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English and Japanese are very different from each other in tems of their structures. And consequently no one would call the present translation of the Japanese Book of Mormon a low rank-bound translation. However, a substantial amount of grammatical categories of English such as number, redundant subject for Japanese, pronominal expression, and the passive voice which is not used so often in Japanese as in English, are introduced in the translation. The improper placement of subject, verb and object also serves as a cause of foreign tones. Thus the present translation has more factors of Formal-Equivalence translation than those of Dynamic-Equivalence translation. The principle of 'accuracy and fidelity' resulted in an unnatrual translation to some extent, imposing an effort of understanding the text on the shoulders of the readers. It was also found out that a lack of knowledge of Hebraism resulted in 'betrayal by ignorance,' creating many unnatural Japanese expressions as well as a certain number of mistranslations.

A critical speech culture in which diverse and marginalized voices are heard is becoming increasingly important. In this context, gender-appropriate language seeks portraying plurality. However, new linguistic forms are the subject of heated debates, and opponents fear grammatical incorrectness, complications, deformations or constraints. While translation studies have been investigating how to avoid linguistic sexism since the 1980s (Godard 1988; Flotow 1991), the topic has hardly been addressed in interpreting studies, although gender-appropriate language is spreading rapidly and can occur in all areas of interpreters' work. In order to address the research gap regarding the implementation of gender equity principles in interpreting, this thesis examines ways of interpreting from a postcolonial, intersectional, and queer feminist perspective. The research question is what strategies can be used in consecutive interpreting from German into Spanish to avoid the generic masculine. An exploratory research design with methods of empirical social research, qualitative content analysis, critical discourse analysis and conversational analysis was employed. Video transcriptions and interviews with five interpreters involved in the project Ecuador en Movimiento exemplify the difficulty of consistently and confidently implementing gender-equitable language forms without sufficient prior practice. Yet, the increase of such forms over the course of the project indicates that gender-appropriate interpreting strategies can be learned and automated through systematic exercises. Being familiar with such strategies can be considered a core competence of today's interpreters and can help to balance power asymmetries and live up to the ideal of all-partiality without making discriminatory discourse invisible and unassailable.:1. Einleitung 2. Theoretischer Rahmen 2.1 Termini 2.2 Postkolonialismus 2.3 Intersektionalität 2.4 Queerfeminismus 2.5 Performanz 2.6 Queerfeministische Linguistik 2.7 Das generische Maskulinum 3. Alternativen zum generischen Maskulinum 3.1 Beidnennung 3.2 Generisches Femininum 3.3 Glottaler Plosiv 3.4 Geschlechtsneutrale Sprachformen 3.5 Variieren der verschiedenen Formen 4. Gendergerechtes Dolmetschen 4.1 Neutralität 4.2 Queerfeministisches Konsekutivdolmetschen 5. Analyse des Projekts Ecuador en Movimiento 5.1 Untersuchungsaufbau 5.2 Auswertung der Videotranskription 5.3 Befragung der Dolmetscherinnen 5.4 Auswertung der Befragung 6. Interpretation der Daten 7. Fazit

