МИНОБРНАУКИ РОССИИ
федеральное государственное бюджетное образовательное учреждение высшего образования
«Алтайский государственный университет»

Основы последовательного перевода

рабочая программа дисциплины
Закреплена за кафедройКафедра лингвистики, перевода и иностранных языков
Направление подготовки45.03.02. Лингвистика
ПрофильПеревод и переводоведение
Форма обученияОчная
Общая трудоемкость4 ЗЕТ
Учебный план45_03_02_ПиП-4-2019
Часов по учебному плану 144
в том числе:
аудиторные занятия 64
самостоятельная работа 26
контроль 54
Виды контроля по семестрам
экзамены: 7, 8

Распределение часов по семестрам

Курс (семестр) 4 (7) 4 (8) Итого
Недель 19 8,5
Вид занятий УПРПДУПРПДУПРПД
Лекции 16 16 16 16 32 32
Практические 16 16 16 16 32 32
Сам. работа 13 13 13 13 26 26
Часы на контроль 27 27 27 27 54 54
Итого 72 72 72 72 144 144

Программу составил(и):
д.ф.н., профессор, Карпухина Виктория Николаевна

Рецензент(ы):
д.ф.н., профессор, Осокина Светлана Анатольевна

Рабочая программа дисциплины
Основы последовательного перевода

разработана в соответствии с ФГОС:
Федеральный государственный образовательный стандарт высшего образования по направлению подготовки 45.03.02 Лингвистика (уровень бакалавриата) (приказ Минобрнауки России от 07.08.2014 г. №940)

составлена на основании учебного плана:
45.03.02 Лингвистика
утвержденного учёным советом вуза от 25.06.2019 протокол № 9.

Рабочая программа одобрена на заседании кафедры
Кафедра лингвистики, перевода и иностранных языков

Протокол от 20.05.2019 г. № 8
Срок действия программы: 2019-2020 уч. г.

Заведующий кафедрой
к.ф.н., доцент Саланина Ольга Сергеевна


Визирование РПД для исполнения в очередном учебном году

Рабочая программа пересмотрена, обсуждена и одобрена для
исполнения в 2019-2020 учебном году на заседании кафедры

Кафедра лингвистики, перевода и иностранных языков

Протокол от 20.05.2019 г. № 8
Заведующий кафедрой к.ф.н., доцент Саланина Ольга Сергеевна


1. Цели освоения дисциплины

1.1.Основная цель курса – ознакомить студентов с основными положениями теории устного последовательного перевода (учитываются как традиционные, так и современные подходы к проблемам переводоведения).

2. Место дисциплины в структуре ООП

Цикл (раздел) ООП: Б1.В.ДВ.12

3. Компетенции обучающегося, формируемые в результате освоения дисциплины

ПК-7 владением методикой предпереводческого анализа текста, способствующей точному восприятию исходного высказывания
ПК-12 способностью осуществлять устный последовательный перевод и устный перевод с листа с соблюдением норм лексической эквивалентности, соблюдением грамматических, синтаксических и стилистических норм текста перевода и темпоральных характеристик исходного текста
ПК-14 владением этикой устного перевода
В результате освоения дисциплины обучающийся должен
3.1.Знать:
3.1.1.базовые положения предпереводческого анализа текста,
базовые стратегии того, как осуществлять устный последовательный перевод и устный перевод с листа с соблюдением норм лексической эквивалентности, соблюдением грамматических, синтаксических и стилистических норм текста перевода и темпоральных характеристик исходного текста,
базовые принципы этики устного перевода
3.2.Уметь:
3.2.1.использовать на практике базовые положения предпереводческого анализа текста,
осуществлять устный последовательный перевод и устный перевод с листа с соблюдением базовых норм лексической эквивалентности, соблюдением грамматических, синтаксических и стилистических норм текста перевода и темпоральных характеристик исходного текста,
применять на практике базовые принципы этики устного перевода
3.3.Иметь навыки и (или) опыт деятельности (владеть):
3.3.1.использования на практике основные положения предпереводческого анализа текста,
осуществления устного последовательного перевода и устного перевода с листа с соблюдением норм лексической эквивалентности, соблюдением грамматических, синтаксических и стилистических норм текста перевода и темпоральных характеристик исходного текста,
базовыми принципами этики устного перевода

