Role performance in an interpreted discourse process Essay Example for Free

Role performance in an interpreted discourse process Essay From the previous chapter it is clear that an interpreters role is more than that of passing messages back and forth; it is also Ð ° role that manages the communication process of exchanging those messages. In this chapter, І begin with Ð ° discussion of how the role has been and, in many ways, still is conceived. To investigate further the performance of that role and its implications for norms in interpreting, І analyze four examples of interpreter performance. Practicing interpreters are aware of the public and professional expectations of and demands on their practice, most of which are concerned with confidentiality, neutrality, accuracy, and faithfulness to the message. Interpreters often describe their role as the person in the middle by using Ð ° metaphor which conveys the image or impression that they serve as Ð ° bridge or channel through which communication happens. This channel is supposed to relay Ð ° message from one speaker to another faithfully, accurately, and without personal or emotional bias. The performance of this role has been compared to Ð ° machine, Ð ° window, Ð ° bridge, and Ð ° telephone lineamong otherswhen trying to compress the complexity of the role into Ð ° simple, singular analogy or metaphor. This perspective developed, in part, from practitioners, educators, and researchers who have devoted the bulk of their attention to interpreters working within public and monologic contexts. In these public forums interpreters usually are interpreting for speakers who speak one at Ð ° time to typically non-responsive audiences. In these events, an interpreters role appears conduit like, passive, and noninvolved. Another reason for the persistence of this perspective lies in past research on interpreting which has been done largely by cognitive psychologists and psycholinguists who have focused on the phenomena of language processing and transference of information. This research on the complexity of listening, understanding, and speaking simultaneously has produced detailed models of the psycholinguistic stages of transfer based on errors revealed in the target language production (Cokely 1984; Moser-Mercer 1978). Although these models provide better understanding and appreciation of the mental complexity of interpreting, their very nature reinforces the metaphorical image through which interpreting is perceived. Unfortunately, the force of this perspective is such that most training and professional testing still (in 1998) devote their efforts to the details of the interpreted message and its form. Although the conduit metaphors developed partially in response to Ð ° particular situational performance and to the direction of research studies, they are also used because of ordinary perceptions about the nature of language and communication. Lakoff and Johnson (198o) found that although most people think of metaphors as devices of poets and rhetorical style, they are prevalent in our everyday lives because they allow us to present our conceptual systems through language. Metaphors structure how we think about and perceive our everyday lives. Reddy ( 1979) explains how ordinary language use portrays language as Ð ° conduit which passes on Ð ° speakers thoughts and ideas to Ð ° listener whose only task is to unwrap the thoughts and ideas that have been transmitted through Ð ° conduit and thus hides aspects of the communication experience. The words we use to talk about how ideas are shared are indicative of Ð ° conduit notion. For example, І gave you that idea. It seems hard to see Ð ° metaphor here at all. The word give seems ordinary enough until we ask ourselves if ideas have Ð ° concrete substance that can be given to someone else. These ordinary metaphors convey the sense that meaning actually resides in words, phrases, and sentences as Ð ° tangible object to be inserted or taken out. These metaphors also lead us to particular ways of thinking about the originator of the message, the message itself, and the receiver of the message. For example, Try to pack more thoughts into fewer words. This type of expression blames the speaker for failing to put enough meaning in or failing to put the meaning in the right place. Equally, in the logic of Ð ° conduit metaphor, the receiver must unpack the meaning from the words. Let me know if you find any good ideas in the talk. Its as though ideas can be inserted into words and sentences. The conduit metaphor implies Ð ° whole framework of basic assumptions about language, such as language functions like Ð ° conduit transferring thoughts from one person to another, words accomplish Ð ° transfer of ideas by containing the thoughts or feelings in the words and conveying them to others, and people can extract exactly the same idea, thought or feeling by simply receiving the words. These everyday metaphors mold our perceptions about language and communication Conduit metaphors that abound in the fields of communication, psychology, language, and information processing have been naturally brought into the field of interpreting. It is easy to see how Ð ° communication process involving Ð ° supposedly neutral or passive third party accepts Ð ° conduit-type metaphor as Ð ° way of defining itself. Although these metaphors clearly respond to Ð ° need, they also carry double messages. Certainly they convey the idea of transferring messages, but, at the same time, they call to mind images of disengagement and noninvolvement on any other level. Frequently, interpreters are called on by those who use their services to be flexible and in fact are called upon by their own colleagues to be so. Standards of ethical practice extensively, sometimes exhaustively, list what interpreters should not do, but they seldom explain what interpreters can, or should do, or where or how flexibility should be exercised. Consequently, discussions of practice fall back on what interpreters should not do, or what interpreters may do within the guidelines and wind up being discussions of ethics. In addition to creating metaphors to describe role performance, interpreters (and others) tend to idealize conversational behavior even though their experience with interaction violates both their notions of relaying messages and of the way conversations should occur. In private conversations, interpreters confess to breaking the rules while also admitting that their rule-breaking behavior was successful. What interpreters actually know (intuitively or objectively) and do is complex from both the perspective of psycholinguistic processes and also from the perspective of interactive communication systems as Ð ° whole. Interpreters are not simply processing information and passively passing it back and forth. Their task requires knowledge of Ð ° discourse system that includes grammar, language use, organization, participant relationships, contextual knowledge, and socio-cultural knowledge. Interpreters must also have the ability to adapt this knowledge quickly to size up Ð ° situation, anticipate problems, and decide on solutions within seconds which means they operate within an emergent system of adaptability. Because standards of practice have developed before we have described and analyzed what interpreters do as they work, interpreters use the language of ethical behavior to talk about their job performance. one way in which interpreting as Ð ° discourse process can work for interpreters is in providing new ways to describe, name, and discuss the interpreting process. As this study and the work of Wadensjo (1992), Metzger (1995), and others have shown, interpreters interact in multiple ways within the communicative event of interpreting.

