D.Gile Theory Minimax 1 THE MINIMAX STRATEGY IN THE USE OF THEORY IN INTERPRETER AND TRANSLATOR TRAINING [email protected]

D.Gile Theory MinimaxD.Gile Theory Minimax 11

THE MINIMAX STRATEGY IN THE USE OF THE MINIMAX STRATEGY IN THE USE OF THEORY IN INTERPRETER AND THEORY IN INTERPRETER AND

TRANSLATOR TRAININGTRANSLATOR TRAINING

[email protected]@yahoo.com

www.cirinandgile.comwww.cirinandgile.com

www.est-translationstudies.orgwww.est-translationstudies.org


THEORY IS NECESSARY FOR TRAINING!THEORY IS NECESSARY FOR TRAINING!


……ALL RIGHT, BUT CAN IT BE USEFUL?ALL RIGHT, BUT CAN IT BE USEFUL?


IN THIS TALKIN THIS TALK

- WILL ATTEMPT TO SHOW- WILL ATTEMPT TO SHOW

WHEN WHEN AND AND HOW HOW SOMESOME THEORY THEORY

CAN BE USEFUL IN TRANSLATOR/INTERPRETER TRAININGCAN BE USEFUL IN TRANSLATOR/INTERPRETER TRAINING

- WILL ARGUE THAT A GOOD STRATEGY IN INTRODUCING - WILL ARGUE THAT A GOOD STRATEGY IN INTRODUCING THEORY IN T/I TRAININGTHEORY IN T/I TRAINING

IS THE IS THE

MINIMAX STRATEGYMINIMAX STRATEGY,,

THAT IS,THAT IS,

INTRODUCING A INTRODUCING A MINIMUM AMOUNT OF THEORY MINIMUM AMOUNT OF THEORY AIMING AT MAXIMUM EFFECTAIMING AT MAXIMUM EFFECT


WHAT DO STUDENTS ENCOUNTER WHEN WHAT DO STUDENTS ENCOUNTER WHEN LEARNING T/I?LEARNING T/I?

THEY ENCOUNTER THEY ENCOUNTER PROBLEMSPROBLEMS

SOME OF THEM ARE DUE TO KNOWN CAUSES:SOME OF THEM ARE DUE TO KNOWN CAUSES:

- INSUFFICIENT MASTERY OF THE WORKING LANGUAGES- INSUFFICIENT MASTERY OF THE WORKING LANGUAGES

- INSUFFICIENT THEMATIC KNOWLEDGE- INSUFFICIENT THEMATIC KNOWLEDGE

- LACK OF ATTENTION TO THE TASK- LACK OF ATTENTION TO THE TASK

BUT IS THIS ALL?BUT IS THIS ALL?


WONDERING STUDENTS WONDERING STUDENTS

““I AM TOLD I AM TOLD THISTHIS IS ALLOWED AND IS ALLOWED AND THATTHAT IS NOT. IS NOT.WHY?”WHY?”

““Mr. X TELLS ME Mr. X TELLS ME THISTHIS IS ALLOWED AND Mr. Y TELLS ME THE IS ALLOWED AND Mr. Y TELLS ME THE OPPOSITE. WHO IS RIGHT?”OPPOSITE. WHO IS RIGHT?”

““I HAVE PERFECT MASTERY OF MY A LANGUAGE, BUT FOR SOME I HAVE PERFECT MASTERY OF MY A LANGUAGE, BUT FOR SOME REASON, I LOSE IT DURING INTERPRETING EXERCISES. AM I REASON, I LOSE IT DURING INTERPRETING EXERCISES. AM I SUFFERING FROM JAS (JUVENILE ALZHEIMER SYNDROME)?”SUFFERING FROM JAS (JUVENILE ALZHEIMER SYNDROME)?”

““I FEEL I AM NOT MAKING ANY PROGRESS IN SPITE OF ALL MY I FEEL I AM NOT MAKING ANY PROGRESS IN SPITE OF ALL MY EFFORTS. SHOULD I JUST GIVE UP?”EFFORTS. SHOULD I JUST GIVE UP?”


ANSWERS??? ANSWERS???

