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Effectively delivering the message
임향옥 한국통역번역학회 2008 통역과 번역 Vol.10 No.2
The most visible form of interpretation is consecutive interpretation. While students often master the intricacies of consecutive interpretation after two years, the final phase of truly becoming the speaker can often be a daunting task. One of the reasons Korean students have such a difficult time with the oral aspect of interpretation is because a lot of them learned English from books and therefore cannot easily distinguish between the written and spoken language. The purpose of this article is to look at the different aspects of public speaking from the differences in oral and written communication - covering language register, pronunciation and accent, sentence length and complexity and logical links - and link them with the delivery aspect of consecutive interpretation. By highlighting the importance of the presentation of the consecutive, it is hoped that students will be able to improve their overall performance.
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Interpretation as a cultural process
임향옥 한국통역번역학회 2007 통역과 번역 Vol.9 No.2
Lim, Hyang Ok. (2007). Interpretation as a Cultural Process. Conference Interpretation and Translation, 9(2), 203-224. When talking about interpretation, we often discuss the language aspect of the process but neglect to mention that it is a part of a cultural process as well. The services of an interpreter are required not only to mediate the language differences, but also the cultural differences. This should be included in the pedagogy of interpretation, but is often simply covered in the interesting anecdotes that instructors share with their students or is taken for granted as something that interpreters will know automatically since they know the languages involved. The purpose of this paper is to look as interpretation as a part of the intercultural process. Language nuances such as doublespeak, silence, apologies, high-context and low-context cultures and turn-taking are some of the areas that will be looked at through the interpretation lens to examine what implications they have for interpreters and the interpretation process as a whole. Keywords: language nuance, high-context and low-context cultures, apologies, turn-taking, silence
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임향옥 한국외국어대학교 통역번역연구소 2003 논문집 Vol.7 No.-
Located at the far corner of the vast Asian continent, Korea has, in many instances in the past, distances itself from the rest of the world. It was not for nothing that Korea was called the "Hermit Kingdom." Interpreters, by definition, usually work by themselves, sometimes with one partner in simultaneous, or less often, with a team of interpreter that can number anywhere from four to twenty or thirty. In such a way, interpreters and Korean interpreter, par excellence, live in a very confined world. By introducing the activities of groups or associations around the world such as AIIC (Association International des Interpretes de Conference) and the KSCI (Korean Society of Conference Interpretation), this paper aims to give Korean interpreters a sense of belonging to a larger group and to spur them into realizing that what they do makes a difference. By doing so, this paper may contribute to retaining competent interpreters inter profession.
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Note-taking into B: A constant or constantly changing?
임향옥 한국통역번역학회 2006 통역과 번역 Vol.8 No.2
Following two surveys conducted in 2003 and 2005 on the topic of interpreting into B, this article aims to narrow the focus and to study any changes that occur in note-taking techniques or habits that manifest themselves when interpreting into B. A questionnaire was sent out to AIIC members across the world and the results were compiled. This article analyzes the results to understand how interpreters feel about the role of note-taking when interpreting into B. The overwhelming majority of the respondents felt that directionality did not affect the way the notes were taken or the language.
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Revisiting the role of interpreters
임향옥 한국통역번역학회 2004 통역과 번역 Vol.6 No.2
The purpose of this paper is to review the role and function of interpreters whether it is in a community setting or for consecutive or simultaneous interpretation. Educational institutions are mainly concerned with teaching the rudimentary aspects of interpretation which are important, but at the same time, novice interpreters are often at a loss as to what to do because at school, they have been taught to remain neutral when sometimes the situation asks for a little more input from the interpreter. The amount of input will naturally vary depending on the setting - one would naturally think that community interpreting would probably require the largest amount of extra input, followed by consecutive and lastly simultaneous interpretation. Each mode will be looked at carefully, together with the ethical implications. The results could be used to inform students, before they become professionals, about the various scenarios that could possibly unfold and to arm them with some options that would allow them to react in a pro-active way that is not detrimental to the profession.
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