Английский язык в сфере потребления (аспекты перевода)
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Тематика:
Прикладное языкознание
Издательство:
Санкт-Петербургский государственный университет
Год издания: 2019
Кол-во страниц: 70
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Вид издания:
Учебно-методическая литература
Уровень образования:
ВО - Специалитет
ISBN: 978-5-288-05863-3
Артикул: 733826.01.99
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Цель данного учебно-методического пособия — развить и усовершенствовать навыки устного и письменного перевода с английского и на английский язык, а также расширить словарный запас учащихся в профессиональных областях, связанных с организацией и функционированием сферы потребления. Пособие предназначено для студентов магистратуры, обучающихся по направлению «Лингвистика», но может быть полезно практикующим переводчикам, преподавателям английского языка.
Тематика:
ББК:
УДК:
ОКСО:
- ВО - Бакалавриат
- 45.03.01: Филология
- 45.03.02: Лингвистика
- 45.03.03: Фундаментальная и прикладная лингвистика
- ВО - Магистратура
- 45.04.01: Филология
- 45.04.02: Лингвистика
- 45.04.03: Фундаментальная и прикладная лингвистика
- ВО - Специалитет
- 45.05.01: Перевод и переводоведение
- Аспирантура
- 45.06.01: Языкознание и литературоведение
- Адъюнктура
- 45.07.01: Языкознание и литературоведение
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Учебно-методическое пособие АНГЛИЙСКИЙ ЯЗЫК В СФЕРЕ ПОТРЕБЛЕНИЯ АСПЕКТЫ ПЕРЕВОДА ИЗДАТЕЛЬСТВО САНКТ-ПЕТЕРБУРГСКОГО УНИВЕРСИТЕТА САНКТ-ПЕТЕРБУРГСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
УДК 811.111-26 ББК 81.2-293 А64 Реценз ен ты: д-р ист. наук, проф. С. А. Козлов (С.-Петерб. гос. ун-т пром. технологий и дизайна); канд. филол. наук, доц. Н. А. Шадрина (С.-Петерб. гос. ун-т) С о с т а в и тел и: Л. А. Чернобровкина, О. В. Каменева, Л. А. Авдеева, Н. О. Магнес Рекомендовано к публикации учебно-методической комиссией филологического факультета Санкт-Петербургского государственного университета А64 Английский язык в сфере потребления (аспекты перевода): учеб.-метод. пособие / сост. Л. А. Чернобровкина, О. В. Каменева, Л. А. Авдеева, Н. О. Магнес. — СПб.: Изд-во С.-Петерб. ун-та, 2019. — 70 с. ISBN 978-5-288-05893-6 Цель данного учебно-методического пособия — развить и усовершенствовать навыки устного и письменного перевода с английского и на английский язык, а также расширить словарный запас учащихся в профессиональных областях, связанных с организацией и функционированием сферы потребления. Пособие предназначено для студентов магистратуры, обучающихся по направлению «Лингвистика», но может быть полезно практикующим переводчикам, преподавателям английского языка. УДК 811.111-26 ББК 81.2-293 © Санкт-Петербургский государственный университет, 2019 © Л. А. Чернобровкина, О. В. Каменева, ISBN 978-5-288-05893-6 Л. А. Авдеева, Н. О. Магнес, сост. 2019
CONTENTS LEAD-IN .......................................................................................... 4 UNIT 1. TRANSLATION SERVICES ................................................ 5 UNIT 2. INTERNATIONAL ORGANIZATIONS............................... 11 UNIT 3. URBAN PLANNING AND BUILDING CONSTRUCTION ........................................... 22 UNIT 4. PUBLIC UTILITIES ............................................................ 32 UNIT 5. PUBLIC TRANSIT ............................................................. 46 UNIT 6. HEALTHCARE AND EMERGENCY MEDICINE ................ 56 APPENDIX. INTERNATIONAL ORGANIZATIONS ........................... 67
LEAD-IN This publication opens a series of coursebooks aimed at improving students’ reading, speaking and translation/interpreting skills in servicerelated areas. More specifically, the series will focus on a variety of services provided globally or locally by intergovernmental and governmental agencies (political or non-political) as well as by private businesses. In this book, we will be exploring the following broad subject areas: 1) Interpreting and translation services; 2) International organizations. The European Union and the UN; their policies, structure and regulations; 3) Urban planning, building and development; 4) Public utilities and city functions; 5) Public transit; 6) Healthcare services and insurance. The book was written with two goals in mind. First, we wanted to help students broaden their horizons and raise their awareness of some key services crucial to individual and public