CHAPTERl. Theoretical components in interpreter
andtranslatortraining
1.The role of training ininterpreting and translation
2.The components of Translation competence
3.The diversity oftraining requirements
3.1 In.itial trainingprogrammes for newcomers to Translation
3,2 Conversioncoursesfurther trainingcontinuingeducation
forpracticing Translators
4.The need for optimization in formal Translator training
5.The process-oriented approachin Translator training
6.Potential benefits of theoretical components in interpreter and
translator training
7.Potenhal criteria and rules for theoretical components for
training
8.Where and how to find theoretical components for Translator
training
9.The models17
10. This chapter''s mainideas18
CHAPTER2.Communication and quality in interpreting
andtranslation
1. Introduction
2.ProfessionalTranslation: An act of communication
2.1 Non-professional Translation
2.2The Actors''configuration in professional Translation
2.3Awareness of Translation and its effects
3.Aims and intenhons
3.1Fundamental aims and intentions
3.2Macro-Ievel and micro-level aims
3.3The communication actors''aims and professional loyalty
3.3.1Convergence and divergence of aims
3.3.2 Professional loyalty
4.Content and Packaging
5.Quality
5.1The criteria
5.2Discourseand qualitycomponents
5.3The perception of quality: positions
5.4The perception of quality: motivation and attention
5.5Behavioural components of quality
6.Socialstatus and quality
7.Teaching suggestions
8.What students need to remember
APPENDIX-A demonstrahon in the classroom for written
translation43
CHAPTER3.Fidelityininterpretingandtranslation
1.Introduction
2. Anexperimentinfidelity
2.1Phase one: verbalizing a simple idea
2.1.1 Framing Information
2.1.2 LinguisticallyCulturally Induced Inforrrmtion
2.1.3 Personal Information
2.2Phase two, version1:translating a simple statement
2.3Phase two, version2:immediate replication
3. Principlesoffidelity
3.The Message
3.2 Framing Information
3.3 LinguisticallyCulturallylnducedlnformation
3.4 Personal Information
3.5 Conclusion
4.3econdary Information: an obstacle and a help
4.1 Thelanguage-specificity of LCII-generatedproblems
4.2Interpreting us.translation from the Secondary In:formation
perspective
……
5.Teaching suggestions
5.1 Theexperiment
5.2 A road-map metaphor
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