““DON’T ASK (FOOLISH) QUESTIONS. JUST DO AS I SAY”DON’T ASK (FOOLISH) QUESTIONS. JUST DO AS I SAY”

““I DON’T KNOW WHY Mr. X SAYS WHAT HE SAYS. WHAT I DON’T KNOW WHY Mr. X SAYS WHAT HE SAYS. WHAT II SAY IS SAY IS RIGHT”RIGHT”

““JUST KEEP WORKING. WITH PRACTICE, YOU WILL LEARN”JUST KEEP WORKING. WITH PRACTICE, YOU WILL LEARN”

HOW SATISFACTORY IS THIS FOR YOUNG LEARNERS?HOW SATISFACTORY IS THIS FOR YOUNG LEARNERS?

WILL SUCH ANSWERS INSPIRE CONFIDENCE IN INSTRUCTORS?WILL SUCH ANSWERS INSPIRE CONFIDENCE IN INSTRUCTORS?

WILL THEY GIVE STUDENTS CONFIDENCE IN THEMSELVES?WILL THEY GIVE STUDENTS CONFIDENCE IN THEMSELVES?


MORE PROBLEMSMORE PROBLEMS

AFTER SCHOOL, GRADUATES WILL ENCOUNTER AFTER SCHOOL, GRADUATES WILL ENCOUNTER MARKET MARKET PRESSUREPRESSURE

MARKET PRESSURE WILL TEND TO PUSH THEM MARKET PRESSURE WILL TEND TO PUSH THEM AWAY FROM AWAY FROM SOME RULES LEARNEDSOME RULES LEARNED DURING TRAINING DURING TRAINING

DOES THIS MEAN THAT RULES LEARNED DURING TRAINING ARE DOES THIS MEAN THAT RULES LEARNED DURING TRAINING ARE NOT GOOD?NOT GOOD?

PERHAPS THEY ARE LIKELY TO IMPROVE OVERALL QUALITY – PERHAPS THEY ARE LIKELY TO IMPROVE OVERALL QUALITY – THOUGH THEY GO AGAINST MARKET PRESSURES?THOUGH THEY GO AGAINST MARKET PRESSURES?

IF SO, HOW CAN GRADUATES RESIST THE PRESSURE?IF SO, HOW CAN GRADUATES RESIST THE PRESSURE?


PARTIAL ANSWER: “DIDACTIC THEORY”PARTIAL ANSWER: “DIDACTIC THEORY”

MY DEFINITION OF MY DEFINITION OF DIDACTIC THEORYDIDACTIC THEORY::

A CONCEPTUAL CONSTRUCT A CONCEPTUAL CONSTRUCT

WHICH WHICH EXPLAINSEXPLAINS PHENOMENA PHENOMENA

RELEVANT TO LEARNERSRELEVANT TO LEARNERS

(AND (AND MAYMAY PREDICT THEM PARTLY) PREDICT THEM PARTLY)

AS OPPOSED TO THEORIES IN RESEARCHAS OPPOSED TO THEORIES IN RESEARCH

WHICH ARE REQUIRED TO WHICH ARE REQUIRED TO

EXPLAIN EXPLAIN AND PREDICTAND PREDICT

W/O SPECIFIC REFERENCE TO LEARNERSW/O SPECIFIC REFERENCE TO LEARNERS


EXPECTATIONS FROM TRAININGEXPECTATIONS FROM TRAINING

…and from theories…and from theories

time


EXPECTATIONS FROM TRAININGEXPECTATIONS FROM TRAINING

FASTER FASTER LEARNING CURVELEARNING CURVEHIGHER HIGHER LEARNING CURVELEARNING CURVE

WHAT CAN THEORY CONTRIBUTE?WHAT CAN THEORY CONTRIBUTE?