Radio Controlled Airplanes :: essays research papers

Teenagers have many hobbies and interests and one thing that the hobbies have in common is that every hobby requires specific steps in order to archive success. Some hobbies require very little training such as baseball card collecting. other hobbies take quite a lot of training, to preform correctly. There are some very important steps to take in order to be successful in the hobby, radio controlled airplanes, and they are researching the type of planes, selecting and purchasing the plane, and assembling and flying it.   Ã‚  Ã‚  Ã‚  Ã‚  The first step for getting into the hobby of R.C.A. is to read as much as possible concerning R.C.A., and visit a quality hobby shop. The library and well stocked hobby shop are the best places to start. The library will have books that contain information about the various types of planes as well as the ease or difficulty of operating certain types of planes. The last step in the initial process is to go to the hobby shop and select a airplane based on the ease of assembly and price that is in ones budget.   Ã‚  Ã‚  Ã‚  Ã‚  The second step in the process is the assembly of the R.C.A. It is essential that the area for assembly be clean and devoid of clutter. All of the instructions should be read and committed to memory. Next the individual should lay out all of the parts according to the orders of assembly. The last step in this second process is correctly assemble the R.C.A.   Ã‚  Ã‚  Ã‚  Ã‚  The concluding and most enjoyable step is the actual flying of the plane. It is important to contact the local R.C.A club and find out where the meetings are located , where they fly their airplanes and what it takes to join the club. After the information is gained its time to go out and fly the R.C.A. Try to watch a person use the controls and learn as much as possible from an individual who has flown for a long time and is proficient at flying.