4. Структура и содержание дисциплины

Код занятия Наименование разделов и тем Вид занятия Семестр Часов Компетенции Литература
Раздел 1. Виды перевода: письменный и устный перевод. Особенности последовательного двустороннего перевода
1.1. Виды перевода: письменный и устный перевод. Уровни устного перевода. Типы прецизионной информации. Основы переводческой скорописи (история, развитие, применение). Переводческая этика в процессе устного перевода. Особенности последовательного двустороннего перевода. Практические правила работы устного переводчика. Лекции 7 16 ПК-7, ПК-12, ПК-14 Л1.1, Л2.1
1.2. Мнемотехника и ее применение в ситуациях устного перевода Способы запоминания «фоновой информации» Мнемообразы и виды их запоминания Переводческие трансформации при устном переводе Типы прецизионной информации Переводческий анализ в устном переводе Тренинг двустороннего перевода Практические 7 16 ПК-7, ПК-12, ПК-14 Л2.1
1.3. Сам. работа 7 13 Л2.1
1.4. Экзамен 7 27 ПК-7, ПК-12, ПК-14
1.5. Память как один из компонентов устного перевода. Основные регистры памяти, используемые в процессе устного перевода. Основные характеристики последовательного перевода. Функциональные типы устного перевода (учебный, профессиональный, бытовой). Основные, комбинированные и вспомогательные виды устного перевода. Двусторонний перевод без записи. Двусторонний перевод под запись. Перевод монологической речи под запись. Основные цели переводческой скорописи. Применение переводческой скорописи в различных ситуациях устного последовательного перевода. Лекции 8 16 ПК-7, ПК-12, ПК-14 Л2.1
1.6. Перевод с листа Перевод-пересказ Последовательный перевод Коллокации в устном переводе Тренинг на запоминание разных типов прецизионной информации Практические 8 16 ПК-7, ПК-12, ПК-14 Л2.1
1.7. Сам. работа 8 13 ПК-7, ПК-12, ПК-14 Л2.1
1.8. Экзамен 8 27 ПК-7, ПК-12, ПК-14

5. Фонд оценочных средств

5.1. Контрольные вопросы и задания для проведения текущего контроля и промежуточной аттестации по итогам освоения дисциплины
см. приложение
5.2. Темы письменных работ для проведения текущего контроля (эссе, рефераты, курсовые работы и др.)
см. приложение
5.3. Фонд оценочных средств для проведения промежуточной аттестации
см. приложение

6. Учебно-методическое и информационное обеспечение дисциплины

6.1. Рекомендуемая литература
6.1.1. Основная литература
Авторы Заглавие Издательство, год Эл. адрес
Л1.1 Карпухина В.Н. Конструирование лингвистической реальности при смене семиотического кода культуры: монография Барнаул: Изд-во АлтГУ. ЭБС АлтГУ, 2013 elibrary.asu.ru
6.1.2. Дополнительная литература
Авторы Заглавие Издательство, год Эл. адрес
Л2.1 Осокина С.А., Карпухина В.Н., Савочкина Е.А. Алтай в переводных текстах.: учебное пособие Изд-во АлтГУ. ЭБС АлтГУ, 2018 ФГУП НТЦ «Информрегистр», № регистрации 0321801486 от 14.05.18. http://elibrary.asu.ru/handle/asu/5000.
6.2. Перечень ресурсов информационно-телекоммуникационной сети "Интернет"
Название Эл. адрес
Э1 Основы последовательного перевода apchuzhakin.narod.ru
Э2 Основы последовательного перевода www.unimind.ru
6.3. Перечень программного обеспечения
Microsoft Office
Windows 10
7-Zip
AcrobatReader
6.4. Перечень информационных справочных систем
http://fuji.viniti.msk.su/ - Всероссийский институт научной и технической информации (ВИНИТИ)
http://www.nlr.ru:8101/ - Российская национальная библиотека
http://www.gpntb.ru/win/search/ Государственная публичная научно-техническая библиотека России (ГПНТБ России)
http://uwh.lib.msu.su/ - Научная библиотека МГУ им. М.В. Ломоносова
Доступ онлайн Электронная библиотека eLIBRARY.RU

