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SIMULTANEOUS INTERPRETING AS A MULTIMODAL TASK
Ulmasova Khilolakhon Abdukhadjikurban qizi
UZSWLU, 2nd year Master student
Annotatsiya.
Maqolada Sinxron tarjima jarayoni, uning qiyinchiliklari va
turli xil vazifalari, Sinxron tarjimada Vizual ma
’
lumotlarning ahamiyati, Sinxron
tarjimaning murakkab vazifa sifatidagi ahamiyati hamda miyadagi vizual, eshitish
va audio-vizual omillar
o‘
rganiladi.
Kalit s
o‘
zlar:
sinxron tarjima, masofaviy tarjima, stend monitorlari, tarjima
paytida vizual ma
’
lumot, vizual texnologiyalar, k
o‘
zni kuzatish.
Aннотация.
В статье рассматривается обработка синхронного
перевода, его трудности и мультимодальная задача, значение визуальной
информации в синхронном переводе, синхронный перевод как комплексная
задача, а также зрительные, слуховые и аудиовизуальные стимулы в мозге.
Ключевые слова:
синхронный перевод, дистанционный перевод,
мониторы для стенда, визуальная информация при переводе, визуальные
технологии, айтрекинг.
Abstract.
The paper examines the processing of Simultaneous Interpreting,
its difficulties and multimodal task, the importance of Visual Information in
Simultaneous Interpreting, Simultaneous Interpreting as a Complex Task and visual,
auditory and audiovisual stimuli in the brain.
Keywords:
simultaneous interpreting, remote interpreting, Booth monitors,
visual information in interpreting, Visual Technologies, Eye tracking.
Among all linguistic tasks, one of the most difficult is simultaneous
translation (SI). During SI, a person must simultaneously generate the translation
of an earlier section of the input, listen to and understand the input speech in one
language, and hold it in working memory until it has been recoded and can be
produced in the other language. As a result, speaking and understanding occur at
the same time in several languages. We address simultaneous interpreting from a
cognitive standpoint in this chapter. The distinctive features of this assignment
and contrasts with other, related tasks demonstrate how difficult SI is. SI
performance is influenced by various aspects, such as the language combination
and listening environment. According to Poyatos, the speaker, the audience and
the interpreter perceive paralinguistic and nonverbal signs from each other. This
interpretation of interpreting is interesting because it sees the interpreter not
only as a passiv
e “channel” through which messages pass but as an active part of
the communication process. As such, the interpreter perceives the speaker
’
s
gestures and is paralanguage, e.g. his prosody, the stress on important words, etc.,
but she also emits paralinguistic features that bear the risk to alter the message.
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
545
The interpreter needs thus to take the whole setting into account in order
to deliver a meaningful translation. A somewhat special case is remote
interpreting. During remote interpreting, interpreters still work in the
simultaneous mode but they are not in a booth located in the conference room,
but in a booth at some other place. Usually, the booth is equipped with screens to
show the speaker and/or further elements like the panelists, the conference room
and the audience. Nevertheless, the interpreter will only have limited access to
contextual and visual information like the speaker
’
s face, his gestures, the
audience or the conference room and may thus depend more heavily on the
auditory input which may cause higher stress levels. This leads us to the next
section on visual information and its importance during simultaneous
interpreting.
Today, texts are not only existent in printed form but also in digitalized
formats whether they are on the screen of interpreters
’
notebooks or monitors
that are already installed in the booth; i.e., booth monitors. Booth monitors are
small-sized screens usually fixed in the booth, which display the visual material
such as presentations, written texts, web sites, charts, figures, etc. as they are
screened on the projector screen of the conference hall. Booth monitors can be
said to have made SI with text a widespread modality and thus, they are of
particular importance in terms of SI with text. On the other hand, information and
communication technologies (ICTs) in general, also affect conference and hence,
interpreting technologies. To illustrate, the emergence of new conference
techniques such as teleconferencing and videoconferencing brought about a new
modality of SI; i.e., remote interpreting (RI). As opposed to traditional conference
settings, parties of communication including interpreter do not necessarily share
the same physical environment today, thanks to audio-visual systems. As for
teleconferencing, delegates and the interpreter are connected by dint of a
telephone system. For the interpreter, performing interpreting only based on
auditory input and without seeing the gestures and mimics of the speaker is an
arduous act and affects the overall quality of interpreting. This dimension of
teleconferencing is remarkable in terms of the importance of the visual cues in
meaning assembly during SI. As for videoconferencing systems, interpreter has
the opportunity to perceive the speaker visually but not naturally, instead, via
screens that transfer simultaneous images of the speaker and other persons and
materials s/he would use during the delivery of speeches. Yet more, with the
emergence of high-end tele-presence systems, interlocutors experience the
physical approximately of other individuals by virtual reality tools such as large
high definition screens situated in particular places in the conference halls to
substitute real human beings. Merging technology with interpreting also yields
different solutions for the hearing impaired and therefore, sign language
interpreting. For instance, print interpreting, in other words, interpreting of
spoken language simultaneously into written text of the speech, now provides an
alternative for situations, where sign language interpreting is not available. Even
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
546
in traditional SI, interpreters use more and more sophisticated SI consoles with
multi-channels and features. For instance, today, in large conference settings with
many languages, networked booths may send small-sized text messages to each
other to be displayed on the screen of the console. Interpreters benefit from
technology not only in booths but also before the events by storing and managing
their terminology in terminology management software. Furthermore, thanks to
computer-assisted interpreting training (CAIT) tools, students of interpreting
schools can make use of a wide variety of means from speech repositories
including podcasts, webcasts and webinars on the World Wide Web, to authoring
software, consisting audio-visual materials and even to virtual learning
environments, simulating real-world settings and allowing distance-learning.
