CONSECUTIVE INTERPRETING CHINESE I [CHINESE PATHWAY] - 2018/9
Module code: TRAM395
This module lays the foundation of a career in Consecutive Interpreting. It enables students to acquire the principles of consecutive interpreting and to practise consecutive interpreting between Chinese and English in a variety of business and political situations. The module focuses on unilateral situations (e.g. speeches) and bilateral situations (dialogues), providing students with the practical skills and knowledge required to perform consecutive interpreting effectively and confidently.
School of Literature and Languages
WANG F Dr (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: Q910
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Native or near-native competency in English and Chinese
Indicative content includes:
Initially the module focuses on developing the students’ understanding of the basic requirements of a consecutive interpreter. Subsequently, the focus is on the skills, techniques and strategies for one-way and two-way consecutive interpreting between Chinese and English. Priority will be given to speeches, presentations and dialogues with a predominantly informative purpose.
Practical exercises are designed to develop and systematically improve analytical skills required for active listening and source language comprehension, memorisation, retrieval and target language production as well as the co-ordination of the interaction in bilateral situations. Students also learn how to take notes and how to develop their own note-taking system. Further practice includes basic presentation skills and the use of breathing techniques to control nerves and reduce stress.
Throughout the semester, students analyse and discuss their own practice in relation to professional interpreting requirements and standards in order to reflect on the difficulties and to develop their solutions.
Furthermore, the module provides an introduction to professional interpreting situations and interpreter's work environments. It includes discussions of the role of the interpreter and basic rules of conduct.
Students also learn how to prepare for an interpreting assignment, including gathering information from clients, researching relevant terminology etc.
Materials include live and recorded materials from general and semi-specialised registers.
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||WEEKLY CONSECUTIVE INTERPRETING TASK||30|
|Oral exam or presentation||ORAL: END-OF-SEMESTER CONSECUTIVE INTERPRETING||70|
Resits may exceptionally require an alternative form of assessment. In such cases, the topic of the assignment may be modified, or the assignment may be done on the basis of recorded spoken material. The achievement of the learning outcomes is measured in the same way as in the first attempt, using the criteria for oral interpreting assignment.
The assessment strategy is designed to provide students with the opportunity to demonstrate their practical interpreting skills as well as to enhance their ability to (self-)monitor their own progress.
Thus, the summative assessment for this module consists of:
· weekly consecutive interpreting tests during normal class-time
· one assignment of consecutive interpreting (both-ways) of up to 10 minutes at the end of the semester
Students receive regular feedback on their preparation and interpreting skills during the practice in class.
- Provide students with an introduction to an interpreter's work in professional settings
- Enable students to acquire essential interpreting skills and strategies for consecutive interpreting between Chinese and English. The focus is on two types of communicative situations: unilateral situations in which one-way consecutive interpreting from English into Chinese or Chinese into English is required and bilateral situations in which two-way consecutive interpreting between Chinese and English is required
- Enable students to learn how to relay information conveyed by the speaker accurately and how to reproduce the speaker's intended effect in the target language through a range of targeted exercises
- Encourage students to develop reflective skills and a thorough understanding of an interpreter's role through in-class discussions and analyses of different interpreting situations
|1||Perform consecutive interpreting between Chinese and English in a confident manner in a range of situations including speeches, presentations and dialogues||P|
|2||Identify the challenges of different interpreting situations||C|
|3||Grasp, transfer and express the ideas expressed by the speaker reliably, accurately and clearly||P|
|4||Take and use notes effectively||P|
|5||Select interpreting strategies appropriate for the consecutive mode and the communicative situation, and justify the selection in relation to a given situation||P|
|6||Manage nerves and work effectively under time pressure||T|
|7||Demonstrate the research skills necessary to prepare for interpreting tasks, e.g. terminological research||K|
|8||Apply a basic code of conduct for interpreting including issues such as impartiality and awareness of limitations||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 113
Seminar Hours: 33
Tutorial Hours: 4
Methods of Teaching / Learning
The learning and teaching strategy is designed to
Combine teacher-led input and discussion (approx. 30%) practical exercises (approx. 70%) allowing for extensive practice using the School’s facilities
Enable learning in language-pair specific group sessions allowing students to develop their practical skills and expertise in interpreting
The learning and teaching methods include:
language-pair specific practice (a minimum of 33 hours) that enables students to further develop their interpreting skills through extensive practice
guided practice and demonstrations by the tutor in class
group evaluation and discussion of interpreting problems in class
self-practice by students during which students are expected to spend at least 6 hours per week practising on interpreting materials, individually and in groups
independent study during which students are expected to to spend at least 4 hours per week researching the subject areas and are encouraged to develop Internet and research skills to enable them to find appropriate materials for preparation
regular (self-)recording of students to enable them to analyse and enhance different aspects of their performance
Teaching is normally a minimum of 3 hours per week.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for CONSECUTIVE INTERPRETING CHINESE I [CHINESE PATHWAY] : http://aspire.surrey.ac.uk/modules/tram395
Programmes this module appears in
|Interpreting (Chinese Pathway) MA||1||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.