7. Материально-техническое обеспечение дисциплины

Аудитория Назначение Оборудование
Помещение для самостоятельной работы помещение для самостоятельной работы обучающихся Компьютеры, ноутбуки с подключением к информационно-телекоммуникационной сети «Интернет», доступом в электронную информационно-образовательную среду АлтГУ
Учебная аудитория для проведения занятий лекционного типа, занятий семинарского типа (лабораторных и(или) практических), групповых и индивидуальных консультаций, текущего контроля и промежуточной аттестации, курсового проектирования (выполнения курсовых работ), проведения практик Стандартное оборудование (учебная мебель для обучающихся, рабочее место преподавателя, доска)
513Д лаборатория "Лингафонный кабинет фмкфип"- учебная аудитория для проведения занятий семинарского типа (лабораторных и(или) практических); проведения групповых и индивидуальных консультаций, текущего контроля и промежуточной аттестации Учебная мебель на 20 посадочных мест; рабочее место преподавателя; интерактивная доска в комплекте; рабочее место преподавателя в комплекте (стол, ПК, гарнитура); 20 рабочих мест студента в комплекте (стол, гарнитура, цифровой пульт); специализированное коммутационное устройство «Норд Ц» в комплекте; компьютер: модель Инв. №0160604664 - 1 единица; проектор: марка SMART модель UF70 - 1 единица; интерактивная доска: марка SmartBoard модель SB480iv3 - 1 единица; монитор: марка ViewSonic модель VA1948M-LED - 1 единица; микросистема преподавателя Panasonic SA-PM07; учебно-наглядные пособия, карты

8. Методические указания для обучающихся по освоению дисциплины

Методические указания студентам по изучению дисциплины «Основы последовательного перевода»

Основным видом учебных занятий по основам последовательного перевода являются лекционные и практические занятия.
Основная цель курса – ознакомить студентов с основными положениями теории устного последовательного перевода (учитываются как традиционные, так и современные подходы к проблемам переводоведения).

Задачи изучения дисциплины:
- анализ эффективности работы разных методик запоминания прецизионной информации в процессе устного последовательного,
- закрепление на практике положений теории устного последовательного перевода (перевод с английского языка на русский и с русского на английский).

Работа на лекции
На лекциях студенты получают самые необходимые данные, во многом дополняющие учебники (или их заменяющие с последними достижениями науки).
Запись лекций рекомендуется вести по возможности собственными формулировками. Желательно запись осуществлять на одной странице, а следующую оставлять для проработки учебного материала самостоятельно в домашних условиях. Конспект лучше подразделять на пункты, параграфы, соблюдая красную строку. Принципиальные места, определения, формулы следует сопровождать замечаниями: "важно", "особо важно", "хорошо запомнить" и т.п. Целесообразно разработать собственную "маркографию" (значки, символы), сокращения слов.
Подготовка к практическим занятиям.
Приступая к подготовке темы практического занятия, студенты должны, прежде всего, внимательно ознакомиться с его планом (по планам практических занятий), а также учебной программой по данной теме. Необходимо далее изучить соответствующие конспекты лекций и главы учебников, ознакомиться с дополнительной литературой, рекомендованной к этому занятию. Предлагается к наиболее важным и сложным вопросам темы составлять конспекты ответов. Студенты должны готовить все вопросы соответствующего занятия и, кроме того, обязаны уметь давать определения основным категориям и понятиям, предложенным для запоминания к каждой теме семинаров.
Отвечать на тот или иной вопрос учащимся рекомендуется наиболее полно и точно, при этом нужно уметь логически грамотно выражать и обосновывать свою точку зрения, свободно оперировать научными понятиями и категориями.
Практические занятия преподаватель может проводить в различных формах: обсуждение вопросов темы, выполнение письменных работ, заслушивание докладов по отдельным вопросам и их обсуждение на занятии.

Темы практических занятий

Практическое занятие №1

Мнемотехника и ее применение в ситуациях устного перевода
Dictation. Read the text. Make a list of expressions, which you do not know and learn them by heart. Translate the text.

