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So You Want to Be An Interpreter

So You Want to Be An Interpreter. Chapter 1: Communication Outline. Communication Outline. The Importance of Communication The Communication Process Communication in Action Message Construction Speaker/Signer Goal The Context of Message Conveyance Degree of Directness

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So You Want to Be An Interpreter

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  1. So You Want to Be An Interpreter Chapter 1: Communication Outline

  2. Communication Outline • The Importance of Communication • The Communication Process • Communication in Action • Message Construction • Speaker/Signer Goal • The Context of Message Conveyance • Degree of Directness • Powerful/Powerless Speech • Responsible Language • Linguistic Register

  3. The Importance of Communication • Why is communication important? • What is the purpose of communication? • Interpreters are professional communicators therefore • it is important for us to understand the communication process • Interpreters must understand the nature of communication and their role as a mediator of communication between two people.

  4. The Communication Process • How do we communicate? • Communication is interactive and dynamic • Multiple and overlapping messages are simultaneously sent and received • Fact: In English, • only 6% of meaning is in words, • 39% in vocal intonations and • 55% in gestures, body language and facial expressions.

  5. Contextual Environment • The physical location where the interaction is taking place; and • The personal history each participant brings to the event • Environmental noise can distract the communicators: • External noise: flickering of overhead florescent light; a person’s incessant coughing etc • Physiological noise: biological factors i.e., illness, exhaustion, heat or hunger • Psychological noise: what one’s thinking i.e., internal stress, personal judgments of the other, random thoughts etc.

  6. Communication in Action • Communication is imprecise because of the human element involved; communication is done with other people • No guarantee the receiver will decode the message the sender intended • Effective communicators must develop a variety of interpersonal skills and sensitivities that enable them to interact with other people in satisfying ways • What kind of pre-interpreting skills do you think interpreters need to become effective?

  7. Group Activity 1: • Group in 5’s. Create a circle facing each other. • Discuss pre-requisite skills your group think is required of interpreters. Your group will have 10 minutes to discuss. • Each person in the group write down a skill on post-it note (at least 5 skills). • Post your skill that is similar with others on the board.

  8. Prerequisite skills for interpreters: • To think analytically • Listen effectively • Express self clearly in signed, spoken and written form • Have excellent “people skills” • Wide range of experience; knowledge and language skills • Understand the meaning behind the message and recognize if someone is deliberately being vague

  9. Pragmatic Rules: • who made the statement • The location in which it was said; • The tone of voice and the accompanying non-verbal behaviors; and • The relationship between the sender and receiver • Pragmatic rules are numerous and complex. • * Watch video on nuances of language utterance

  10. Message Construction • Speaker goal • Context of the message conveyance • Degree of directness • Use of powerful/powerless speech • Responsible language and • Linguistic Register

  11. Speaker/Signer Goal Activity 2: • Why do we speak? What kind of purpose or goals are there for the speaker? • Each group have 10 minutes to discuss and list at least 5 goals and write them on the board. • If one group has a similar goal, just place a mark next to the goal. • *See Fig 1-1 p. 1:10 for list of Speaker Goals.

  12. Context of Message ConveyanceThe “Who” and “Where” • Who: • Status may be obvious i.e., judge’s robe or invisible: chief surgeon wearing street clothes • Social and cultural norms dictate how we speak i.e, how would you as a tourist speak to a border patrol? • Cultural norms vary i.e., looking someone in the eye • Where: • i.e., If the discussion was in private or public changes the dynamics and influences the message

  13. Degree of Directness: Clarity • Factors that determine direct or implicit communication: • Goals of the speaker • Context of the interaction • Cultural norms of politeness • If it is impolite to ask for a specific gift directly, the speaker will hint Ex: Girlfriend whose birthday is coming up to boyfriend, “ Oh I would love to have a copy of this music CD” • or if someone broke the rules and asked outright, may hedge. My sister asking my 2 year old nephew if he threw the meatballs on the floor, He answered, Oh no, I dropped them.”

  14. Four Types of Implicit Language • Equivocal language: signs or phrases that can be interpreted in more than one way to mislead someone i.e, telling a friend that her hairdo is “different” rather than it is weird. • Euphemistic language: socially acceptable phrases instead of blunt, descriptive ones i.e., “rest room” rather than bathroom • Abstract language: “verbal shorthand” i.e., “I have to clean the house today” without listing what was done. Also lexical jargon i.e, calling marijuana, weed, maryjane, etc. • Passive voice: statement where the person or thing performing the action is not overtly stated i.e., “The car was wrecked” does not tell us who crashed the car

  15. Powerful/Powerless Speech: The credibility of a Message • Powerless Speech: see Fig 1-2 p. 1.17 • hedges • hesitations, • intensifiers • polite forms • tag questions and • Disclaimers • Speakers who consistently incorporate these features come across as uncertain and lacking in confidence • As a result, people view them as less credible and believable.

  16. Powerful I need an appointment with Mr. Choy, preferably sometime today or tomorrow. I asked for this appointment today because I need to discuss the terms of our contract. (From Fig 1-3 p. 1.19) Powerless I kinda need to see Mr. Choy-umm… I don’t want to impose but…umm,, if it’s not too much trouble, maybe I could see him …er soon? Thank you so very much for meeting with me today. I really appreciate it. I uh..sorta need to discuss…uh.. the terms of our contract… if that’s okay with you. Powerful Speech

  17. Responsible Language: Accountability • “I”, “YOU”, and “IT” statements: • If one uses “I” statement shows personal responsibility i.e., “when our discussions become overly emotional, I feel uncomfortable.” • It Statements are often used in an attempt to avoid responsibility i.e., “It isn’t right to get so upset.” • “You” statements can place negative judgment on the person addressed i.e., “You make me feel uncomfortable when you get too emotional” • See Fig 1-4 p. 1.21

  18. “But” Statements • When the word “but” is used to join two statements, the second statement cancels or limits the statement that precedes it. • It is a really good class, but I always get bored about halfway through. • You have been a good employee, but I am going to have to let you go. • She’s been a good neighbor, but I am glad to see her moving. • “But” statements are frequently used as a strategy when a person is trying to soften the actual message being delivered and/or to avoid personal responsibility for the content of the message.

  19. Linguistic Registers: Degree of Formality • All languages have registers to allow speakers to modify language in order to convey levels of formality or degree of familiarity between participants. • Register determines: • Turn-taking and interaction between sender and receiver of message; • Complexity and completeness of sentence structure; • Choice of vocabulary; • Use of contractions; • Volume of speech or size of signs; • Rate (speed) of speech or signs; • Clarity (diction, enunciation etc) of signs or speech • Speaker goals; • Use of fillers and hesitations; and • Allowable topics of discussion • See English examples p. 1.23

  20. Group Activity 3: • Arrange yourselves in 5 groups, each group in a circle facing each other. • Each group will be given a register to discuss, you will have 25 minutes • Frozen • Formal • Consultative • Informal or Casual • Intimate Discuss the following: 1. Kinds of setting, 2. Possible Vocabulary and Sentence structure-give 1 or 2 examples, 3. Turn-taking rules if any, 4. Rate and volume of speech/signs 5. Speaker goals One person will write down what the group have discussed and post it on the board.

  21. Situations: Characteristics:

  22. Homework Assignment: • Read Chapter 1: Communication • Read thought questions and answer questions 1 and 2 p. 1.41 Due next class • For extra credit (10 points): • With a partner, create a 5 minute dialogue on videotape with both of you using two different registers. Make a list of the things you notice between the two “presentations” Share your findings at the next class.

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