This thesis verifies the applicability of the Daniel Gile's Effort Model on two language pairs, French - Czech and Czech Sign Language - Czech. It is a theoretical-empirical thesis. The theoretical part offers a brief explanation of the process of simultaneous interpreting, of the Gile's Effort Model of simultaneous interpreting for spoken and sign languages, of the quality in interpretation, of the reason of failure during the transmission and of the coping strategies and tactics. Considering the accomplished experiment, which was focused on proper nouns and its influence on the interpreter's discourse, the last part is devoted to proper nouns and its use in Czech, in Czech Sign Language and its transmission during the interpretation, because the experts agree on fact, that proper nouns are problem triggers, that makes the transmission of the message difficult and that may cause a failure. The empirical part consists of an experiment. Its aim was to verify the applicability of the Effort model on two language pairs by using a discourse containing proper nouns. Three variables or factors were examined - the successful transmission of proper noun, the successful transmission of the segment containing noun and of the successive segment. The aim was not only to find out the results for each language...

Der Sport ist das dominierende Phänomen der heutigen Freizeitkultur und ein wachsender Wirtschaftszweig. Ob in den Medien, beim Handel mit Sportwaren oder beim Sport selbst: Wo über Sport gesprochen wird, treffen verschiedene Sprachen aufeinander. Um Sprachbarrieren zu überwinden, sind Dolmetscher oft unverzichtbar. Das Fachgebiet Sport bringt dabei Besonderheiten mit sich, z. B. die große Rolle des Fernsehens sowie eine eigene, vielschichtige Sprache, in der Jargon nicht selten mit Fachlexik kombiniert wird. War die Sportsprache bereits Gegenstand vieler Publikationen, befasst sich diese Arbeit mit den kaum erforschten Dolmetschtätigkeiten im Sport. Im Theorieteil werden u. a. der Bedarf an Dolmetschleistungen dargelegt und die Sportsprache aus Dolmetschersicht analysiert. Grundlage des Praxisteils ist eine Umfrage unter 51 Sport-Dolmetschern, die zu sprachlichen Herausforderungen ebenso befragt wurden wie zu den häufigsten Dolmetschsituationen oder den Verdienstmöglichkeiten.

Die rol wat die tolk vervul, is sentraal tot die sukses van die kommunikasie waarby sprekers van verskillende tale betrokke is. Professionele liggame en instellings vereis van ʼn tolk om tydens enige tolkgeleentheid aan etiese kodes en praktykstandaarde te voldoen. Hierdie etiese kodes en praktykstandaarde is rigtinggewend in dié opsig dat dit in ʼn mate voorskryf hoe die tolk sy rol moet benader en vervul. Wat egter opgesluit is in dergelike voorskrifte is die voortdurende ondersteuning van die sogenaamde ‘kanaal’-rol, waarin die tolk as onsigbare ‘masjien’ gesien word. Die uitdaging wat dus aan die tolk gestel word, is om binne sy moontlike unieke omgewing slegs volgens die voorskriftelike kanaal-rolbeskrywing te funksioneer. Wat in die literatuur oor die onderwerp bevind is, is dat die verwagtinge wat deur so ʼn voorskriftelike rolbeskrywing aan die tolk gestel word, nie noodwendig haalbaar is in die praktyk nie. In die lig hiervan bring hierdie studie die rol van die opvoedkundige tolk op die voorgrond. Gemeenskapstolking in die breë verwys na tolking wat alle sosiaal-geörienteerde tolking saamvat, insluitend tolking wat verband hou met opvoeding of opleiding. Hierdie studie ondersoek gemeenskapstolktipes om vas te stel wat die ooreenkomste en verskille tussen die onderskeie tipes gemeenskapstolking is, en bevind dat opvoedkundige tolking uniek van aard is en dus ʼn unieke benadering noodsaak. Dit sluit aan by Mullamaa (2006:25) se siening dat ʼn sosiale ommekeer in tolknavorsing plaasgevind het en dat daar tans ʼn groter bewustheid van die kompleksiteit van tolking gekweek word. Toury (1995:53) en Pym (2010) ondersteun hierdie siening en voer aan dat die taalpraktisyn homself as deel van die sosiale omstandighede van die kommunikasiegeleentheid moet kan handhaaf. Op ʼn teoretiese vlak is Toury (1995:55) se normkonsep ingespan omdat dit kontekssensitief is en die inherente sosiale dinamika waarbinne vertaal- en tolkpraktyke gevestig word, verreken. Geskoei op die teoretiese normmodelle van Toury (1995:55) en Shlesinger (1999:65-77), wat ʼn meganisme daarstel waardeur normatiewe gedrag en rolgedrag gemeet kan word, asook Niska (2002:137-138) se teoretiese tolkrolmodel wat aanvoer dat die gemeenskapstolk homself in ʼn piramiede van betrokkenheid bevind, is bestaande en nuutingesamelde data geanaliseer om vas te stel presies wat die dinamiek is wat verreken behoort te word in die omskrywing van die rol wat opvoedkundige tolk vervul.Daar is bevind dat ʼn definisie van die rol van die opvoedkundige tolk gevind kan word tussen dit wat van die opvoedkundige tolk verwag word en dit wat in die werklikheid geskied. Die studie het bewys dat die rol van die opvoedkundige tolk inderdaad veranderlik is, en dat die wending na ʼn meer sosiaal-dinamiese rolmodel vir tolking ook by die rolvervullingsmodel vir opvoedkundige tolking inpas. Die teorie wat geponeer word, is dat die opvoedkundige tolk homself deurgaans op ʼn dinamiese kontinuum van beweeglikheid bevind waarbinne hy verskeie rolle vervul na gelang die spesifieke behoeftes van die tolkgeleentheid. Aanbevelings word gemaak vir die implementering van ʼn model vir opvoedkundige tolkrolvervulling in Suid-Afrika, asook vir verdere navorsingsmoontlikhede ten opsigte van die tolkrolgesprek. / Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012

