Can’t You See the Big Picture? The Importance of Teaching Beginner Interpreting Students ‘Theme’, ‘New’ and ‘Grammatical Metaphor’ in Consecutive Interpreting
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This paper proposes a method of text analysis as a means to assist beginner interpreting students with prioritizing information in consecutive interpreting. Trainee interpreters’ tendency to attend to minor details over the main idea of a text is widely known and well documented in interpreting research (e.g. Fabro, B. Bran and L. Gran 1991). However, research devoted to elaborating on how to address the issue and that targets new trainees in particular seems rare. This paper attempts to help the trainees identify and convey the essential meaning of a message by explicating how to analyze interpreting texts. In doing so, it uses Systemic Functional Linguistics (SFL) and SFL’s three concepts involved in how information flows in a text – Theme, New and Grammatical Metaphor (Martin 1993). This paper shows that the three concepts and their interaction construe the gist of the source text, which students interpreters failed to be render. In particular, abstract non-human metaphorized themes are often missed, misinterpreted or replaced with human Themes. The main data include two English source texts and eleven Korean target texts rendered by postgraduate students and their notes taken during the rendition.
Abstract
This paper proposes a method of text analysis as a means to assist beginner interpreting students with prioritizing information in consecutive interpreting. Trainee interpreters’ tendency to attend to minor details over the main idea of a text is widely known and well documented in interpreting research (e.g. Fabro, B. Bran and L. Gran 1991). However, research devoted to elaborating on how to address the issue and that targets new trainees in particular seems rare. This paper attempts to help the trainees identify and convey the essential meaning of a message by explicating how to analyze interpreting texts. In doing so, it uses Systemic Functional Linguistics (SFL) and SFL’s three concepts involved in how information flows in a text – Theme, New and Grammatical Metaphor (Martin 1993). This paper shows that the three concepts and their interaction construe the gist of the source text, which students interpreters failed to be render. In particular, abstract non-human metaphorized themes are often missed, misinterpreted or replaced with human Themes. The main data include two English source texts and eleven Korean target texts rendered by postgraduate students and their notes taken during the rendition.
참고문헌 (26)
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