande mödrar. Bakgrund: Amningsstöd är en viktig faktor för att långvarig amning av spädbarn ska fungera. Fungerande kommunikation krävs för att nå ett lyckat resultat av amningsstödet. Den ökade populationen av immigranter i Sverige utmanar hälso- och sjukvården att säkerställa en fungerande kommunikation för god vård. Design: En kvalitativ enkätstudie har genomförts med en deskriptiv design med kvalitativ ansats. Metod: Under februari 2017 deltog 15 sjuksköterskor från fem barnavårdscentraler (BVC) i norra Sverige i studien genom att besvara kvalitativa enkäter med öppna frågor. Den insamlade datan analyserades med kvalitativ innehållsanalys. Resultat: Sjuksköterskornas upplevelser av att kommunicera amningsstöd vid språkbarriär samlades i två domäner: 'Sjuksköterskors upplevda kommunikativa möjligheter vid amningsstöd till icke svensktalande mödrar' och 'Sjuksköterskors upplevda kommunikativa begränsningar vid amningsstöd till icke svensktalande mödrar'. I den första domänen redovisades upplevelser av språkets samt kommunikationens betydelse, vilka tillgångar och verktyg sjuksköterskan har för att underlätta kommunikationen och vad som anses viktigt att beakta vid kommunikation om amningsstöd. I den andra domänen lyftes upplevelser av vilka hinder som fanns för god kommunikation vid språkbarriärer, vilken negativ påverkan brist på styrkor och resurser upplevdes ha samt vilka negativa följder moderns anhöriga upplevdes kunna ha på kommunikationen. Slutsats: Sjuksköterskornas upplevelser av vilka möjligheter och begränsningar det finns för fungerande kommunikation vid amningsstöd tydliggör befintliga resurser och förbättringsområden.

Made available in DSpace on 2016-04-28T18:23:08Z (GMT). No. of bitstreams: 1 Layla Penha.pdf: 3636004 bytes, checksum: 1250eb28a67e8200c80d85ca12e44e67 (MD5) Previous issue date: 2015-08-28 / This paper addresses the area of simultaneous interpretation, interpreting mode inserted in the field of Conference Interpreting. The purpose of this study is to verify the prosodic features of semi-spontaneous and interpreted speeches of a group of interpreters and analyze how such features may interfere in the assessment of quality and comprehension of the message delivered in interpretation. The subjects of this study were twelve female conference interpreters. The interpreters were recorded when producing a semi-spontaneous speech and during the simultaneous interpretation of a lecture. Three sampling segments representing the speech (extracted from the start, middle and end positions of the lecture) were selected. We conducted three types of assessment: an acoustic analysis of the selected speech samples, a perceptive assessment on the quality and comprehensibility of interpreters oral production, and an assessment on the quality of the content of the interpretation compared to the original lecture. Using the software Praat, we analyzed the prosodic features of interpreters semi-spontaneous and interpreted speeches acoustically, comparing them in terms of number and distribution of intonation groups and pauses; speech rate; and average, minimum and maximum fundamental frequency rates. By means of a questionnaire based on the Likert Scale applied to 90 judges, we assessed the impressive effects of interpreters oral production. Three interpreter trainers followed an assessment protocol to compare the speech produced by interpreters and the original lecture and verify completeness of original sense (S), errors (E) and omissions (O). Results were then compared for similarities and differences. This project was approved by the Brazilian Research Ethics Committee under no. 44465314.0.0000.5482 / Esta dissertação contempla a interpretação simultânea, modalidade inserida dentro da área de Interpretação de Conferências. O objetivo deste estudo é verificar as características prosódicas da fala semi-espontânea e da fala interpretada de um grupo de intérpretes e analisar como as características da fala interpretada podem influenciar a avaliação de qualidade e compreensão da mensagem produzida pelo intérprete. Participam como sujeitos da pesquisa doze intérpretes de conferência, do sexo feminino. As intérpretes foram audiogravadas em uma fala semi-espontânea e durante a interpretação simultânea de uma palestra. Três segmentos amostrais representativos do discurso (nas posições inicial, medial e final da palestra) foram selecionados. Foram realizados três tipos de estudo: um de natureza acústica, um de natureza perceptiva da qualidade e compreensibilidade da produção oral dos intérpretes e outro da qualidade da interpretação em relação ao discurso interpretado em termos de conteúdo semântico-discursivo. Com a utilização do software Praat, foram analisadas acusticamente as características prosódicas da fala semi-espontânea das intérpretes e dos extratos selecionados, comparando-os em termos de número e distribuição de grupos entoacionais e pausas, taxa de elocução e frequência fundamental média, mínima e máxima. Por meio de um questionário com base na escala de Likert aplicado a 90 juízes, foram avaliados os efeitos impressivos da produção oral dos intérpretes e através de um protocolo de avaliação aplicado a 3 profissionais da área de formação em interpretação foram comparadas as transcrições do discurso produzido pelas intérpretes em relação ao discurso interpretado para verificação da manutenção do sentido original (S), presença de erros (E) e de omissões (O). Os resultados foram discutidos para verificação de similaridades e diferenças entre as avaliações. Esse projeto foi aprovado pelo Comitê de Ética em Pesquisa sob o no. 44465314.0.0000.5482