- EXPLANATIONS- EXPLANATIONS- STRUCTURING OF KNOWLEDGE AND EXPERIENCE- STRUCTURING OF KNOWLEDGE AND EXPERIENCE

FOR INTERPRETATION OF PHENOMENAFOR INTERPRETATION OF PHENOMENA

THESE MAY THESE MAY - CONVINCE STUDENTS- CONVINCE STUDENTS

- GUIDE THEM- GUIDE THEM

AND THUS ACCELERATE AND ENHANCE SKILLS AND THUS ACCELERATE AND ENHANCE SKILLS ACQUISITIONACQUISITION


DIDACTIC THEORY SHOULD BE SIMPLEDIDACTIC THEORY SHOULD BE SIMPLE

SO AS TO REQUIRE SO AS TO REQUIRE

- LITTLE TIME INVESTMENT - LITTLE TIME INVESTMENT FROM STUDENTSFROM STUDENTS

- LITTLE EFFORT FOR COMPREHENSION AND - LITTLE EFFORT FOR COMPREHENSION AND APPLICATION APPLICATION

IT IS AN IT IS AN ANCILLARY TOOLANCILLARY TOOL

IN A CONTEXT WITH IN A CONTEXT WITH - LIMITED TIME- LIMITED TIME

- LITTLE MOTIVATION- LITTLE MOTIVATION

AS OPPOSED TO AS OPPOSED TO A TOOL A TOOL ANDAND OBJECTIVE (IN TRANSIT) IN RESEARCH OBJECTIVE (IN TRANSIT) IN RESEARCH


MINIMAXMINIMAX

HOW MUCH THEORY IS NECESSARY TO ACHIEVE HOW MUCH THEORY IS NECESSARY TO ACHIEVE EXPLANATORY AND GUIDING OBJECTIVES?EXPLANATORY AND GUIDING OBJECTIVES?

HOW PROFITABLE IS FURTHER DEVELOPMENT OF THE HOW PROFITABLE IS FURTHER DEVELOPMENT OF THE THEORIES IN TERMS OF THEORIES IN TERMS OF DIDACTIC EFFICIENCYDIDACTIC EFFICIENCY??

- EXPLANATION OF RELEVANT PHENOMENA- EXPLANATION OF RELEVANT PHENOMENA

- CONFIDENCE BUILDING- CONFIDENCE BUILDING

- CLARIFICATION FOR DECISION-MAKING- CLARIFICATION FOR DECISION-MAKING

SEEK BEST BALANCE BETWEEN INVESTMENT AND SEEK BEST BALANCE BETWEEN INVESTMENT AND RETURN IN MINIMAX STRATEGYRETURN IN MINIMAX STRATEGY

(‘RELEVANCE’)(‘RELEVANCE’)


HURDLE WHEN LEARNING TRANSLATION: HURDLE WHEN LEARNING TRANSLATION: FIDELITY AND SHIFTS (1)FIDELITY AND SHIFTS (1)

““I HAVE ALWAYS BEEN TAUGHT LANGUAGE I HAVE ALWAYS BEEN TAUGHT LANGUAGE EQUIVALENCE.EQUIVALENCE.

HOW CAN I BE FAITHFUL TO SOURCE TEXT IF I CHOOSE HOW CAN I BE FAITHFUL TO SOURCE TEXT IF I CHOOSE WORDS AND STRUCTURES OTHER THAN THE WORDS AND STRUCTURES OTHER THAN THE

AUTHOR’S?”AUTHOR’S?”

““THEORETICAL” IDEAS:THEORETICAL” IDEAS:

- TRANSLATION DONE AT REQUEST OF CLIENT- TRANSLATION DONE AT REQUEST OF CLIENT

TO SERVE THE INTERESTS OF SB (ASSUME AUTHOR)TO SERVE THE INTERESTS OF SB (ASSUME AUTHOR)

- AUTHOR WANTS TO INFORM, EXPLAIN, CONVINCE…- AUTHOR WANTS TO INFORM, EXPLAIN, CONVINCE…

- IF YOU WANT TO SERVE HIS/HER INTERESTS: INFORM, - IF YOU WANT TO SERVE HIS/HER INTERESTS: INFORM, EXPLAIN, CONVINCE…EXPLAIN, CONVINCE…


HURDLE WHEN LEARNING TRANSLATION: HURDLE WHEN LEARNING TRANSLATION: FIDELITY AND SHIFTS (2)FIDELITY AND SHIFTS (2)

““THEORETICAL” PROPOSITIONTHEORETICAL” PROPOSITION::

WHEN TRYING TO INFORM, CONVINCE, EXPLAIN, AUTHORSWHEN TRYING TO INFORM, CONVINCE, EXPLAIN, AUTHORS

- - DO NOT NECESSARILY CHOOSE DO NOT NECESSARILY CHOOSE WORDS AND STRUCTURESWORDS AND STRUCTURES

- - DO NOT NECESSARILY LIKEDO NOT NECESSARILY LIKE DETAILS OF THE TEXT THEY DETAILS OF THE TEXT THEY HAVE PRODUCEDHAVE PRODUCED

THEREFORE, MAKING THEREFORE, MAKING SLIGHTLY DIFFERENTSLIGHTLY DIFFERENT CHOICES CHOICES

DOES NOT NECESSARILY MEAN BEING UNFAITHFUL DOES NOT NECESSARILY MEAN BEING UNFAITHFUL IF THE IF THE TARGET TEXT INFORMS, EXPLAINS, CONVINCES…TARGET TEXT INFORMS, EXPLAINS, CONVINCES…