Die rol wat die tolk vervul, is sentraal tot die sukses van die kommunikasie waarby sprekers van verskillende tale betrokke is. Professionele liggame en instellings vereis van ʼn tolk om tydens enige tolkgeleentheid aan etiese kodes en praktykstandaarde te voldoen. Hierdie etiese kodes en praktykstandaarde is rigtinggewend in dié opsig dat dit in ʼn mate voorskryf hoe die tolk sy rol moet benader en vervul. Wat egter opgesluit is in dergelike voorskrifte is die voortdurende ondersteuning van die sogenaamde ‘kanaal’-rol, waarin die tolk as onsigbare ‘masjien’ gesien word. Die uitdaging wat dus aan die tolk gestel word, is om binne sy moontlike unieke omgewing slegs volgens die voorskriftelike kanaal-rolbeskrywing te funksioneer. Wat in die literatuur oor die onderwerp bevind is, is dat die verwagtinge wat deur so ʼn voorskriftelike rolbeskrywing aan die tolk gestel word, nie noodwendig haalbaar is in die praktyk nie. In die lig hiervan bring hierdie studie die rol van die opvoedkundige tolk op die voorgrond. Gemeenskapstolking in die breë verwys na tolking wat alle sosiaal-geörienteerde tolking saamvat, insluitend tolking wat verband hou met opvoeding of opleiding. Hierdie studie ondersoek gemeenskapstolktipes om vas te stel wat die ooreenkomste en verskille tussen die onderskeie tipes gemeenskapstolking is, en bevind dat opvoedkundige tolking uniek van aard is en dus ʼn unieke benadering noodsaak. Dit sluit aan by Mullamaa (2006:25) se siening dat ʼn sosiale ommekeer in tolknavorsing plaasgevind het en dat daar tans ʼn groter bewustheid van die kompleksiteit van tolking gekweek word. Toury (1995:53) en Pym (2010) ondersteun hierdie siening en voer aan dat die taalpraktisyn homself as deel van die sosiale omstandighede van die kommunikasiegeleentheid moet kan handhaaf. Op ʼn teoretiese vlak is Toury (1995:55) se normkonsep ingespan omdat dit kontekssensitief is en die inherente sosiale dinamika waarbinne vertaal- en tolkpraktyke gevestig word, verreken. Geskoei op die teoretiese normmodelle van Toury (1995:55) en Shlesinger (1999:65-77), wat ʼn meganisme daarstel waardeur normatiewe gedrag en rolgedrag gemeet kan word, asook Niska (2002:137-138) se teoretiese tolkrolmodel wat aanvoer dat die gemeenskapstolk homself in ʼn piramiede van betrokkenheid bevind, is bestaande en nuutingesamelde data geanaliseer om vas te stel presies wat die dinamiek is wat verreken behoort te word in die omskrywing van die rol wat opvoedkundige tolk vervul.Daar is bevind dat ʼn definisie van die rol van die opvoedkundige tolk gevind kan word tussen dit wat van die opvoedkundige tolk verwag word en dit wat in die werklikheid geskied. Die studie het bewys dat die rol van die opvoedkundige tolk inderdaad veranderlik is, en dat die wending na ʼn meer sosiaal-dinamiese rolmodel vir tolking ook by die rolvervullingsmodel vir opvoedkundige tolking inpas. Die teorie wat geponeer word, is dat die opvoedkundige tolk homself deurgaans op ʼn dinamiese kontinuum van beweeglikheid bevind waarbinne hy verskeie rolle vervul na gelang die spesifieke behoeftes van die tolkgeleentheid. Aanbevelings word gemaak vir die implementering van ʼn model vir opvoedkundige tolkrolvervulling in Suid-Afrika, asook vir verdere navorsingsmoontlikhede ten opsigte van die tolkrolgesprek. / Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012