Interpreting: Perils of Palaver
Paris - When a Japanese sucks in his breath and tells a Westerner that “your proposal is very interesting and we will consider it very carefully” - meaning, in a word, “no!”- what is the honest interpreter to say?
The answer is that the professional interpreter is duty bound to report the words of the Japanese as faithfully as possible. But according to Gisela Siebourg, who regularly interprets for Chancellor Kohl of Germany, it would also be legitimate for the interpreter to draw his or her client aside after the conversation and explain the complexities of Japanese double-speak.
It would depend on the degree of trust between client and interpreter, she said.
This illustrates the need for the interpreter to be taken into the client’s confidence. Siebourg said. It also indicates the qualities required of an interpreter – the discretion of a priest in the confessional and the mental subtlety of a professional diplomat. Rule number one for the interpreter, she said, is never to repeat outside the meeting what was learned in it.
Siebourg is president of the International Association of Conference Interpreters - set up in Paris in 1953 with 60 members, and now including 2,200 members-which is holding its triennial assembly here this week.
The association, which has worked since its inception to raise the standing of the interpreters’ calling, thinks a lot about such ethical issues, as well as seeking better working conditions for its members.
The profession is at least as old as the Book of Genesis in which Joseph outwitted his brothers by, as the book says, speaking “into them by an interpreter”. But the modern practice of simultaneous interpretation through headphones dates only from the postwar Nuremberg trials and the formation of the United Nations.
Before that, even in the League of Nations, speakers had to pause at intervals to allow the interpretation - a process known as consecutive interpretation. This is still the method most often used in tête-à-tête conversations. Experience proves that consecutive interpretation although more time consuming is much more effective in such types of discussions.
The method is not suitable for large modern conferences at which several languages are used simultaneously.
Interpreting (often called as “conference interpreting” instead of “oral interpretation”) sometimes is, but ought not to be, confused with translating. The translator has time and a battery of dictionaries at his or her command in order to find the precise word. The interpreter, by contrast, has to get across the right meaning rather than the exact wording without a second’s hesitation. This often requires a deep knowledge of culture as well as language, an ability to understand expression as well as content.
Diplomats such as Foreign Minister Tariq Aziz of Iraq, who speaks excellent English, often work through interpreters either to conceal precise meaning or to give themselves time to think. In such cases, the interpreter must be careful not to go beyond the speakers’ words, even if they make apparently little sense. As Confucius put it, ”If language is not in accordance with the truth of things, affairs cannot be carried on to success”.
Being used as part of a negotiating ploy again points to the need for the interpreter to be taken into the diplomat’s confidence. The interpreters association always tells clients that “if you are not prepared to trust an interpreter with confidential information, don’t use one. Failure to provide in advance background information and specialized terminology involved in complex negotiations makes the interpreters’ job all the more difficult, Siebourg said.
Several years ago the association - speaking either in English or French, its two working languages - started discussing improved contacts with colleagues in the former Soviet Union and Eastern Europe when the East was opening up.
One difficulty is that the East European languages often contain no terminology to describe many of the private market terms used in the West.
Russian interpreters also have practice of working from their own language into a foreign language, while most Western interpreters, Siebourg said, prefer to work from a foreign language into their mother tongue.
This avoids the kind of gaffes, or communication breakdowns, that can occur with less than intimate knowledge of a language. When Jimmy Carter visited Warsaw in December 1977, for example, he made the mistake of using a Polish-speaking American as interpreter rather than an English-speaking Pole, Siebourg said.
The result is that the interpreter, a State Department contract employee, spoke about sexual lust rather than desire and rephrased Carter’s “when I abandoned the United States”. The embarrassment was long remembered.

Get ready for dictation. Translate:
consecutive interpreting
simultaneous interpreting
simultaneously
to be time consuming
to be taken into somebody’s confidence
tête-à-tête conversation
conference interpreting
negotiating ploy
to go beyond the speakers words
to make apparently little sense
background information
communication breakdown
mother tongue
intimate knowledge of language

Практическое занятие №2

Способы запоминания «фоновой информации»
Culture background. Match the names of world-known creations and their authors. Discuss the pronunciation of each name. Consult your dictionary if necessary.
Godfather Jacque Yves Cousteau
How to Win Friends Charlie Chaplin
The Little Niggers Francis Coppola
The Ninth Symphony Peter Tchaikovsky
Dynamite Louis Pasteur
The telephone Charles Dickens
Hamlet Alexander Bell
The smallpox vaccination Leonardo da Vinci
The gramophone the Chinese
Gunpowder Thomas Edison
The Nutcracker Suit William Shakespeare
The Mona Lisa Ludwig van Beethoven
Bleak House Alfred Nobel
Aqualung Dale Carnegie
The Gold Rush Agatha Christie
What other cultural phenomena do you know? Give their English and Russian correspondences.
Find in the dictionary names of world-famous
composers historical heroes
writers/poets religions
philosophers countries
painters cities
the Bible heroes money measures
scientists systems of measurements
politicians contractions

Практическое занятие №3

Мнемообразы и виды их запоминания
Memory training. Read and translate the text. Discuss the problem of computer translation.