本研究採用文獻探討、問卷調查、深度訪談等方法，從解說志工的個人社經背景、人格特質、參與動機、工作滿足、管理制度檢討及組織承諾等進行探討，重要發現如下： 一、解說志工個人社經背景同質性高，大部分是透過現有人際關係介紹成為志工，在受訪者的基本特性方面，以女性居多，期別以第十期居大多數，年齡層以46~55歲中壯年佔的比例最高，教育程度方面以大學佔大多數，職業以退休人士最多，月平均收入以50,000~69,999元的比例最高，居住地以台北市佔大多數，婚姻狀況則是已婚居大多數，而無其他志願服務經驗及有宗教信仰者佔多數。解說志工的人格特質相對偏向外控傾向，但差異性不大。 二、參與動機多元化，隨個人屬性不同有所差異。 三、解說志工之工作滿足為中上程度，對於組織氣氛、督導有所期許；解說志工在組織承諾上，以「努力意願」最強，而在「組織認同」較弱，且隨個人屬性有所不同； 四、在參與動機、工作滿足及組織承諾程度皆是以內控者較高，顯示出志工在志願服務過程中，會以團體為核心，主動、自主、積極的態度來配合管理處解說工作。 五、參與動機與工作滿足之間有極顯著正相關，參與動機與組織承諾之間有極顯著性正相關，工作滿足與組織承諾之間有極顯著性正相關。 六、「工作特性滿足」、「社會責任動機」、「意願實現動機」、「督導滿足」、「教育程度(專科)」與「自我成長與生涯規劃滿足」等，對志工整體組織承諾有較大的預測力。

在過去幾十年，口譯研究已有長足的進展，也出現了許多關於口譯產出裡停頓與暫停方面的研究。但是在口譯產出的改口與重說部份的研究則沒有什麼著墨。 本研究之目的為分析四組口譯員產出內的改口 (此論文對改口的定義主要是指譯者對於自己譯語的訂正) 與重說現象。研究裡的四組口譯員分別為就讀法輔仁大學跨文化研究所中英口筆譯碩士班的一年級與二年級學生(各四位)、四位擁有一至三年經驗的新手職業譯者以及四位有八年以上經驗的老手職業譯者。 本研究所使用的語料為參與本研究的譯者所產出的64段同步口譯片段 (中進英以及英進中各有32段)。每位譯者的產出均依照原文切割成同等數目的段落。研究分析的段落為有三至四位一年級同學發生改口或重說現象的段落。本研究的主要目的為找出這些出現改口與重說現象的段落裡是否有共同的現象或問題，並把學生的段落與新/老手譯者的段落互相作比較，最後提出一些口譯教學與訓練方面的建議，希望能夠讓學生能以較快與較順利的方式讓自己的產出往老手口譯員的方向邁進。 本研究的主要發現如下: 1. 學生口譯員出現改口與重說現象的段落裡出現的常見現象包括文法錯誤 (時態、單複數等)、在段落裡一些地方出現問題 (這些地方包括特定動詞、語意模糊的句子等)。在某些段落也有觀察到譯者出現認知負荷過重的現象，主要的原因是原文的速度以及訊息密度。 學生口譯員以及新手職業譯者之間的改口與重說出現次數有一點差異，而新手職業口譯員以及老手職業口譯員之間則出現顯著的差異。 2. 從四組譯者遲疑與暫停的發生次數規律來看，可以觀察到職業譯者能以一致的認知模式處理特定語篇，而學生譯員在特定語篇的處理上，並無特定的產出模式。 3.重說與改口是理解口譯信息產出困難的重要指標。其中透露出口譯的詞語產出與非詞語產出等具體困難，同時也提供了有關構詞、句組、時態等語言型態的信息，可供譯員及口譯教學參考。 4.就重說與改口的表現而言，從學生到職業譯者的過程中可看出階梯式的進步。 / In the past few decades, there have been many studies on interpretation and also quite a number of studies that focuses on studying the pauses and hesitations (also known as filled pauses) in the output of interpreters. However, there have been few studies on the repetitions and corrections in interpretation output. This study aims to analyze the repetitions and corrections in the output of four groups of interpreters. These four groups are each composed of four first-year and four second-year students studying in the Master’s Program for Translation and Interpretation at the Graduate Institute of Cross-Cultural Studies at Fu-Jen University as well as four interpreters with 1-3 years of experience (the new interpreters) and four with over 8 years of experience (the experienced interpreters). The corpus used in this study is composed of 64 pieces of simultaneous interpretation output (32 Chinese to English and 32 English to Chinese) that was done by the sixteen participating interpreters. The output for each interpreter was divided into equal amount of segments according to the source text, and segments that saw three or all four of the first-year students commit either a repetition or correction were chosen for analysis. The goal of the analysis was to find issues or patterns in the output that coincided with the repetitions/corrections, compare the students’ output with those of the new/experienced interpreters and provide suggestions on how the teaching and training of interpreters might be adjusted to make the development of student interpreters and faster and smoother process. The major findings were as follows: 1. Some common themes tied to repetitions and corrections include grammatical mistakes (ex. errors in tense or plurals) trouble at certain points within the segments, for example areas with unclear meanings or certain verbs. There were cognitive overload in certain segments, which mostly had to do with the speed and the density of information in the segments. There were small differences in the amount of repetitions and corrections between the student groups and the new interpreters, and a significant different in the number of repetitions and corrections between the new and experienced interpreters. 2. Looking at the patterns for the pauses and hesitations committed by the four groups of interpreters, we can observe that the professional interpreter groups share a common cognitive methodology in dealing with different source texts, while the student interpreters showed no discernable output strategy for the source texts. 3. Repetitions and corrections are important indicators in understand the difficulties in interpretation output. Analysis of the repetitions and corrections showed the verbal and non-verbal output difficulties encountered by the interpreters and also provided information on the morphology, sentence structure, tense and other linguistic aspects of interpretations output that can serve as a reference for interpreters and interpretation educators. 4. There was a step-by-step improvement going from the student to professional interpreter groups in terms of the number of repetitions and corrections committed. / able of Contents Acknowledgements.......................................I Table of Contents............................ .........II-III Abstract (English)………….....……………………………………......……..…...IV-V Abstract (Chinese).....................................VI Chapter 1: Introduction…………………………………………..…....……..1 1.1:Preface………………………......……...…………………………..………….1 1.2: Research Motive………………………………………….........…..1 1.3: Research Background and Goals……………………..……….3 1.4: Thesis Layout…………………………………….…………………..……...…5 Chapter 2: Literature Review……………………………………………………...............................................................................7 2.1 The Process of Simultaneous Interpretation………….....………………..............................................................…...7 2.2: Factors that Affect the Output in Simultaneous Interpretation……......................................................…....9 2.2.1: Factors that Influence Simultaneous Interpretation and Which Occur Within the Source Text………………………………………………………….