HURDLE: FIDELITY AND SHIFTS (3)HURDLE: FIDELITY AND SHIFTS (3)

““PROOF” THROUGH CLASSROOM EXPERIMENT*:PROOF” THROUGH CLASSROOM EXPERIMENT*:

- SIMPLE IDEAS ARE - SIMPLE IDEAS ARE EXPRESSED DIFFERENTLY BY DIFFERENT EXPRESSED DIFFERENTLY BY DIFFERENT PEOPLEPEOPLE UNDER SAME CONDITIONS UNDER SAME CONDITIONS

- PEOPLE TEND TO PEOPLE TEND TO EXPRESS THE SAME IDEA DIFFERENTLYEXPRESS THE SAME IDEA DIFFERENTLY UNDER SAME CONDITIONSUNDER SAME CONDITIONS

- PEOPLE PEOPLE DO NOT NECESSARILY LIKE OR REMEMBER DO NOT NECESSARILY LIKE OR REMEMBER EXACTLY EXACTLY WHAT THEY WROTEWHAT THEY WROTE

- SOME DIFFERENCES HAVE TO DO WITH THE SOME DIFFERENCES HAVE TO DO WITH THE INTENDED INTENDED RECEIVERRECEIVER

- SOME HAVE TO DO WITH SOME HAVE TO DO WITH LANGUAGE/CULTURE-RELATED LANGUAGE/CULTURE-RELATED CONSTRAINTSCONSTRAINTS

• Described in Gile. 1995, 2005. See references at end of presentation. Described in Gile. 1995, 2005. See references at end of presentation.


HURDLE: FIDELITY AND SHIFTS (4)HURDLE: FIDELITY AND SHIFTS (4)

THREE COMPONENTS IN THEORETICAL MODULE:THREE COMPONENTS IN THEORETICAL MODULE:

- A THESIS WHICH SAYS PEOPLE DO NOT CONTROL FULLY THEIR - A THESIS WHICH SAYS PEOPLE DO NOT CONTROL FULLY THEIR UTTERANCESUTTERANCES

- A MODEL OF THE INFORMATIONAL COMPOSITION OF - A MODEL OF THE INFORMATIONAL COMPOSITION OF INFORMATIVE TEXTS INFORMATIVE TEXTS

INF = MSG + (FI+LII+PI)INF = MSG + (FI+LII+PI)

- A REASONED PRIORITIZATION OF INFORMATION RESTITUTION IN - A REASONED PRIORITIZATION OF INFORMATION RESTITUTION IN THE TARGET TEXTTHE TARGET TEXT

HOW DOES IT HELP?HOW DOES IT HELP?BY EXPLAINING THE CLAIM THAT SOME SHIFTS FROM THE ST ARE BY EXPLAINING THE CLAIM THAT SOME SHIFTS FROM THE ST ARE

LEGITIMATELEGITIMATE

IS IT NOT BETTER THAN JUST IS IT NOT BETTER THAN JUST CLAIMINGCLAIMING IT IS ALL RIGHT TO IT IS ALL RIGHT TO DEVIATE FROM THE ST WITHOUT EXPLANATIONS?DEVIATE FROM THE ST WITHOUT EXPLANATIONS?


FREQUENT PROBLEMS IN TRANSLATION BY FREQUENT PROBLEMS IN TRANSLATION BY STUDENTSSTUDENTS

- CLUMSY TT- CLUMSY TT- NONSENSICAL TT- NONSENSICAL TT

ANALYSIS SHOWS THIS IS DUE TO:ANALYSIS SHOWS THIS IS DUE TO:

- INSUFFICIENT ANALYSIS OF ST- INSUFFICIENT ANALYSIS OF ST- LANGUAGE INTERFERENCE BETWEEN SL AND TL- LANGUAGE INTERFERENCE BETWEEN SL AND TL

- LACK OF AWARENESS THAT TT SHOULD BE ABLE TO FUNCTION AS - LACK OF AWARENESS THAT TT SHOULD BE ABLE TO FUNCTION AS AN AUTHONOMOUS TEXTAN AUTHONOMOUS TEXT

WHAT CAN ONE DO ABOUT IT?WHAT CAN ONE DO ABOUT IT?

ONE ANSWER IS A MODEL (“THEORY”)ONE ANSWER IS A MODEL (“THEORY”)


A DIDACTIC TRANSLATION MODELA DIDACTIC TRANSLATION MODEL

Knowledge Base Knowledge acquisition

Meaning Hypothesis

TL Wording

Acceptable ?

