University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese

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On the Potchefstroom Campus of the North–West University, where the predominant language of instruction is Afrikaans, non–Afrikaans speaking students are accommodated due to the use of interpreting services. Educational interpreting implies in–class simultaneous interpreting of Afrikaans lectures into English by trained under– and postgraduate students. The aim of this research was to determine the impact of the Tomatis Method, a method of sound stimulation, on educational interpreters and explore their experience of the Tomatis programme. The research set out to answer the following questions: (i) Will attendance of a Tomatis programme impact educational interpreters by: improving interpreting performance; enhancing attention, concentration and personality functioning; reducing negative mood states; and enhancing the positive mood state vigour? (ii) What will participants report about their experience during and after the Tomatis programme? To study the TM’s effects on participants, quantitative and qualitative data were combined using a mixed methods triangulation design. After obtaining informed consent, participants were randomly assigned to an experimental (n = 9) and control group (n = 9). Participants comprised of nine male and nine female, under– and postgraduate students between the ages of 19 and 36. The experimental group attended 60 half–hour sessions, during which they listened to gradually filtered music, followed by a two–month break for integration of the sound stimuli and, finally, another 60 half–hour sessions of audio–vocal training. A panel of interpreting experts and a speech therapist evaluated both groups’ interpreting performance (IPE) pre– and post–program. Both groups also completed assessments on personality (NEO PI–R) and concentration and memory (WAIS III) pre– and post programme, while the experimental participants additionally completed the Profile of Mood States (POMS) pre–, in– and postprogramme. Three focus group discussions during the course of the Tomatis programme enabled participants to verbalize their experiences of the programme and how it impacted their interpreting process. Despite a bias in favour of the control group during the interpreting performance postassessment, findings suggested that interpreters benefited from the Tomatis programme in several areas of interpreting and in regards to personal experiences. Regarding interpreting performance, a significant improvement concerning Interpreting Technique occurred in favour of the experimental group. This advance can be explained by participants’ qualitative responses regarding improved interpreting efficiency, speech production and listening skills. Experimental participants’ decreased Fatigue–Inertia; increased Extraversion, Activity and Vigour; and experiences of enhanced relaxation possibly contributed to improved interpreting performance. Moreover, the experimental group’s positive feedback about the enriching effect of the Tomatis programme on their personal lives strengthened the value of the TM for individual growth and psychological well–being. The control group showed some enhancement in aspects of interpreting and sub–domains of personality, but only managed to outperform the experimental group on one subscale, namely Feelings, a facet of the domain Openness of the NEO–PI(R). Thus, it appears that the Tomatis programme had a significantly positive impact on interpreters’ performance and that their experience of the interpreting process was enhanced during and after the programme. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

On the Potchefstroom Campus of the North–West University, where the predominant language of instruction is Afrikaans, non–Afrikaans speaking students are accommodated due to the use of interpreting services. Educational interpreting implies in–class simultaneous interpreting of Afrikaans lectures into English by trained under– and postgraduate students. The aim of this research was to determine the impact of the Tomatis Method, a method of sound stimulation, on educational interpreters and explore their experience of the Tomatis programme. The research set out to answer the following questions: (i) Will attendance of a Tomatis programme impact educational interpreters by: improving interpreting performance; enhancing attention, concentration and personality functioning; reducing negative mood states; and enhancing the positive mood state vigour? (ii) What will participants report about their experience during and after the Tomatis programme? To study the TM’s effects on participants, quantitative and qualitative data were combined using a mixed methods triangulation design. After obtaining informed consent, participants were randomly assigned to an experimental (n = 9) and control group (n = 9). Participants comprised of nine male and nine female, under– and postgraduate students between the ages of 19 and 36. The experimental group attended 60 half–hour sessions, during which they listened to gradually filtered music, followed by a two–month break for integration of the sound stimuli and, finally, another 60 half–hour sessions of audio–vocal training. A panel of interpreting experts and a speech therapist evaluated both groups’ interpreting performance (IPE) pre– and post–program. Both groups also completed assessments on personality (NEO PI–R) and concentration and memory (WAIS III) pre– and post programme, while the experimental participants additionally completed the Profile of Mood States (POMS) pre–, in– and postprogramme. Three focus group discussions during the course of the Tomatis programme enabled participants to verbalize their experiences of the programme and how it impacted their interpreting process. Despite a bias in favour of the control group during the interpreting performance postassessment, findings suggested that interpreters benefited from the Tomatis programme in several areas of interpreting and in regards to personal experiences. Regarding interpreting performance, a significant improvement concerning Interpreting Technique occurred in favour of the experimental group. This advance can be explained by participants’ qualitative responses regarding improved interpreting efficiency, speech production and listening skills. Experimental participants’ decreased Fatigue–Inertia; increased Extraversion, Activity and Vigour; and experiences of enhanced relaxation possibly contributed to improved interpreting performance. Moreover, the experimental group’s positive feedback about the enriching effect of the Tomatis programme on their personal lives strengthened the value of the TM for individual growth and psychological well–being. The control group showed some enhancement in aspects of interpreting and sub–domains of personality, but only managed to outperform the experimental group on one subscale, namely Feelings, a facet of the domain Openness of the NEO–PI(R). Thus, it appears that the Tomatis programme had a significantly positive impact on interpreters’ performance and that their experience of the interpreting process was enhanced during and after the programme. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

