Chapter 10: Process

Question 1

Interpreting models

Answer 1

share same drawback: unable to demonstrate simultaneity of task and multi-tasking required for interpreters

Question 2

Basic (shared) components of interpreting models

Answer 2

• intake SL while being aware of environmental factors
• group lexical and semantic units into workable units
• identify intents/goals, explicit and implied ideas while assessing context
• conscious and deliberate discarding of SL units and behaviors
• identify schema and experiential frame
• find TL elements to produce equivalent and dynamic meaning
• monitor internal and external feedback to identify needed corrections

Question 3

Process of Interpreting steps

Answer 3

1. Take in SL
2. Analyze deep structure meaning
3. Apply contextual/schema screen
4. Formulate/rehearse equivalent message
5. Produce TL interpretation

Question 4

1. Take in SL

Answer 4

Physical requirements- see/hear, endurance focus, patience
Cognitive competence
Linguistic/Cultural requirements
Social competence

Question 5

2. Analyze deep structure meaning

Answer 5

Cognitive competence- critical thinking
Identify meaning/intent/speaker’s assumptions towards audience
Disciplined reasoning
Aware of personal bias
Linguistic/Cultural Requirements- recognize rhetorical structures, euphemisms, nuances, innuendo, insinutation

Question 6

3. Apply contextual/schema screen

Answer 6

Cohort groups: identify membership by various participants

Schema: predict contextual factors, modify predictions

Question 7

4. Formulate/rehearse equivalent message

Answer 7

Linguistic competence- mastery of lexicon , registers, discourse
Cultural competence- appropriately express variety of goals, turn taking, emotional overlay, etc.
Linguistic and Cultural adaptations- construct TL messages that compliment speaker goals and maintain dynamic equivalence

Question 8

5. Produce TL interpretation

Answer 8

Linguistic and Cultural adaptations- construct TL messages that compliment speaker goals and maintain dynamic equivalence

Question 9

Critical Thinking Skills

Answer 9

the ability to break the whole into its parts, to examine in detail, to look more deeply into a text and determine it’s nature.

Question 10

Multi-tasking and Monitoring

Answer 10

• confirming comprehension, asking for clarity
  -slowing process to allow for movement between simul and consec modes
  -correcting output errors
  verifying consumer comprehension and maintain of interpersonal dynamics