Faithful ?

Plausible ?

Acceptable ?

Faithful ?


SOME POINTS HIGHLIGHTED BY THE MODELSOME POINTS HIGHLIGHTED BY THE MODEL

Two phases in translation: comprehension, translationTwo phases in translation: comprehension, translation

- To foster analysis - To foster analysis beforebefore reformulation and prevent meaning reformulation and prevent meaning errorserrors

- To prevent linguistic interference- To prevent linguistic interference

Decisions – The Translator’s responsibilityDecisions – The Translator’s responsibility

- On comprehension, to foster analysis and prevent meaning - On comprehension, to foster analysis and prevent meaning errorserrors

- On reformulation, to help optimize- On reformulation, to help optimize


Student weaknesses pinpointed in the modelStudent weaknesses pinpointed in the model

WeaknessesWeaknesses- In knowledge: linguistic/extralinguistic knowledge. In In knowledge: linguistic/extralinguistic knowledge. In

comprehension phase and reformulation phasecomprehension phase and reformulation phase

- In translation methodology: failure to implement tests, to take In translation methodology: failure to implement tests, to take decisionsdecisions

- In attitude/motivation: failure to implement tests, to acquire In attitude/motivation: failure to implement tests, to acquire required knowledge, to go through the reformulation loop (TL required knowledge, to go through the reformulation loop (TL wording and acceptability/fidelity tests) until a good result is wording and acceptability/fidelity tests) until a good result is achieved.achieved.


Using the sequential model for explanations Using the sequential model for explanations and guidanceand guidance

Pinpoint the areas where the student’s weaknesses lie and tell him/her more Pinpoint the areas where the student’s weaknesses lie and tell him/her more specifically where to focus his/her effortsspecifically where to focus his/her efforts

- Point out that a professional attitude means willingness to do proper ad hoc Point out that a professional attitude means willingness to do proper ad hoc knowledge acquisitionknowledge acquisition

- Point out that a professional attitude means willingness to go through the Point out that a professional attitude means willingness to go through the reformulation loop until all problems are solved satisfactorily.reformulation loop until all problems are solved satisfactorily.

- Point out that word Processing allows multiple iterations of the Point out that word Processing allows multiple iterations of the reformulation loop whereas dictation does not.reformulation loop whereas dictation does not.

- Discuss directionality using the concept of the reformulation loopDiscuss directionality using the concept of the reformulation loop- Discuss specialization in terms of less lengthy ad hoc information Discuss specialization in terms of less lengthy ad hoc information

acquisitionacquisition


Is the sequential model a good model for Is the sequential model a good model for research?research?

Does it account well for actual translation?Does it account well for actual translation?

No…No…

- In real life, translation is far less linear- In real life, translation is far less linear

- And parallel processing may occur- And parallel processing may occur

- Model is not specific enough to account for all - Model is not specific enough to account for all phenomenaphenomena

- Architecture not optimized for further development- Architecture not optimized for further development

BUT IT IS USEFUL NEVERTHELESS (?)BUT IT IS USEFUL NEVERTHELESS (?)

MINIMAXMINIMAX


IN CONFERENCE INTERPRETINGIN CONFERENCE INTERPRETING

- APPARENT - APPARENT LOSS OF CONTROLLOSS OF CONTROL IN LANGUAGE SKILLS IN LANGUAGE SKILLS

DURING INTERPRETING EXERCISESDURING INTERPRETING EXERCISES

- LISTENING PROBLEMS WHEN TAKING NOTES- LISTENING PROBLEMS WHEN TAKING NOTES

IN CONSECUTIVEIN CONSECUTIVE

- DIFFICUTLY OF SIMULTANEOUS- DIFFICUTLY OF SIMULTANEOUS

STUDENTS DESTABILIZEDSTUDENTS DESTABILIZED

WORRIEDWORRIED

THEORETICAL EXPLANATIONS HELPTHEORETICAL EXPLANATIONS HELP

UNDERSTAND THAT PHENOMENA ARE ‘NORMAL’ ANDUNDERSTAND THAT PHENOMENA ARE ‘NORMAL’ AND

WILL GRADUALLY BECOME LESS PROBLEMATICWILL GRADUALLY BECOME LESS PROBLEMATIC

EFFORT MODELS (Gile 1995)EFFORT MODELS (Gile 1995)