Web Translator Is Not Perfect Yet
In matters of diplomacy, the U.S. is the world’s sole superpower, wielding more influence than any other nation. But that’s nothing compared with the American influence in cyberspace.
On the Internet’s World Wide Web, America rules – and so does the English language. While figures are hard to come by, it seems clear that most of the content of the Web today is from the U.S. When you add in the Web content provided by other English – speaking nations, the dominance of English is overwhelming. Even many of the Web sites published in non-English-speaking lands are produced in English.
Ironically, the Web itself was invented in Switzerland (though the Internet was a U.S. innovation).
But there are many more people with computers in America, and many more of those machines are linked to the Internet than are computers anywhere else. As of today, if you don’t read English, you miss nearly everything on the Web.
Technology is attempting to the rescue of many non-English-speaking people. A new software product for Windows called Web Translator, from Globalink Inc. of Fairfax, Virginia, promises to rapidly translate English – language Web pages into French, Spanish or German. You just click on a button labeled “translate” and Web Translator grabs the page from the Netscape Navigator Web browser, renders it in one of the three languages in less than a minute and displays the translation in Navigator, with all graphics and links intact.
Web Translator also works in reverse. Following the same process, it will take a Web page that’s in French, Spanish or German, and turn it into English. That will help English speakers catch up with the fast-growing number of Web sites in those tongues.
Globalink’s product is fundamentally different from similar-sounding Web software, such as Accent Software’s highly regarded Internet With an Accent program. These programs merely let your PC view Web sites written in foreign alphabets. They don’t attempt translation. And, after trying out Web Translator for a few days, I can understand why.
Web translator does such a crude job of translation that it can’t really be relied upon for anything requiring any degree of accuracy or nuance. Like most computer-based translation, it is so literal as to be laughable, and fails to grasp many common idioms.
You can get the basic idea of what a Web page says, but not much more. To be fair, Globalink doesn’t claim perfection. The company promises only a “draft translation” and concedes “your translations may contain some “rough spots”.
I’ll say! For instance, I tried translating into English some articles from French-language press. A reference to the Canadian foreign minister came out as “the alien Business minister of Canada”, and Prime Minister Chretien was referred to as “the Christian prime minister”.
Elsewhere on the Web, a headline in Germany’s Die Welt came out: “Cabbage: Future of the grandsons do not lose”. This may be an article about the passing down of cabbage farms through the generations, but who can tell?
Going the other way, from English into French, I discovered that Web Translator garbled the simplest things. In The Wall Street Journal’s Web site, even Wednesday’s date – May 1, 1996 – was mistranslated as “Peut 1, 1996” because the program couldn’t distinguish the month of May (“Mai” in French) from other forms of “may”.
The software also had trouble with the English legal term “suit”. In different journal headlines it rendered it differently in French, but never properly. A reference to a lawsuit filed by a Texas grocer came out as “Costume d’epicier”, an allusion to a grocer’s garb.
Web Translator was easy to use, though it takes up 70 megabytes of hard-disk space. But I was disappointed, even though I didn’t expect perfection. The computer translation effort has a long, long way to go.

NB: Chretien – фр. “христианский” (имя премьер-министра Франции)
Cohl – нем. “капуста” (имя канцлера ФРГ)
Train your memory. Find English equivalents to the given phrases and write them in English:
продукт программного обеспечения
всемирная компьютерная сеть
интернет
подсоединиться к интернету
выбрать мышкой функцию «перевод»
выделить текст на экране
не изменять порядок слов
персональный компьютер
отобразить на экране текст на иностранном языке
в обратном порядке
грубая работа
передавать оттенки смысла
приблизительный перевод
переводить буквально
допускать неточности при переводе
Discuss variants of Russian translation of the following names:
Web Translator
Globalink Inc.
Netscape Navigator
Accent Software


Практическое занятие №4

Переводческие трансформации при устном переводе
Transformation. Read and discuss the text.