well-being. Many of the issues discussed in this book are at the top of the agenda of high-rank international meetings and conventions. Second, we intended to provide our students with a range of reading, oral communication, interpreting and translation assignments, as well as supply them with essential vocabulary as part of high-standard professional training. Each of the five units of the book contains reading tasks, discussion activities, topics for independent study, vocabulary building and translation exercises, as well as numerous questions for small-group and class discussion. The reading material is based on an extensive selection of original texts published in the 2010s and containing high-frequency specialist vocabulary. The coursebook is primarily intended for MA-level students with advanced knowledge of English. However, we do hope that it will also become a helpful learning aid for budding practicing interpreters/translators working with English and Russian as well as for educators who teach interpreting and translation.
UNIT 1 TRANSLATION SERVICES Pre-reading discussion What is the difference between translation and interpretation? What types of translation and interpretation are familiar to you? Explain the difference between staff and freelance interpreter/translator (e. g. work hours, pay and job security). Text 1 Read the text and give Russian equivalents to the words and expressions in bold. Conference Interpreting as Profession Conference interpreting deals exclusively with oral communication: rendering a message from one language into another, naturally and fluently, adopting the delivery, tone and convictions of the speaker and speaking in the first person. It should not be confused with translation which deals only with written texts. Although translation and interpreting have a lot in common, they are separate professions requiring different skills and different types of training. Translators work with the written word, interpreters with the spoken word. It is for this reason that in major international and regional organizations, such as the United Nations (UN) and its agencies or the European Commission, translation of documents is the responsibility of a different department, the so-called translation service (for the UN) or the Directorate-General for Translation of the European Commission. Language mode and active and passive languages are terms used by interpreters to describe the languages you may speak or listen to in a multilingual meeting. An active language is the interpreter’s mother tongue. A passive language is a language the interpreter fully understands and would most often speak to some extent, only not enough to work into that language. In most cases, conference interpreters work from their passive
languages into their mother tongue, or their active language, also sometimes known as the A-language. Some interpreters have an excellent command of a language other than the native language and are able to work into that language from one or more of their other languages. They have a second active language (the B-language). An interpreter who is able to work from his or her mother tongue into a second active language is said to do a retour. A small number of interpreters have more than two active languages. A conference interpreter’s language combination describes the number of languages the interpreter works from or into in simultaneous or consecutive mode. Simultaneous interpreters work in a soundproofed booth. Post-reading The International Association of Conference Interpreters (AIIC) classifies the interpreter’s languages as follows: Active languages: A-language: The interpreter’s native language (or another language strictly equivalent to a native language), into which the interpreter works from all her or his other languages in both modes of interpretation, simultaneous and consecutive. All members must have at least one ‘A’ language but may have more than one. B-language: A language other than the interpreter’s native language, of which she or he has a perfect command and into which she or he works from one or more of her or his other languages. Some interpreters work into a ‘B’ language in only one of the two modes of interpretation. Passive languages: C-language: Languages, of which the interpreter has a complete understanding and from which she or he works. Talk about your language combination using the above classification and vocabulary from Text 1.
