CC BY
95
DOI: https://doi.org/10.18454/rulb.2019.17.1.3
ПСИХОЛИНГВИСТИЧЕСКИЙ АСПЕКТ КАК ФАКТОР ЭФФЕКТИВНОСТИ СИНХРОННОГО ПЕРЕВОДА
Научная статья
Солопаева А.А. *
Российский Государственный Социальный Университет, Москва, Россия * Корреспондирующий автор (solonastik[at]gmail.com)
Аннотация
В статье поднимается вопрос, широко обсуждаемый среди исследователей: перевод - это искусство или наука, способность или дар? В данной работе выявляются качества, присущие профессиональному синхронному переводчику. С помощью сопоставления процессов, изучаемых наукой психологией и процессов, необходимых для осуществления эффективного синхронного перевода, становится очевидно, что эти процессы являются частью личности человека, данные ему при рождении. Рассматривая исследования Schweda Nicholson, 2005 и Hubscher Davidson, 2013, проведенные с помощью выявления типов темперамента MBTI у переводчиков-синхронистов, подтверждается тот факт, что особенности темперамента личности имеют прямую связь с эффективностью работы синхронного переводчика.
Ключевые слова: синхронный перевод, психолингвистический аспект, эффективный перевод, переводчик.
PSYCHOLINGUISTIC ASPECT AS A FACTOR OF EFFECTIVE SIMULTANEOUS INTERPRETATION
Research article
Solopaeva Л.А. *
Russian State Social University, Moscow, Russia
* Corresponding author (solonastik[at]gmail.com)
Abstract
The question raised in this article has been widely disputed, along with the subject of whether interpretation should be considered an art or a science, a skill or a gift. By comparing the processes studied by the science of psychology and the processes that are necessary for the implementation of effective simultaneous interpretation, it becomes obvious that these processes are a part of the individual's personality, given to him at birth. Considering the studies of Schweda Nicholson, 2005 and Hubscher Davidson, 2013, carried out by identifying the types of MBTI temperament in their groups of simultaneous interpreters, the fact that characteristics of personality are directly related to the effectiveness of the simultaneous interpreter is confirmed.
Keywords: simultaneous interpretation, psycholinguistic aspects, effective translation, interpreter.
It takes more than knowing a foreign language to be a professional simultaneous interpreter.
Introduction
What is it that makes a person a good interpreter? It is a mystery that hasn't been solved by scholars. This is why there are more and more researchers trying to find the secret of it in the interpreter's mind. The /evels of language knowledge and cognitive skills have often been viewed as the main indicator of an interpreter's professional success [1], [2]. However, over the recent years, more and more scholars have been devoted to psychological aspects, such as self-regulation, motivation, empathy or stress resistance [5], [2], [6].
Method
Every human being consists of body and soul, therefore it is necessary to view the language phenomena through the prism of both of these components of the person knit together. Psycholinguistics is a science that studies the use of the language from different perspectives involving psychological, neurobiological and linguistic aspects.
Is it possible to teach and train any person to be able to translate simultaneously? In order to answer this question we need to look at the qualities of effective simultaneous interpreter. A survey of the literature reveals that the descriptions of the qualities may vary. The following qualities are identified by various authors as essential for simultaneous interpreting.
1. Mental skills - language knowledge, cultural knowledge, subject knowledge.
2. Practical skills - active listening, flowing speech, fast thinking, good memory, concentration ability, multitasking, anticipation, analytical skills, ability to use equipment.
3. Emotional skills - stress resistance, self control, motivation.
4. Social skills - work ethics, teamwork.
By observing these qualities we can distinguish that two categories - mental and social are the ones that are easy to obtain by learning new information. The other two categories are not so easy to be obtained. The reason for this lies in the very heart of Psychology, a science of mind. Psychology studies:
- mental formations (knowledge, skills and abilities acquired during life, which are the result of an individual's activity);
- mental properties of the person (orientation to certain life goals, temperament, character, abilities, such as diligence, sociability, etc.);
- mental processes is as developing, dynamic phenomena that generates images, feelings, thoughts, etc.
Discussion
Mental properties and mental processes are knitted together and have their foundation in the personality that each individual receives by birth. Practical and emotional skills that are needed for effective simultaneous translation are character qualities that a person is born with. It is possible for an individual that doesn't have some of these qualities to achieve them by being trained and by being diligent in practicing them. Not everyone is born with good memory or ability to anticipate. It is also necessary to master the characteristics that are given as a gift to master them.
Results overview
In research done by Nancy Schweda Nicholson [5] studied a group of simultaneous interpreter trainees using MayersBriggs Type Indicator (MBTI). In this research she came to conclusion that in the group she tested were as many introverts as extraverts despite the common opinion. She also discovered that there were twice as much Thinkers then Feelers.
Although every personality type was represented in Schweda-Nicholson group of translators, some types outnumbered the others. It reveals that it is still possible to achieve a dream of becoming a simultaneous interpreter even if the desire is more then the number of needed qualities in personality.
Another researcher, Hubscher Davidson [3] used MBTI to survey another group of people. His character analysis showed that Intuitives were the most successful students and Sensors were the weakest.