Communication and Understanding
I know what you think
“If looks could kill” goes the old proverb, or talk is silver, silence is gold”. Vox populi – the voice of the people – is fond of such traditional sayings, which frequently conceal remarkably fundamental truths. Both proverbs suggest that the spoken audible word is by no means the primary form of human communication. But what is left unspoken frequently says more than even rhetorically sophisticated sentence.
Non-verbal communication
The repertoire of non-verbal communication is extensive and often originates from times in which the wooden club formed the basis of all discussions. If, for example, your conversation partner shakes your hand so firmly that you verily fall to your knees, what he is really saying is “I am the stronger one”. This, of cause, is nothing more or less than an archaic thread aimed at imposing a hierarchical order from the outset. You can often detect an invisible rivalry between conversation partners (e.g. two competing businessmen) which they do not consciously notice.
It is much the same thing with the friendly patting of shoulders, which can be frequently observed with politicians. In reality the statesman is not particularly interested in his foreign political guest. It is quite possible that the state visit is solely to negotiate high loans for the visitor. However if the host is surrounded by TV cameras and the flash of press photographers, he will do everything he can to appear sympathetic and solidarity. After all, he is primarily concerned with how he comes across. A fraternal pat on the shoulders arouses the impression of friendship. The fact that afterwards he hardly listens to his guest, merely utters some formulaic statements and leaves the interpreter to “conduct” the discussion is a sign of disinterest or even ignorance. Yet, the point is that no-one notices – the “goodwill” gesture has already been made and demonstrated with success.
How to avoid that
All this could be avoided. Why does not the person who is not really interested in the conversation simply say so? After all, doing so, he will tell his conversational partner that he takes him seriously. A statement such as “I suggest that we agree to meet when I can give you much more time and attention” is a constructive and productive message saying “I want to talk to you”.
Constant coughing and clearing of the throat are similar non-verbal methods of defense. A psychological discomfort, which a listener expresses by means of such disruptive noise interrupts the person speaking. Frequently, these noises cause you partner to become irritated and unsure of himself. He feels as if he is talking nonsense, and this causes him to lose concentration and finally to stop the conversation altogether. If he accepts that one-side interjection, the “disturber” may go even as far as to suggest that the irritated talker should continue talking another time when he is feeling better. Here, the need for politeness creates a barrier without anything being said. The actual truth remains unspoken: “You don’t interest me”.
Genuine and false communication
Do you know the situation where someone repeatedly stresses that he wants to keep out of something and not interfere; he doesn’t want to be authoritarian or assume responsibility? In saying this, the person is, of course, unconsciously revealing his true intentions – camouflage, an instrument which reveals precisely what is supposed to conceal. If the listener uses his senses as a “third ear” (to quote the American psychologist Theodor Reich) we will quickly be able to distinguish genuine from false communication.
You very frequently hear the words “No, you are not disturbing me at all!” Depending on the manner in which it is spoken, this can ultimately be a rejection, which cannot be put into words due to external requirements. Of course, the person saying this feels disturbed, but does not say this clearly, thereby placing the disturber in highly unpleasant, inhibited position. What is he supposed to do? Should he continue talking or asking question or should he terminate the conversation – after all, he has now being given responsibility for doing so.
Tell the truth
The best – and by no means most recent –solution to this problem was suggested by Ferdinand Lassalle, one of the founding fathers of modern communication theory: “the most revolutionary thing to do is to say the truth”. This makes diplomatic rhetoric, which talks without saying anything, a linguistic farce which we can well do without. A disturbing factor which only disrupts without contributing anything.
If more people were to use “the naïve honest language of children”, there would be a good deal fewer misunderstanding and less linguistic helplessness. With adults, non-verbal communication as well as the spoken word frequently falls victim to our own interpretation. The recipient of such a message sees himself as the measure of all reality. This is the problem that children do not have as interpretation is foreign to them. It is only through the influence of schools, education and universities that “overeducated” adults become lost in their search for unambiguous communication. Because there is no such thing they become entangled in their own constructions of reality.
How people can interact
It is highly interesting to look at two people interacting only on the level of their own interpretations. One example illustrates this particularly well: a trapper goes into the forest to fell a tree. He sees an Indian busily chopping wood in front of his wigwam. He thinks (and this is where his assumption about the reality commence) that the Indian is particularly sensitive to natural events and interprets the latter’s behavior as meaning that the coming winter is likely to be very cold. Just to be on the safe side he cuts two trees, which he drags past the Indian on his way back. The Indian now thinks to himself “normally the trapper only drags one tree. Today he has two. That must mean that the winter is going to be very cold”. This results in an awful lot of wood being cut.
Behavior is not explained it is merely interpreted with interpretations being mistaken for reality. Why? When two people meet and one says something to another, an internal image forms in that person’s head as to what the other one means and what sort of person he is
This also applies the other way around, of course. The reason is simple: everything we do or say passes through a type of perceptive filter on the part of the other person. This also applies to us as well, of course. This filter is our own experience of life. When it is considered that individual people’s experience varies a great deal, unambiguous communication is almost a fluke. But people don’t like complicated things and tend to reduce complexity. This forces them to resort to “hard facts”. But we have all experienced the situation when someone appeared to agree to something said on the next day that this was not what he meant. This is annoying but mainly because we sensed from the tone of his voice that his “yes” was not really one at all.
Problems and solutions
The way out of this dilemma is to create the feeling of trust and to talk about what we really think. To go back to the trapper: if he had asked in the first place why he was chopping so much wood, he would probably have received an honest answer and could have saved himself the added work of felling two trees.
An interesting proposal was once made at an international conference: problems should not be discussed until each side is able to describe the other’s stance to the first party’ satisfaction. This involves efforts and requires trust, of course. But trust is something I must give before I get it back. The reward for this effort is clarity, which makes it easier for us to accept that various people behave and talk differently. In this way, people can understand each other more clearly and are therefore more satisfied with each other.