…...9 2.2.2: External Factors that Influence the Interpretation…………........................................................….….…12 2.3: Issues and Skills Within Simultaneous Interpretation.......…….......................................................………..13 2.3.1: Issues in Simultaneous Interpretation..................................................................................14 2.3.2: Skills Utilized by Interpreters in Simultaneous Interpretation.........................................................15 2.4: Differences between Students, New and Experienced Interpreters...........................................................18 2.5: Studies on Pauses and Hesitations in Interpretation Output...............................................................29 2.6: Interpreter Training and Development.....................................................................................35 Chapter 3: Research Methodology...............................................................................................40 3.1: The Participants of this Study and Those of Past Studies.................................................................41 3.2: Software Used in Corpus Analysis.........................................................................................42 3.3: The Corpus and Samples of Corpus Analysis................................................................................46 Chapter 4: Analysis of Selected Corpus Segments: First and Second Year Students......................................................................................................................54 4.1: Chinese to English Analysis..............................................................................................54 4.2: English to Chinese Analysis..............................................................................................73 Chapter 5: Comparing the Student’s Output with those of New and Experienced Interpreters..................................................................................................................86 5.1: Chinese to English segments comparison...................................................................................86 5.2: English to Chinese segments comparison................................................................................103 Chapter 6: Analysis Results and Conclusions..................................................................................121 6.1: Summary of Analysis and Conclusion......................................................................................121 6.2: Limitations of Study and Possible Directions for Future Research........................................................125 References...................................................................................................................127 List of Figures Figure 1: Pause duration used by the studies on pauses cited in this study...................................................30 Figure 2: Screen view of an interpreter’s output audio file in Audacity......................................................42 Figure 3: Audacity screenshot No.2...........................................................................................43 Figure 4: Audacity screenshot No.3...........................................................................................43 Figure 5: Audacity screenshot No.4...........................................................................................44 Figure 6: Audacity screenshot No.5...........................................................................................44 Figure 7: Audacity screenshot No.6...........................................................................................45 Figure 8: Issues and number of correct interpretations by the two student interpreter groups in segments 1-10...........................................................................................................................72 Figure 9: Issues and number of correct interpretations by the two student interpreter groups in segments 11-14.......................................................................81 Figure 10: Pauses/hesitations/repetitions/corrections committed by the student interpreters.................................................................................................................84 Figure 11: Issues and number of correct interpretations by the two professional interpreter groups in segments 1-10..........................................................................................................................103 Figure 12: Issues and number of correct interpretations by the two professional interpreter groups in segments 11-14..........................................................................................................................110 Figure 13: Grammatical errors committed by the interpreters.................................................................112 Figure 14: Number of pauses and hesitations committed by the interpreters in this study.......................................................................................................................114 Figure 15: Pauses and hesitations committed by the interpreters in this study. Parts where the number of pauses is higher are marked with a dark pink background, while the parts with a higher hesitation number have a gray background..................................................................115-116 Figure 16: Number of repetitions and corrections committed by the interpreters in this study...................................................................................................................116-117