This study describes an experiment focused on influence of speaker's foreign accent on the qualityof sense renditionin simultaneous interpreting.Its aim is to evaluate whether this factor has a negative impact on interpreters' performance and whether the strength of foreign accent is directly proportional to the number of sense deviations. This study also takes into considerationthe factor of deliveryrate of the speaker's discourse.Therefore,this studyshould also clarify whether the interpreter's performance is more negatively influenced by foreign accent or deliveryrate. The theoretical part of this study explains the notion of foreignaccent and describes factors which have an impact on its strength. Furthermore, this section gives an overview of previous studies focusedon the qualityof interpretingandtheir conclusions.The empiricalpart describes the methodology and the results of the experiment carried out as the mainpart of this study. Key words: foreign accent, strengthof foreign accent, qualityof interpreting,simultaneous interpreting

The present thesis focuses on stress management in conference interpreting. It explains the biological purpose of stress, stressors - aspects inducing a stress reaction, and the physiological, behavioral, emotional and cognitive symptoms and effects. Special attention is paid to occupational stress, namely in relation to interpreting, to the requirements on an interpreter's personality, and to stressors interpreters generally face. The thesis presents a detailed dscription of stress management- and coping styles, strategies and techniques. The empirical part explores the positive and negative expectations of interpreting students in the earliest stage of their studies in terms of stress, and aims at discovering whether students of interpreting as well as professional interpreters consider interpreting a stressful activity, whether they feel that stress management- and coping strategies and techniques should constitute an integral part of interpreter training, and whether this is or is not the case. The research concerned university institutes and departments of selected universities in the Czech Republic and abroad. On the basis of the outcomes of this research recommendations for practice concerning stress management, especially in terms of interpreter training, are outlined. Keywords: stress,...

6 Summary Simultaneous interpreting is a very complex cognitive process. Daniel Gile's Effort Model is an attempt to describe in a schematic way the various competing processes that simultaneous interpreting is composed of. The model is based on findings from cognitive psychology, especially those relating to working memory and the limited processing capacity of the human mind. It defines the process of simultaneous interpreting as a combination of three individual, yet coinciding efforts (the Listening and Analysis Effort, the Production Effort, the Memory Effort), which require a certain amount of processing capacity to assure quality interpreting performance. Problem triggers can cause saturation of the interpreter's processing capacity to occur. Saturation manifests itself either by failure sequences or by the deterioration of the interpreter's performance, immediately or at a distance. The focus of our thesis is on processing capacity saturation due to numbers in simultaneous interpreting, from the point of view of the Effort Model. The first part of our paper is theoretical and deals with the various aspects of the simultaneous interpreting process, especially those relating to processing capacity, saturation and working memory; as well as with questions of well-known problem triggers, interpreting...

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.