In der Dolmetschwissenschaft wird die Stenografie größtenteils mit Skepsis betrachtet. Während es einzelne Stimmen gibt, die einen möglichen Nutzen derselben beim Notationsvorgang des Konsekutivdolmetschens sehen, wird das Stenografieren in diesem Rahmen insgesamt kritisch gesehen. Weit verbreitet ist die Ansicht, dass eine Kurzschrift lediglich beim Erstellen von Wortprotokollen eingesetzt werden sollte. Diese Arbeit geht der Frage auf den Grund, inwiefern die Stenografie, konkret die Deutsche Einheitskurzschrift (DEK), dennoch beim Notationsvorgang des konsekutiven Dolmetschens hilfreich sein kann. Als Grundlage hierfür dient die Analyse der Verdolmetschungen einer Reihe kurzer Reden, die über den Zeitraum von etwa einem Jahr im Selbstversuch unter ausschließlicher oder anteiliger Verwendung der DEK-Vorstufe Notizschrift und der Verkehrsschrift konsekutiv verdolmetscht wurden. Die Schwierigkeit der Reden wurde dabei schrittweise gesteigert. Der Fokus der Analyse liegt auf dem Sprachenpaar Englisch-Deutsch, wobei auch Besonderheiten für Spanisch-Deutsch aufgezeigt werden. Betrachtet werden hierbei sowohl die Notizen selbst als auch die Dolmetschleistung. Die Originalreden können über das Speech Repository der Europäischen Kommission aufgerufen werden. Es konnte abgeleitet werden, dass die Stenografie eine wertvolle Ergänzung für die Notation sein kann, wenn sie in Kombination mit anderen bekannten Notizentechniken angewendet wird. Eine frühzeitige Vermittlung der DEK in der Laufbahn von Dolmetscher:innen ist dabei als sinnvoll anzusehen, damit diese früh in ein individuell zu entwickelndes System eingebunden werden kann.:Inhaltsverzeichnis 1 Einleitung 1 2 Kurzüberblick Konferenzdolmetschen 3 2.1 Einführung in das Konsekutivdolmetschen 5 2.2 Einsatzbereiche beim Konsekutivdolmetschen 7 3 Einführung in die Stenografie 9 3.1 Was ist und woher kommt Stenografie? 9 3.1.1 Anfänge 10 3.1.2 Entwicklung stenografischer Systeme in Europa 11 3.1.2.1 England 12 3.1.2.2 Romanischer Sprachraum 13 3.1.2.3 Deutschland 15 3.1.3 Die Deutsche Einheitskurzschrift (DEK) 18 3.1.4 Stenografie heute 19 3.2 Grundlagen der DEK 21 3.2.1 Stufe 1 – Notizschrift 24 3.2.2 Stufe 2 – Verkehrsschrift 25 3.2.3 Stufe 3 – Eilschrift 27 3.2.4 Stufe 4 – Redeschrift 29 3.2.5 Zusammenhänge 31 4 Übersicht zur Notation 32 4.1 Grundlagen der Notizentechnik 33 4.2 Gedächtnis und Notation 35 4.3 Notationssystem nach Gillies 38 4.4 Notationssystem nach Matyssek 41 4.5 Mögliche Anwendung der Stenografie 44 5 Stenografie im Selbstversuch 46 5.1 Versuchsaufbau 46 5.1.1 Zeitlicher Rahmen 48 5.1.2 Sprachrichtungen 49 5.1.3 Verwendetes Stenografiesystem 49 5.2 Auswertung 50 5.2.1 Kriterien für die Auswertung 51 5.2.2 Auswertung Sprachenpaar Englisch, Deutsch 52 5.2.2.1 Deutsch-Englisch 52 5.2.2.2 Englisch-Deutsch 77 5.2.3 Ergänzungen Sprachenpaar Spanisch, Deutsch 94 5.2.3.1 Deutsch-Spanisch 94 5.2.3.2 Spanisch-Deutsch 104 5.3 Bedeutung für Notation und Lehre 111 5.3.1 Stenografie als Alternative zur klassischen Notizentechnik 111 5.3.2 Stenografie als Ergänzungsmöglichkeit bei der Notation 112 5.3.3 Stenografieunterricht für Dolmetschstudierende 113 6. Schlussbetrachtung 116 Literaturverzeichnis 117 Anhang i Anhang I: Material zu einem Gespräch mit Dr. Roth vom 16.03.2022 i Anhang Ia: Transkript zu Gesprächsauszügen vom 16.03.2022 i Anhang Ib: Einverständniserklärung zur Verwendung des Transkripts xix Anhang II: Elektronischer Datenträger xx Eidesstattliche Erklärung / In interpreting studies, there is considerable scepticism about the use of shorthand. While some researchers do see a possible benefit in shorthand when applied in consecutive interpreting, the vast majority is not recommending its use. The opinion that shorthand should only be used when preparing verbatim minutes is widely spread. This paper investigates to what extent shorthand, more precisely, the DEK (German Unified Shorthand), could still be of use in consecutive note-taking and thus, interpreting. The underlying analysis is based on several short speeches that were interpreted consecutively by the author over a period of approximately a year, while exclusively or partly using shorthand for note-taking. The analysis is mainly based on the so-called note-taking style (Notizschrift) which