Conclusion
Every personality is unique and his personality suitable for a special profession. It takes body and soul to become an affective interpreter. It is not enough to be bilingual to be able to translate. Mere knowledge of the language does not make a person professional interpreter. It takes very special characteristics to be effective as an interpreter and to succeed in this profession. The work of simultaneous interpreter requires a high level of language and culture knowledge, practical skills and emotional intelligence. Answering a question raised in the beginning, it is necessary to conclude, that simultaneous interpretation is a skill and a gift coming together in a beautiful masterpiece. One will not be complete without the other. The analysis done in this paper can be used for further research as well as a tool for teachers in training future simultaneous interpreters.
Конфликт интересов Conflict of Interest
Не указан. None declared.
Список литературы / References
1. Перервин Е. В. Психолингвистические аспекты синхронного перевода // Молодой ученый. — 2016. — №6. — С. 917-920.
2. Brisau, A., R. Godijns and C. Meuleman Towards a psycholinguistic profile of the interpreter / Brisau, A., R. Godijns and C. Meuleman // Meta: Translators' Journal. - 1994. - 39(1). - P. 87-94.
3. Bontempo, K. and Napier, J. Evaluating Emotional Stability as a Predictor of Interpreter Competence and Aptitude for Interpreting. In Franz Pochacker and Minhua Liu (Eds) / Aptitude for Interpreting. - Amsterdam/Philadelphia - 2014. - John Benjamins Publishing Company.
4. Gerver, D. A psychological approach to simultaneous interpretation / Gerver, D. // Meta: Translators' Journal. - 1975. - Vol. 20(2). -P. 119-128.
5. Goleman, D. Emotional intelligence (10th anniversary ed.) / Goleman, D. - New York: Bantam Books, 2005.
6. Hubscher-Davidson, S. Emotional Intelligence and Translation: a New Bridge // Meta: Translators' Journal. - 2013. - Vol. 58(2). -Presses de l'Université de Montréal.
7. Macnamara, B. Interpreter Cognitive Aptitudes/ S. Shaw & L. Roberson / Conference of Interpreter Trainers, 17th National Convention Proceedings / - San Juan, Puerto Rico, 2008.
8. Moser-Mercer, B. Simultaneous interpreting: Cognitive potential and limitations/ Moser-Mercer, B. // Interpreting. - Jan 2000. - Vol. 5(2). - P. 83 - 94.
9. Schweda Nicholson, N. Personality characteristics of interpreter trainees: The Myers-Briggs Type Indicator (MBTI)/ Schweda Nicholson, N.// The Interpreters' Newsletter. - 2005. - Vol. 13. - P. 110-142.
10.Timarova, S. and H. Salaets Learning styles, motivation and cognitive flexibility in interpreter training: Self-selection and aptitude/ Timarova, S. and H. Salaets // Interpreting. - 2011. - Vol. 13(1). - P. 31-52.
Список литературы на английском / References in English
1. Perervin Е. V. Psixolingvisticheskie aspekty' sinxronnogo perevoda [Psycholinguistic aspects of simultaneous interpretation] // Young Scientist. — 2016. — №6. — P. 917-920. [in Russian]
2. Brisau, A., R. Godijns and C. Meuleman Towards a psycholinguistic profile of the interpreter / Brisau, A., R. Godijns and C. Meuleman // Meta: Translators' Journal. - 1994. - 39(1). - P. 87-94.
3. Bontempo, K. and Napier, J. Evaluating Emotional Stability as a Predictor of Interpreter Competence and Aptitude for Interpreting. In Franz Pochacker and Minhua Liu (Eds) / Aptitude for Interpreting. - Amsterdam/Philadelphia - 2014. - John Benjamins Publishing Company.
4. Gerver, D. A psychological approach to simultaneous interpretation / Gerver, D. // Meta: Translators' Journal. - 1975. - Vol. 20(2). -P. 119-128.
5. Goleman, D. Emotional intelligence (10th anniversary ed.) / Goleman, D. - New York: Bantam Books, 2005.
6. Hubscher-Davidson, S. Emotional Intelligence and Translation: a New Bridge // Meta: Translators' Journal. - 2013. - Vol. 58(2). -Presses de l'Université de Montréal.
7. Macnamara, B. Interpreter Cognitive Aptitudes/ S. Shaw & L. Roberson / Conference of Interpreter Trainers, 17th National Convention Proceedings / - San Juan, Puerto Rico, 2008.
8. Moser-Mercer, B. Simultaneous interpreting: Cognitive potential and limitations/ Moser-Mercer, B. // Interpreting. - Jan 2000. - Vol. 5(2). - P. 83 - 94
9. Schweda Nicholson, N. Personality characteristics of interpreter trainees: The Myers-Briggs Type Indicator (MBTI)/ Schweda Nicholson, N.// The Interpreters' Newsletter. - 2005. - Vol. 13. - P. 110-142.
10.Timarova, S. and H. Salaets Learning styles, motivation and cognitive flexibility in interpreter training: Self-selection and aptitude/ Timarova, S. and H. Salaets // Interpreting. - 2011. - Vol. 13(1). - P. 31-52.
