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| 003 | MiAaPQ | ||
| 005 | 20240729123114.0 | ||
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| 008 | 240724s2014 xx o ||||0 eng d | ||
| 020 |
_a9789027269546 _q(electronic bk.) |
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| 020 | _z9789027242563 | ||
| 035 | _a(MiAaPQ)EBC1810437 | ||
| 035 | _a(Au-PeEL)EBL1810437 | ||
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| 035 | _a(OCoLC)892799166 | ||
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| 050 | 4 | _aP306.5 -- .A685 2014eb | |
| 082 | 0 | _a418/.020711 | |
| 100 | 1 | _aPöchhacker, Franz. | |
| 245 | 1 | 0 | _aAptitude for Interpreting. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aAmsterdam : _bJohn Benjamins Publishing Company, _c2014. |
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| 264 | 4 | _c©2014. | |
| 300 | _a1 online resource (189 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 |
_aBenjamins Current Topics ; _vv.68 |
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| 505 | 0 | _aAptitude for Interpreting -- Editorial page -- Title page -- LCC data -- Table of contents -- Aptitude for interpreting -- References -- Aptitude testing over the years -- 1. Introduction -- 2. What to look for in an interpreting candidate -- 2.1 Ideal interpreter profiles: A consistent view over a 40-year span -- 2.2 Other contributions to the debate -- 3. How to measure interpreter candidates' skills? -- 3.1 Types of tests -- 3.1.1 Early aptitude test batteries -- 3.1.2 More recent test battery descriptions -- 4. Test validity and reliability -- 4.1 Proposals for aptitude test designs -- 4.2 Predictive aptitude tests -- 5. Conclusions -- References -- Learning styles, motivation and cognitive flexibility in interpreter training -- Introduction -- Psychological traits: Learning styles, motivation and cognitive flexibility -- Learning styles -- Motivation -- Cognitive flexibility -- Methodology of aptitude and admission research -- Lessius study programmes and student groups description -- Analysis 1: Self-selection -- Method -- Results -- Analysis 2: Prediction of successful completion of interpreter training -- Method -- Results -- Discussion -- References -- A story of attitudes and aptitudes? -- 1. Introduction -- 2. Literature -- 2.1 ID variables in second language acquisition -- 2.2 ID variables in translation and interpreting studies -- 3. ID variables examined in this study -- 3.1 Linguistic self-confidence -- 3.2 Motivation -- 3.3 Language anxiety -- 4. Experiment -- 4.1 Participants -- 4.2 Method -- 4.3 Results -- 4.3.1 ID variables -- 4.3.2 The interpreting performance -- 4.3.3 Relating interpreting performance to ID variables -- 5. Conclusions and perspectives -- References -- Appendix 1: SPCC questionnaire -- Appendix 2: Questionnaire based on AMTB -- Cognitive and motivational contributors to aptitude -- Introduction -- Method. | |
| 505 | 8 | _aParticipants -- Materials -- Procedure -- Results -- Type: Signed language (SL) and spoken language (SP) group comparisons -- Level: Entry-level (EL) and advanced-level (AL) group comparisons -- Discussion -- Limitations and future research -- References -- Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting -- Introduction -- Literature review -- Personality and job performance -- Research on personality and interpreters -- Self-efficacy, goal orientation and negative affectivity -- Research hypotheses -- Methodology -- Participants -- The instrument -- Procedure -- Results -- Discussion and conclusions -- Implications for interpreter education -- References -- Domain-general cognitive abilities and simultaneous interpreting skill -- Introduction -- Method -- Participants -- Rating -- Measurements -- Cognitive Ability Measurements -- Emotion-Cognition Interaction Measurements -- Procedure -- Results and discussion -- Univariate analyses -- Multivariate analyses -- Discussion -- General discussion and future directions -- References -- Testing aptitude for interpreting -- 1. Introduction -- 2. Methods -- 2.1 Participants -- 2.2 Scoring -- 2.3 Outcome measures -- 2.4 Statistical analysis -- 3. Results -- 3.1 Scores on all variables -- 3.2 Correlation and regression analysis -- 3.2.1 Outcome measure: Examination mark -- 3.2.2 Outcome measure: Number of exam sessions -- 3.3 Sensitivity and specificity of tests -- 3.3.1 Low-mark and high-mark students -- 3.3.2 Slow and fast students -- 4. Discussion and conclusions -- References -- Assessing aptitude for interpreting -- 1. Introduction -- 1.1 Aptitude -- 1.2 Context -- 2. Approaches to aptitude assessment -- 2.1 Course-based assessment -- 2.2 Tests -- 3. SynCloze test -- 3.1 Sources -- 3.2 Rationale -- 3.3 Design -- 3.4 Administration -- 3.5 Scoring. | |
| 505 | 8 | _a4. Findings -- 4.1 Beginners vs. interpreting students -- 4.2 Results by language profile -- 4.3 Response times -- 4.4 Results by cloze item -- 4.5 Correlation -- 5. Conclusions -- References -- Putting interpreting admissions exams to the test -- 1. Introduction -- 2. Interpreter aptitude testing -- 2.1 Aptitude and aptitude testing -- 2.2 Current testing at Germersheim -- 3. The new FTSK admission test -- 3.1 Piloting the new FTSK admission tests -- 3.1.1 Correlation parameters -- 3.1.2 Institutional considerations -- 3.2 Tests chosen for our candidates -- 3.2.1 Tests in the 'A' language (German) -- 3.2.2 Tests in the 'B' language (English, French, Italian) -- Weighting -- 4. Results -- 4.1 Cognitive shadowing -- 4.2 SynCloze (A and B) -- 4.3 Personalized cloze -- 5. Discussion -- 6. Conclusions -- References -- About the authors -- Subject index. | |
| 520 | _aWith increasing numbers of students wishing to become conference interpreters, but limited capacities in most university degree programs, accurate admission testing is an important means of predicting an applicant's chances of completing the program successfully. This article focuses on three aptitude tests for simultaneous interpretation: Pöchhacker's SynCloze test; Chabasse's cognitive shadowing test; and Timarová's personalized cloze test. The test battery was administered at the start of the 2009/2010 academic year to students beginning the two-year Master's program in conference interpreting (MA KD) at Germersheim. Correlations between test performance and subsequent exam grades at the end of the second semester were examined for all three tests. Given the large number of applicants each year, practical feasibility of the tests was taken into consideration with a view to scheduling the format and content of the entrance exam for the 2012/2013 academic year. In this perspective, cognitive shadowing was identified as the most useful test under the existing time constraints. | ||
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aTranslating and interpreting -- Study and teaching. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aLiu, Minhua. | |
| 776 | 0 | 8 |
_iPrint version: _aPöchhacker, Franz _tAptitude for Interpreting _dAmsterdam : John Benjamins Publishing Company,c2014 _z9789027242563 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aBenjamins Current Topics | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1810437 _zClick to View |
| 999 |
_c41663 _d41663 |
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