Mobile Phone and Phoebe Cook Copeland

Phoebe Cook Copeland ENC0025 8 April 2013 Causes and Effects of texting while driving It is a beautiful Friday morning, when all of a sudden a huge crash is heard in the distance. At the scene of the accident there is a car crushed up against a telephone pole with a young girl inside all bloodied and cut up. Taking a closer look, the young girl seems like she is simply asleep, but in her hand she holds her phone with half written message on the screen saying, â€Å"I’ll be there†¦Ã¢â‚¬  Unfortunately, the young girl never had the chance to finish her text message because she hit a telephone pole.This young girl’s life was tragically taken from her; however, this accident could have been avoided if she would have only waited until she got to either her destination or a red light to answer the text message. Sending text messages while driving distracts a person’s attention from the main task, which is driving the vehicle safely. Text messaging is known to co ntribute to deadly accidents that have prompted several legal districts to ban the practice in many states.The reason that people text while driving in unknown and difficult to pinpoint a specific reason; unfortunately, the effects are clearly visible on the roads and also in the news. The causes and effects of texting while driving can be avoided if people just decided to put the phone down and wait until they are not driving. Texting while driving is very dangerous, but people of all ages still do it. Studies have stated that half of the percent of people of all ages text while driving, and the other half of the percent talk on the phone when behind the wheel.Even though there is no evidence that a person is openly pressured into texting while driving, there is an expectation in society to have the dire need to respond to a text message. However, it is more likely for a person to be involved in a serious accident when texting rather than talking on the phone while driving. The rea son behind this is that, when talking on the phone it only distracts the driver, but when texting the driver has to look down at the phone to answer it. Thus, making it not only a distraction for the driver, but they have to take their eyes off the road in order to reply to the message.The effects of texting while driving left a devastating trail that lead to legal implications. Due to having so many accidents on the road, different states passed a law that banned texting while driving. This ban was placed in hopes to lessen the accidents that are caused by people who text and drive. If states can ban driving under the influence, then they can surely ban the no text law in order to keep the roads safer. However, many people have argued that it is hard to spot a person texting while they are driving because they are holding the phone in their laps, which is below the dashboard.So how can the cops catch people who text and drive? The cops are trained to watch for the driver’s b ody language. If the driver seems like they are texting while behind the wheel the cop is allowed to pull them over and issue them a fine. The causes of texting while driving resolves in the most dangerous effects that ends up taking someone’s life. However, not everyone who gets into an accident while texting is unfortunate, but the most serious accidents are due to people taking their eyes and concentration off the road to answer their text message.The reason why people do not take texting while driving seriously is because they think that taking their eyes off the road for a few seconds would not do any harm. Unfortunately, they are sorely mistaken because it only takes a split second in order for something to go terribly wrong. Not only is it dangerous for the person who is driving, but also for the other people that are in the car and on the road. If people just took texting while driving seriously and understood that it is just as dangerous as anything else, then we wou ld have less accidents and less of people’s lives being tragically stripped from them.In conclusion, it is not the lack of knowledge that people text while driving, but the lack of responsibility that goes into the act. People of all ages know the consequences of texting while driving lead to fatal accidents, yet they still do it. The temptation is too grandeur, however, the person who sent that text message can wait. Not waiting to answer that message while driving will not be worth it in the long run. The causes and effects of texting while driving can be avoided if we choose to put the phone down and wait to answer the text message until we are not driving because answering a text message is never worth a human life.

Raising Bilingual Children How Do Bilingual Baby s...

Raising Bilingual Children Student Name UTSA IEP Writing 5 For parents, their baby’s development is very important. Babies are communicating with their parents and other people in their own way. When they want something some might point to the subject, some might scream or cry. Smiling is the more common way to show happiness. Obviously crying is an indication of problems such as hunger, thirst, or sleep. However, when they grow up they start to speak. Especially families who live far from their home country are nervous about their children’s future. They wonder about their bilingual infants: how do bilingual baby’s brains work and what are parents’ responsibilities for them? Parents are also looking for†¦show more content†¦(2006)). In his article Kluger (2013) suggests that a person who learns two languages as a child might have a cognitive advantage. According to him, a bilingual brain may not be more intelligent, but it is more adaptable. He says people start learning languages earlier than delivery. The baby can hear her/his mother’s voice before birth, and when they are born they are already familiar with the language. He mentions that one study found that if a baby’s mother is monolingual, the baby only sucked his pacifier more vigorously when he heard English, while the baby with a bilingual mother sucked harder when they heard either language spoken by the parent. Vigorous sucking indicates the child is stimulated. These findings show that babies can figure out they are hearing different languages. Also, when they hear these languages their responses are different. Secondly parents are worried about language development and delay. They are anxious because they think it is hard to learn two languages at the same time. On the website Ruskanen (n.d.) answers parents’ questions about bilingualism. One question asked to her is, ‘can my baby learn two or more languages at home’. 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