Text 2 Read the text, explain the meanings of and give Russian equivalents to the expressions in bold. Types of Conference Interpreting International conferences are attended by people from different backgrounds and cultures, and speaking different languages. It is the job of an interpreter to enable them to communicate with each other, not by translating every word they utter, but by conveying the ideas which they express. There are different kinds of interpreting: • Consecutive: interpreting after the speaker has finished a statement (part of a statement). The interpreter, who is either in the audience or on the floor with the speaker, listens to the speaker’s presentation and renders it in a target language, normally using own notes. Thus the audience hears both the speaker and the interpreter. In the modern world consecutive interpreting has been largely replaced by simultaneous, but it remains relevant for certain kinds of meetings (e. g. highly technical meetings, working lunches, small groups, field trips). Well-trained interpreters can render speeches of 10 minutes or more with great accuracy. • Simultaneous: interpreting while the speaker is talking. The interpreter works in a soundproofed booth with at least one colleague. The speaker in the meeting room uses a microphone, the interpreter receives the sound through a headset and renders the message into a microphone almost simultaneously. The delegate in the meeting room selects the relevant channel to hear the interpretation in the language of his/her choice. There are many different possible configurations of languages or language modes. AIIC placed simultaneous interpreting in the category of high-stress professions with high burnout levels. According to them common stress factors are fast speakers, speakers reading from a text, frequent change of subject matter, lack of background material and difficult accents. 30 % of respondents consider the stress harmful, while, on the other hand, 50 % perceive their work-related stress as useful and positive. At the same time 84 % of participants cited “challenging” as one of their main job satisfaction factors. • Relay: interpreting between two languages via a third. When the speaker’s language is not covered by an interpreter in an active language booth, this booth can “connect” (audio link) to another
booth that does cover this language and “take the relay” of that. The interpreter works via another language without a perceptible loss of quality. • Retour: working from your mother tongue into a foreign language. Normally, interpreters work into their mother tongue. Some interpreters know a second language well enough to be able to work into that language (second active or “B-language”) from their mother tongue. This is called “retour” interpreting. The French word for return is universally employed. Few interpreters know their second active language so well that they are able to interpret into that language from all the languages in their language combination. • Pivot: using a single language as a relay. If only one or two interpreters have a less widespread language as a passive language they are said to be the “pivots” for the other booths which will take relay from them. The French term is universally employed. • Symmetric/Asymmetric: A meeting with a 24–24 language mode has 24 passive and 24 active languages. Such a mode is called complete and symmetric. It also means that delegates can speak and listen to interpretation from the same languages. Reduced or asymmetric mode means that interpretation is provided from less than the full number of official languages. In fact, this means that delegates can speak more languages than they can listen to. To put it differently, all delegates speak in their mother tongue, but listen to interpretation into only several languages. When we say a meeting has a 15–3 mode, it means that delegates may speak 15 official languages but that interpretation is only provided into three, for example English, French and German. • Whispering: whispered simultaneous interpreting. The interpreter is sitting or standing next to those delegates in the audience who need interpretation and interprets simultaneously directly into the ear. Whispered interpretation can be used only for very few delegates sitting or standing close together. It is used mainly in bilateral meetings or in groups where only few delegates do not share a common language. Whispering is often used instead of consecutive in order to save time.
