Davitti2015
| Davitti2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Davitti2015 |
| Author(s) | Elena Davitti, Sergio Pasquandrea |
| Title | Enhancing research-led interpreter education: an exploratory study in Applied Conversation Analysis |
| Editor(s) | |
| Tag(s) | EMCA, Applied Conversation Analysis, multimodal analysis, video-recorded interaction, interpreting classroom, real-life settings |
| Publisher | |
| Year | 2014 |
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| Month | |
| Journal | The Interpreter and Translator Trainer |
| Volume | 8 |
| Number | 3 |
| Pages | 374–398 |
| URL | Link |
| DOI | 10.1080/1750399X.2014.972650 |
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Abstract
In recent years, conversation analysts have developed a growing interest in the Applied branch of Conversation Analysis (CA). Authors such as Antaki, Heritage and Richards and Seedhouse have explored the practical applications of CA in institutional contexts, to shed light on their dynamics and to suggest improvements in the services provided. On the other hand, over the past two decades, interactionally oriented methodologies have been successfully applied to the study of interpreter-mediated interaction. Nevertheless, the potential of CA for interpreter training has not been fully explored, especially with regard to the impact of multimodal semiotic resources (gaze, gesture, posture) on triadic communication. This paper illustrates the results of an exploratory study in Applied CA conducted within a postgraduate interpreting module at an Italian university. Four different extracts of interpreter-mediated encounters, video-recorded in real-life settings, were submitted to the students in order to test their reactions, guide them in analysis and raise their awareness of the problems and challenges posed by real-life scenarios. Through the triangulation of findings from recorded classroom discussion and questionnaires, the present paper discusses the implications of using CA in interpreter education.
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