is a preliminary stage of the first official level of shorthand: correspondence style (Verkehrsschrift). The level of difficulty of the speeches was gradually increased over time. The focus is on the English-German language pair, although there are some particularities mentioned for Spanish-German as well. The notes themselves and the respective interpreting results form the basis of the analysis. The original speeches can be found in the Speech Repository of the European Commission. It was found that shorthand can indeed be a valuable complement to other note-taking techniques when used together with them. Therefore, it should be taught relatively early during an interpreter’s career to avoid having to later fit it in with an already existing system that each interpreter develops individually.:Inhaltsverzeichnis 1 Einleitung 1 2 Kurzüberblick Konferenzdolmetschen 3 2.1 Einführung in das Konsekutivdolmetschen 5 2.2 Einsatzbereiche beim Konsekutivdolmetschen 7 3 Einführung in die Stenografie 9 3.1 Was ist und woher kommt Stenografie? 9 3.1.1 Anfänge 10 3.1.2 Entwicklung stenografischer Systeme in Europa 11 3.1.2.1 England 12 3.1.2.2 Romanischer Sprachraum 13 3.1.2.3 Deutschland 15 3.1.3 Die Deutsche Einheitskurzschrift (DEK) 18 3.1.4 Stenografie heute 19 3.2 Grundlagen der DEK 21 3.2.1 Stufe 1 – Notizschrift 24 3.2.2 Stufe 2 – Verkehrsschrift 25 3.2.3 Stufe 3 – Eilschrift 27 3.2.4 Stufe 4 – Redeschrift 29 3.2.5 Zusammenhänge 31 4 Übersicht zur Notation 32 4.1 Grundlagen der Notizentechnik 33 4.2 Gedächtnis und Notation 35 4.3 Notationssystem nach Gillies 38 4.4 Notationssystem nach Matyssek 41 4.5 Mögliche Anwendung der Stenografie 44 5 Stenografie im Selbstversuch 46 5.1 Versuchsaufbau 46 5.1.1 Zeitlicher Rahmen 48 5.1.2 Sprachrichtungen 49 5.1.3 Verwendetes Stenografiesystem 49 5.2 Auswertung 50 5.2.1 Kriterien für die Auswertung 51 5.2.2 Auswertung Sprachenpaar Englisch, Deutsch 52 5.2.2.1 Deutsch-Englisch 52 5.2.2.2 Englisch-Deutsch 77 5.2.3 Ergänzungen Sprachenpaar Spanisch, Deutsch 94 5.2.3.1 Deutsch-Spanisch 94 5.2.3.2 Spanisch-Deutsch 104 5.3 Bedeutung für Notation und Lehre 111 5.3.1 Stenografie als Alternative zur klassischen Notizentechnik 111 5.3.2 Stenografie als Ergänzungsmöglichkeit bei der Notation 112 5.3.3 Stenografieunterricht für Dolmetschstudierende 113 6. Schlussbetrachtung 116 Literaturverzeichnis 117 Anhang i Anhang I: Material zu einem Gespräch mit Dr. Roth vom 16.03.2022 i Anhang Ia: Transkript zu Gesprächsauszügen vom 16.03.2022 i Anhang Ib: Einverständniserklärung zur Verwendung des Transkripts xix Anhang II: Elektronischer Datenträger xx Eidesstattliche Erklärung

Das Community Interpreting ist in Deutschland höchst unreguliert und heterogen; auf dem Community-Interpreting-Markt arbeiten sowohl ausgebildete als auch nicht ausgebildete Dolmetscher:innen, es gibt keine allgemeingültigen Vorgaben bezüglich der Auswahl von Dolmetscher:innen, der Qualität der erbrachten Leistung oder der Vergütung der Dolmetscher:innen. In der vorliegenden Arbeit wird anhand von dolmetschwissenschaftlichen und professionssoziologischen Erkenntnissen die Notwendigkeit der Qualitätssicherung und Professionalisierung der Dolmetscher:innen im Community Interpreting dargelegt und es werden Möglichkeiten der Homogenisierung und Regulierung aufgezeigt. / Community interpreting in Germany is characterized by high degrees of non-regulation and heterogeneity. Both trained and untrained interpreters work in the community interpreting market, and there are no widely accepted guidelines regarding the selection of interpreters, the quality of services provided, or the remuneration of interpreters. This paper draws upon findings from the fields of interpreting studies and professional sociology to set forth the need for quality assurance and professionalization of interpreters in community interpreting, leading to the identification of possibilities for homogenization and regulation.