Simultaneous interpreting has been traditionally associated with audio and
therefore, auditory input and related topics such as noise, presentation rate, ear-
voice span etc. have constituted the main fields of interest in IS. As a result,
numerous authors have highlighted the importance and quality of technical
devices but mostly auditory ones; i.e., earphone and microphones. Apart from the
technology, the importance of visual cues has a communicative value as well. It is
generally accepted that communication is based 7 per cent on the meaning of
words, 38 per cent on intonation and 55 per cent on visual cues. Visual material
that are mostly utilized at a conference interpreting setting with SI modality are
numerous yet can be grouped under certain types.
Eye tracking does not fall under the title of technology in SI, since
apparently, it is not used in conferences and the applications of eye tracking in
translation and interpreting (TI) studies have a recent history. However, as this
study utilizes eye tracker as the main data collection tool, a general overview on
the technology and technique in question including working mechanism, types,
fields of usage and potentials it provides for TI studies are specified in this part.
Eye tracking is a method and a technology, in which a device called eye tracker
monitors and records eye movements and related gaze data, in order to provide
information on how users visually perceive any kind of stimuli; i.e., the material.
This issue was asked to the subjects in the questionnaire at which the subject
looks in eye tracking tests. Eye tracker simply allows the researcher to track down
the inside of the user
’
s mind and to see the world from her/his eyes. More
specifically, with eye tracker, researcher can precisely observe and gauge where
the subject looks, where the subject focuses on, how many times the subject
fixates on a particular section, pupil dilation and oculomotor functions of the
subject, the distance between eye and the eye tracker, the movements of eye on a
stimuli and where the subject misses to see etc. Eye tracker uses various materials
as stimuli, including physical objects, instructions, images, movies, web sites,
Portable Document Files (PDFs), questionnaires, scene cameras or external
videos. In addition to gaze data, most eye trackers can also record microphone
sound, keystrokes, mouse clicks, manually logged events, web surfing behaviour
with scrolling down and page transitions etc.
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
547
Eye tracking studies and observations using eye trackers as the instrument
first started in the second half of the 19th century. At that period, eye trackers are
excessively intrusive and therefore, difficult to apply on individuals. They are
mostly mounted on the subject head and accordingly called as head-mounted
systems (Mohamed, Da Silva). Other historical methods are electrooculography
techniques, relying on electrodes mounted on the skin around the eye that could
measure differences in electric potential to detect eye movements. However, with
the developed technology, eye trackers now fall into two main types: mobile and
remote eye trackers. Mobile eye trackers use small devices attached to the
subjects
’
eye such as glasses or contact lens with magnetic field sensors and other
recording components. Mobile eye tracking devices are mainly used for eye
tracking studies in real-world environments. On the other hand, remote eye
trackers are not attached to the subject
’
s eye, but rather, they are integrated with
a computer monitor or placed from a distance from the eye of the subject and
record eye movement data by emitting light or more frequently, infrared signals
to the subject
’
s eye and records data based on the reflection. Since remote eye
trackers are optical, unobtrusive and non-invasive; they are favoured by majority
of the researchers. A typical eye tracker provides different kind of relevant
information regarding eye movements as mentioned above. However, researcher
needs additional software in order to replay, visualize, statically formulate and
hence, interpret these data, in addition to the eye tracker device.
Conclusion and suggestions. For deeply learning of interpretation, As a
skilled interpretator, it is up to he or she to choose which of the two types, because
simultanious interpreting is easier for someone, while consecutive one may be
more convenient and interesting for another. But for both types of translators, it
is very important to study translation techniques and methods in depth, and it is
necessary to know the methods to easily overcome the difficulties in the
translation process. As already mentioned, the source text as well the target text
is spoken, spoken information is time-bound, e.g. the source text advances
gradually and earlier parts of the source text get lost as the speaker moves on in
his speech. The interpreter needs thus to keep up with the speaker and needs to
memorize the parts of the source text he has not translated yet. Simultaneous
interpreting is thus associated with time constraints and a high memory burden.
Second, simultaneous interpreting is provided in real time while a written
translation is usually provided once the source text is completed. As a
consequence, the interpreter needs to listen to the speech while giving at the same
time her translation of the speech. This simultaneity of listening and speaking
explains the complexity of the task and motivated a number of reflections on the
process of simultaneous interpreting.
References:
1.
Payotos. Recent Progress in Corpus-Based Spontaneous Speech
Recognition. IEICE Transactions on Information and Systems, E88-D(3):366
–
375,
March 2005.
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
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548
2.
C. Chen. Speech Recognition wiht Automatic Punctuation. In Proc. of the
European Conference on Speech Communication and Technology
(EUROSPEECH), Budapest, Hungary, 1999.
3.
Mohamed, Da Silva and Courboulay, 2007, p.
4.
W. John Hutchins and Harold L. Somers. An Introduction to Machine
Translation. Academic Press, San Diego, 1992.
5.
R. Jones. Conference Interpreting Explained. St. Jerome Pub- lishing,
Manchester, 1998.
6.
https://www.sbs.com.au/news/the-feed/article/why-the-leaders-
debate-provedparticularlt-challenging-for-live-interpreters/1aghjt4hd
7.
https://www.academia.edu/13412601/interpreting-at-Diplomatic-
Press-Conferences