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 and Modern Languages / M.A. (Linguistics)

This diploma thesis provides a detailed description of the life and work of Ghelly Chernov, a Russian theorist and a leading figure of interpreting studies. It is the first thesis written in Czech to comprehensively cover Chernov's work. The chronologically arranged parts of the thesis systematically describe Chernov's life and findings about translation and interpreting, both theory and practice, with an emphasis on the model of probability prognosis in simultaneous interpreting. The thesis also focuses on Chernov's articles on didactics of interpreting and lexicographic publications, to which he directly contributed during his lifetime. The thesis covers the core elements of his work, describes them within the context of global interpreting studies, and recounts his life using the available resources as well as unique material provided by people who met the leading Russian interpreting theorist in person.

The MA thesis Ingrid Kurz and her Contribution to the Development of the Theory of Interpreting is a descriptive theoretical study dealing with the work of the conference and television interpreter, Interpreting Studies scholar and professor of Translation Studies at University of Vienna Ingrid Kurz, born Pinter. This thesis analyses individual stages of her research and looks into the development of her opinions and interests, which can be followed chronologically in her articles, studies and extensive publications. It also informs on teaching and interpreting projects of this researcher and, last but not least, reflects her contribution in the area of interdisciplinary cooperation. The interconnection of psychological and interpreting education inspired her towards the first experiments in the field of simultaneous interpreting. Keywords: Ingrid Kurz, theory of interpreting, interdisciplinary research, cognitive psychology, quality of simultaneous interpreting, stress, the media, audiovisual interpreting, didactics.

The thesis Ingrid Kurz and her Contribution to the Development of the Theory of Interpreting is a descriptive theoretical study dealing with the work of the conference and television interpreter, Interpreting Studies scholar and professor of Translation Studies at University of Vienna Ingrid Kurz, born Pinter. This thesis analyses individual stages of her research and looks into the development of her opinions and interests, which can be followed chronologically in her articles, studies and extensive publications. It also informs on teaching and interpreting projects of this researcher and, last but not least, reflects her contribution in the area of interdisciplinary cooperation. The interconnection of psychological and interpreting education of the author inspired her towards the first experiments in the field of simultaneous interpreting. Keywords Ingrid Kurz, theory of interpreting, interdisciplinary research, cognitive psychology, quality of simultaneous interpreting, stress, the media, audiovisual interpreting, didactics.

This diploma thesis compares the performance of bilinguals and of interpreting students in simultaneous interpreting. The compared data are from the experiment, within which we tested 3 bilinguals (without any or with little experience in simultaneous interpreting) and 3 trained students of the interpreting MA study programme. The data were collected in the language combination Czech - German. Part of this thesis are also two questionnaires. When comparing the interpreting performances (in form of transcripts of recordings), following interpreting strategies and factors were put emphasis on: salami technique (and related aspects), finishing sentences, hesitation sounds and interferences. This diploma thesis aims at illustrating the effects of the simultaneous interpreting training. The whole thesis is being run through by the question, whether the skill of simultaneous interpreting is an accompanying effect of bilingualism, or whether (and alternatively to what extent) this skill is derived from interpreting training. Keywords: interpreting, simultaneous interpreting, interpreting strategies, interpreting lessons, practice in interpreting, salami technique, finishing sentences, hesitation sounds, interferences, bilingualism, didactics, psycholinguistics

The Translation of the Passive Voice in Simultaneous Interpreting Using Czech-German Material Abstract This thesis examines the transfer of passive diathesis from German to Czech in the process of simultaneous interpreting. The aim of the research in the empirical section of my thesis is to describe the main tendencies within the language transfer of the passive diathesis. The analysis is based on the records and transcripts of the European Parliament Plenary sessions. The analysis of the speeches focuses on three aspects 1) preserving or changing of the diathesis 2) expression of the agent 3) interference. The initial passive diathesis is mostly preserved. The target speech in Czech language contains more passive diathesis than common written or spoken Czech. If the agent in the original speech is expressed, in most cases it is preserved in the target speech. In case when the agent in the original speech is not stated and it is expressed only implicitly, in the target speech it is expressed directly. The occurrence of interference can be stated thanks to the overall high level of passive diathesis in the target speech compared with common written or spoken Czech. Most of the choices made by interpreters are examples of a positive language transfer.