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Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A series of federal laws requiring accessibility to communication for deaf people have escalated demand for interpreters far beyond the supply. Thousands of people with varying levels of knowledge, skill, and experience, have been drawn into service in schools without professional preparation. Responding to specialized research, evaluation, technology, and education related to educational interpreting, states have quickly been establishing standards for interpreting skill and knowledge including phased in degree requirements. Educational interpreters have had to find ways of gaining necessary skill and knowledge rapidly, even though they typically work full-time, in isolation, and have little ready access to resources. Few occupations have experienced a juggernaut-like transition of this nature, leaving insufficient information to understand and address the phenomenon. This study was designed to investigate what we can learn from adults absorbing intense pressure of elevating their education and skills unfolding on a daily basis, most of whom are already experiencing "high-demand low-control" work environments. The findings give voice to members of a field of practice at a historic point in the professionalization of their field: sixty five experienced educational interpreters with diverse foundational preparation who completed a specialized, two-year, inservice program delivered at a distance. Online survey research, using a variety of response formats complemented by open-ended questions, generated data which were analyzed using descriptive and analytic statistics as well as coding schemes for themes and patterns that emerged from the qualitative data. The study illuminated a variety of challenges, successes, and, for some, the transformative nature of the experience, which warrants further study. Beyond acquiring knowledge and skills participants learned how to learn and achieved self-realization of their resilience points. They especially experienced themselves transforming into professionals with abilities to actively contribute to the school environment, reporting themselves to be informed, competent, and confident in all typically expected roles. Challenges typical of the adult distance learner abounded. It is recommended that adult learning principles be incorporated into any such program design, and that the wider interpreting community of practice be expanded as a learning resource. Equally important to recognize are the many people who have the same enthusiasms for the work, and the same professionalizing experiences as their more skilled peers, but who may never become sufficiently skilled to pass interpreting skill exams or their state standards. A follow up study is recommended to learn what emerges next. Is there a place for them in education that fully acknowledges and uses their experience and competencies? / Ph. D.

This study compares simultaneously interpreted German speech to non-interpreted German discourse in order to determine whether interpreted language is characterised by any of the laws that have been found to feature in translated text, i.e. the law of growing standardisation and the law of interference. It is hypothesised that interpreters typically exaggerate German communicative norms, thereby producing manifestations of growing standardisation. In order to test this hypothesis, comparative and parallel analyses are carried out using corpora of interpreted and non-interpreted discourse. During the comparative phase, two types of interpreted German speech are each compared to non-interpreted language and to each other in order to determine how interpreted speech differs from non-interpreted discourse. During the parallel analysis, the interpreted German segments are compared to their source language counterparts with the aim of determining the reasons for the production of the patterns discovered during the first phase. The results indicate that interpreters do not produce patterns similar to those that characterise translated text: neither the law of growing standardisation nor the law of interference is manifest in the data. Instead, a different feature, namely an increased degree of generalisation, is discovered in the interpreters‟ output. This feature appears to be the result of the use of strategies that enable interpreters to deal with time, memory and linearity constraints inherent in SI. It can hence be confirmed that interpreted German differs from non-interpreted German discourse in certain respects. / Linguistics / M.A. (Linguistics)