Make transformations: express the contents of each paragraph in one sentence. Memorize the resulted phrases and be ready to use them, translating the similar text from Russian.

Практическое занятие №5

Типы прецизионной информации
Precise information.
1. Discuss the pronunciation and translate:
Sweden Switzerland
Swedish Swiss
Austria Australia
Geneva Genoa
Croatia Cyprus
2. Write the dictated numbers and dates. Compare with other students’ results.
3. Listening comprehension. Work with the text “The Lady and the Age”. Discuss the pronunciation of the given names:
I. II.
Jeanne Calment Vincent van Gogh
Arles Louis Lumiere
Nikolas II “The Sprinkled Sprinkler”
The Soviet Union Paris
Leo Tolstoy The Eiffel Tower
“Anna Karenina” “Doyenne of Humanity”
Bizet III.
“Carmen” National Institute of Medical Research
Alexander G.Bell Jean-Marc Robin
“Guinness Book of Records” Fernand Calment
Chigechiyo Izumi Michel Vauzelle
Japan Yvonne
IV. Andre-Francois Raffray
Denis Mery
“Maitress du Temp”
Listen to the text “The Lady and the Age” and test you memory. Use precise information.
Part 1: “She Lived Longer Than Anyone In Living Memory”.
1. The name of the oldest person in the world is _______________.
2. She is __________________ by nationality.
3. The year of her birth is ______________. The date of her death is _________________.
4. She died at the age of _______________.
5. The place of her birth is _____________.
6. The last ______ years of her life she spent in a retirement home.
7. During her long life she witnessed the execution of _______________, ____________ wars, birth and death of _______________.
8. In the year of her birth ________________ (name of a person) published “________________” and a year before _______________ invented the telephone.
9. According to the “Guinness Book of Records” the only man to live as long was Chigeshiyo Izumi from _______________ who died in __________ at the age of _______________.
Part 2: “Van Gogh Still Had His Ear”.
1. At the age of _____________ Calment met Vincent van Gogh.
2. She remembered that at that time the great artist ____________ his ear.
3. At the age of ____________ Calment watched the first film, called ____________ by Luis Lumiere.
4. This film was shown along with the ____________________ of the Tsar Nicolas II.
5. When French women were first allowed to vote Calment was at the age of __________.
6. Her favorite memory is ___________________, which took place in the year _______.
7. At the age of 100 Jeanne Calment was still __________________.
8. The lady had always used ______________ for her skin and never used _____________ because she cried too often when she laughed.
9. The so called “Doyenne of Humanity” was famous for her__________.
Part 3: “Extraordinary Case”
1. Jean-Marc Robine was a longevity expert of the ______________________ (name of the institute).
2. Calment’s ancestors lived up to the age of ______________in the 17th and 18th centuries which was far longer than the norm for their eras.
3. Calment’s father died at the age of ________ and mother at the age of _______.
4. Jeanne got married at the age of _________ to her cousin ____________.
5. After Jeanne became widowed she lived in central Arles until the age of _________.
6. The year of Calment’s grandson birth is __________ he died at the age of______.
Part 4: “Rotten Deal”. Give a full answer to each question (3-4 sentences). Use precise information in your answers.
1. Why did Andre-Francois Raffray have no reason to celebrate Madam Calment’s longevity?
2. What did doctors say about Calment’s heart, lungs, digestion and kidneys when she was 122?
3. What music affair did she make in 1996?

Практическое занятие №6

Переводческий анализ в устном переводе

Repeating interpretation. Read and translate the text.

