Introducing interpreting studies
Author(s)
Bibliographic Information
Introducing interpreting studies
Routledge, 2004
- : pbk
- : hbk
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Note
Includes bibliographical references (p. [211]-233) and indexes
Description and Table of Contents
Description
This book is the first of its type, designed to introduce students, researchers and practitioners to the relatively new, and now fast developing, discipline of Interpreting Studies.
Written by a leading researcher in the field, the book covers international conference, court and hospital interpreting in both spoken and signed languages. The book begins by tracing the evolution of the field, reviewing influential concepts, models and methodological approaches, then moves on to consider the main areas of research in interpreting, before reviewing major trends and suggesting areas for further research.
Featuring chapter summaries, guides to the main points covered and suggestions for further reading, Franz Poechhacker's practical and user-friendly textbook is the definitive map of this important and growing discipline.
Table of Contents
Introducing Introducin Part I: Foundations 1. Concepts 1.1 Conceptual roots 1.2 Interpreting defined 1.3 Settings and constellations 1.4 Typological parameters 1.5 Domains and dimensions 2. Evolution 2.1 Socio-professional underpinnings 2.2 Breaking ground: professionals and psychologists 2.3 Laying academic foundations 2.4 Renewal and new beginnings 2.5 Consolidation and integration 2.6 Interpreting studies in the twenty-first century 3. Approaches 3.1 Disciplinary perspectives 3.2 Memes of interpreting 3.3 Methodology 4. Paradigms 4.1 The notion of 'paradigm' 4.2 Forging a paradigm 4.3 Experimenting with interpreting 4.4 Aspiring to science 4.5 Broadening the view 4.6 Focusing on interaction 4.7 Unity in diversity 5. Models 5.1 On modeling 5.2 Socio-professional and institutional models 5.3 Interaction models 5.4 Processing models 5.5 Models, tests and applications Part II: Selected Topics and Research 6. Process 6.1 Bilingualism 6.2 Simultaneity 6.3 Comprehension 6.4 Memory 6.5 Production 6.6 Input variables 6.7 Strategies 7. Product and Performance 7.1 Discourse 7.2 Source-target correspondence 7.3 Effect 7.4 Role 7.5 Quality 8. Practice and profession 8.1 History 8.2 Settings 8.3 Standards 8.4 Competence 8.5 Technology 8.6 Ecology 8.7 Sociology 9. Pedagogy 9.1 Curriculum 9.2 Selection 9.3 Teaching 9.4 Assessment 9.5 Meta-level training Part III. Directions 10. Directions 10.1 Trends 10.2 Perspectives 10.3 Orientation Bibliography Internet links Index
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