WHEN THINKING ABOUT GENERAL ISSUESWHEN THINKING ABOUT GENERAL ISSUES

APTITUDES FOR TRANSLATION VS. INTERPRETINGAPTITUDES FOR TRANSLATION VS. INTERPRETING

DIRECTIONALITYDIRECTIONALITY

TRANSLATION/INTERPRETING QUALITYTRANSLATION/INTERPRETING QUALITY

QUALITY PERCEPTIONQUALITY PERCEPTION

……

SOME THEORY CAN BE USEFUL SOME THEORY CAN BE USEFUL

IN PROVIDING CONCEPTS AND STRUCTURES FOR IN PROVIDING CONCEPTS AND STRUCTURES FOR REFERENCEREFERENCE

TO DISCUSS THESE ISSUESTO DISCUSS THESE ISSUES


GOING DEEPER INTO THEORIES? (1)GOING DEEPER INTO THEORIES? (1)

TEXT LINGUISTICS?TEXT LINGUISTICS?

COGNITIVE LINGUISTICS?COGNITIVE LINGUISTICS?

PRAGMATICS?PRAGMATICS?

COGNITIVE PSYCHOLOGY?COGNITIVE PSYCHOLOGY?

SCHEME THEORY?SCHEME THEORY?

MENTAL MODELS THEORY?MENTAL MODELS THEORY?

PHILOSOPHY?PHILOSOPHY?

LITERARY THEORY?LITERARY THEORY?

SOCIOLOGICAL THEORIES?SOCIOLOGICAL THEORIES?


GOING DEEPER INTO THEORIES? (2)GOING DEEPER INTO THEORIES? (2)

SUCH THEORIES ARE INTERESTINGSUCH THEORIES ARE INTERESTING

OFFER FOOD FOR THOUGHTOFFER FOOD FOR THOUGHT

CAN BE QUITE STIMULATINGCAN BE QUITE STIMULATING

But…But…

REQUIRE SIGNIFICANT INVESTMENT FROM STUDENTSREQUIRE SIGNIFICANT INVESTMENT FROM STUDENTS

IF STUDENTS ARE INTERESTED – FINEIF STUDENTS ARE INTERESTED – FINE

IF ACADEMIC REQUIREMENTS INCLUDE THEORY – OKIF ACADEMIC REQUIREMENTS INCLUDE THEORY – OK

OTHERWISE, SEEK OPTIMUM BALANCE BETWEEN OTHERWISE, SEEK OPTIMUM BALANCE BETWEEN INVESTMENT AND EXPECTED CONTRIBUTIONINVESTMENT AND EXPECTED CONTRIBUTION

MINIMAXMINIMAX


DOES THIS APPROACH WORK?DOES THIS APPROACH WORK?

FEEDBACK FROM STUDENTS AND FELLOW INSTRUCTORS OVER FEEDBACK FROM STUDENTS AND FELLOW INSTRUCTORS OVER THE YEARSTHE YEARS

IN PARTICULAR FROM STUDENTS AND INSTRUCTORS WHO WERE IN PARTICULAR FROM STUDENTS AND INSTRUCTORS WHO WERE RELUCTANT TO USE THEORYRELUCTANT TO USE THEORY

SUGGESTS IT DOESSUGGESTS IT DOES

But…But…

THE PROOF WILL BE IN YOUR OWN PUDDINGTHE PROOF WILL BE IN YOUR OWN PUDDING

TRY OUT MODULES DESCRIBED IN REFERENCES IN NEXT SLIDETRY OUT MODULES DESCRIBED IN REFERENCES IN NEXT SLIDE

EACH WILL ONLY TAKE ABOUT ONE HOUR TO 90 MINUTES OF EACH WILL ONLY TAKE ABOUT ONE HOUR TO 90 MINUTES OF YOUR AND THE STUDENTS’ TIMEYOUR AND THE STUDENTS’ TIME

GOOD LUCK!GOOD LUCK!


REFERENCESREFERENCES

Gile, Daniel. 1995. Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Basic Concepts and Models for Interpreter and Translator TrainingTraining. Amsterdam/Philadelphia: John Benjamins.. Amsterdam/Philadelphia: John Benjamins.

Gile, Daniel. 2005. Gile, Daniel. 2005. La traduction. La comprendre, l’apprendreLa traduction. La comprendre, l’apprendre. Paris: PUF.. Paris: PUF.

Documents

D.Gile Theory Minimax 1 THE MINIMAX STRATEGY IN THE USE OF THEORY IN INTERPRETER AND TRANSLATOR TRAINING [email protected]