Post-reading Task 1. Explain the difference between: 1) consecutive — simultaneous; 2) retour — translation; 3) A-language — pivot language; 4) whispering — consecutive; 5) retour — relay — pivot; 6) symmetric — asymmetric modes. Task 2. Discussion. What kind of interpreting is the most challenging for the interpreter? Which is more cost-effective for the event organizer? Explain your reasoning. Task 3. Apart from conference interpretation, there are other types, such as community interpreting, court interpreting or business interpreting. Find more information about these forms of interpreting. In what situations are these interpretation services used? Who are the potential clients? Text 3 Pre-reading 1. In your view, what came first in the history of civilization: translation or interpretation? Why do you think so? 2. What technical facilities do interpreters use at their workplace? Read the text to find out the answers to the questions above. Early History of Simultaneous Interpretation There are many references to simultaneous interpretation being used well before its “official” birthday — the Nuremberg Trial. The information available, however, is incomplete, inconsistent and often contradictory. Simultaneous interpretation was only sporadically used before WWII, and was then employed en masse only at the Nuremburg Trial, when Colonel Léon Dostert, General Eisenhower’s personal interpreter, was called upon to find a practical solution to the language barrier. As early as April 2, 1925 the American businessman and philanthropist Edward Filene came up with the idea to use simultaneous interpretation in the League of Nations. Because Filene was not an engineer himself, he involved the British engineer A. Gordon-Finlay (often incorrectly called Gordon Finlay, Finley or Findlay), who was working in Geneva at
that time. They used existing telephone equipment to set up the system, thus giving the name “telephonic interpretation” to this mode of interpreting. The system was originally called “the Filene-Finlay simultaneous translator”. Later IBM participated and further developed the system. The original 1926 patent was issued to the “IBM Hushaphone Filene-Findlay system”. Thomas Watson put the system into production — even though his marketing people did not see much potential in it — and paid the inventors a small royalty. At least one more simultaneous interpretation system existed in 1930s, designed by Siemens & Halske. Another important component of the system is a booth. There are photos of early booths at Geneva for the IBM system, but later at Nuremberg there were only glass side partitions between the interpreters’ desks; the latter were open at the front and therefore far from soundproof. They can be seen in the photos of the Nuremberg courtroom. Not until fully soundproof booths were installed for the United Nations in New York did they become universal and the interpreters could speak at normal volume without fear of disturbing the people around them. Today Edward Filene’s creation, albeit in a more perfected form, has virtually become a fixed feature at international gatherings everywhere. In fact, simultaneous interpretation has always been there since time immemorial as chuchotage. One of first European visitors to the Dalai Lama several centuries ago mentions in his memoir that the interpreter was so good that he was whispering into Dalai Lama’s ear without stopping. In terms of the mechanism of simultaneous interpretation and related neurolinguistic processes, there is no substantial difference, if any, between simultaneous interpreting in the booth and chuchotage, except, maybe, voice volume control and a greater level of fatigue if you do not have a booth. Therefore, we can only speak about simultaneous interpretation with equipment as a 20th century invention. Discussion in class 1. Do you think it is easier to work as a simultaneous or consecutive interpreter? Why? 2. How do interpreters prepare for work? 3. What are some of the difficulties associated with the work of a simultaneous interpreter? 4. What do you know about the Nuremberg Trial as a historic event?
UNIT 2 INTERNATIONAL ORGANIZATIONS Text 1 Pre-reading What do you know about the European Union? In what way do you think it is different from other ‘unions’, e. g. the US, the USSR, the UN? Read the text. Give Russian equivalents to the words and expressions in bold. Introducing the European Union The EU is a unique economic and political partnership between 28 European countries. The unique feature of the EU is that, although the Member States and their citizens are all sovereign, independent states, they have pooled some of their ‘sovereignty’ in order to gain strength and the benefits of size. Pooling sovereignty means, in practice, that the Member States delegate some of their decision-making powers to the shared institutions they have created, so that decisions on specific matters of joint interest can be made democratically at European level. The EU thus sits between the fully federal system found in the United States and the loose, intergovernmental cooperation system seen in the United Nations. The EU was created in 1950 in the aftermath of the Second World War when French Foreign Minister Robert Schuman proposed integrating Western Europe’s coal and steel industries. His ideas were set out in the Treaty of Paris the following year, and the precursor to the EU — the European Coal and Steel Community — was born. Since then, the EU has regularly updated and added to the treaties to ensure effective policy and decision-making. The Treaty of Paris was signed in Paris on 18 April 1951 and entered into force in 1952. The first steps were to foster economic cooperation: the idea being that countries that trade with one another become economically interdependent and so more likely to avoid conflict. The result was the European Economic Community (EEC), created in 1958, initially increasing economic cooperation between six countries: Belgium, Germany, France, Italy, Luxembourg and the Netherlands.
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