Former Interpreter Speaks
Holly Smith has long been accustomed to crossing paths with people most of us only see crossing our television screens.
But when she appeared next to dignitaries like Georgian President Shevardnadze, former U.S. Secretary of State Henry Kissinger and former Russian Vice President Rutskoi, Smith didn’t share the spotlight. Instead, the longtime Moscow resident was in the shadows as their interpreter.
Although Smith, who has lived in Moscow since 1979, no longer makes her living from interpreting, she said it is “an interesting subculture”.
Like any subculture, interpreting has its fair share of legends. For example, apparently Nikita Khrushchev was extremely difficult to interpret for, given his propensity for veering away from the script, most spectacularly in the former Soviet leader’s shoe-slamming session at the United Nations, Smith said.
“In those kind of situations, interpreters would just faint. They didn’t know what he was going to say next”, she said.
But usually those who are used to working with interpreters make their jobs easier, Smith said. Kissinger was known to be easy to interpret for because he spoke in short phrases, making the interpreter’s job easy.
There were also what Smith calls “scarier times” for interpreters, especially during the Cold War. A friend of Smith’s once worked with former Soviet leader Yury Andropov and had the misfortune to confuse the words “arm” and “disarm”, which was “a major disaster”.
But no matter what happens while an interpreter is working, Smith said, the best interpreters don’t get star-struck working with famous people and remain in the background.
“It helps if you’re not over-awed by them”, she said, adding that if interpreters are good at what they do, you tend not to notice them.
But the job also can be a high pressure one. “Schizophrenia’s almost a professional illness among interpreters”, she said, explaining, that interpreters must quickly switch languages and detach their professional feelings from the job at a hand.
In addition to interpreting, Smith’s time in Moscow has been taken up with a whole range of activities – consulting, translating and working in television. She currently works for the High School Legal Education Project on the Role of Law in a Market Economy.
Raised in Savannah, Georgia, Smith began studying Russian while majoring in philosophy at Valdosta State College.
“If you start reading Dostoevsky at 16 or earlier, there’s a good chance you’ll end up in Russia. It’s a kind of fatal attraction”, she said, standing among groups of chattering children in a corridor of the former Palace of the Pioneers, while her daughter, Greywynn, 8, was at choir practice.
Possibly not wishing to burden Dostoevsky with responsibility for the entire course of her life, Smith suggests another reason why she ended up in Russia: an offer from a friend who specializes in what Smith terms “weird tourism”.
“In those days, Eastern Europe and the Soviet Union, in particular, {were} the socially unacceptable things to do. So when my friend called up and asked, “How would you like to go to Russia for a year?” I couldn’t possibly say no”, Smith said. “So I sold my pickup truck, packed up my philosophy books and got on the plane. Before the year was out, I fell in love, got married and stayed here”.
Since then, she divorced and remarried. Her current husband was a research physicist, but now works as the chief accountant for Operation Smile, a charity that organizes operations for children with cleft palates and other facial deformities.
Smith spends much of her free time with her daughter. Saturday’s rituals start with Greywynn’s choir practice, then, after a short drive in Smith’s conspicuously inconspicuous Lada Niva, the two eat a fast-food lunch and do the grocery shopping.
When asked if she lives of a Westerner or if she tries to live like a Russian, Smith said, “Here you just live whatever life you can”.
Living in Russia for almost two decades, Smith has seen not only the changes, but also those things that have remained the same. “The polyclinics are still poor as church mice. The ladies at the housing office are still just as uncooperative. The public toilets are just as bad, maybe worse”, she said.
She has also noticed the growing obsession with security among public figures and wealthy Russians, which she views as a kind of militarization of society.
“Now a large segment of the population has no protection at all. So many people are totally vulnerable. Take the shuttle traders, for example. It’s so easy for them to lose everything”, she said.
Later, after the errands were done, Smith sat in her kitchen over a cup tea, her back to a refrigerator heavily adorned with magnets. She talked about the one thing that makes life in Russia worthwhile.
“The people compensate for the hardness of living here’, she said. “They act as a kind of cushion. Here you get to know people as people”.

Get ready to translate this text in chain: each next student repeats the phrases translated by other students and then translates a new message.
Find equivalents and memorize them:
грузинский президент Шеварднадзе
госсекретарь США Генри Киссинджер
бывший Российский вице-президент Руцкой
разделять чью-либо славу и успех
высокопоставленное лицо, знаменитость
оставаться в тени
зарабатывать себе на жизнь чем-либо
субкультура
окружен ореолом легенд
отклоняться от написанного текста
падать в обморок
стучать туфлей по трибуне
“опасные” времена
вооружать/разоружать
профессиональное заболевание
шизофрения
переключаться с одного языка на другой
заболеть “звездной” болезнью

Практическое занятие №7

Тренинг двустороннего перевода
Retelling interpretation. Read and discuss the text.

Breaking the Language Barrier
At a recent business dinner a chief executive was extolling the export achievements of his UK support services group. When China was mentioned, with regard to business, he looked askance at the very word. “God no”, he said. “They don’t even try to speak the language there”.
Although there is some evidence of a growing awareness among UK companies of the importance of understanding other languages, their linguistic prowess still lags far behind that of European competitors. Stephen Hagen, languages professor at the University of Wolverhampton and adviser to the UK’s Department of Trade and Industry (DTI), says, compared with its European partners, the UK is “the bottom of the pile of language ability”.
Professor Hagen believes Europe’s linguistic and cultural barriers are proving harder to break down than trade blocks. “There is a legal framework to enable us to export easily”, he says. “The only thing that’s preventing us from going furth