LEADER 05440nam 2200637 450 001 9910828458803321 005 20230803205515.0 010 $a90-272-6954-8 035 $a(CKB)3710000000251972 035 $a(EBL)1810437 035 $a(SSID)ssj0001347068 035 $a(PQKBManifestationID)12612810 035 $a(PQKBTitleCode)TC0001347068 035 $a(PQKBWorkID)11351288 035 $a(PQKB)11685969 035 $a(Au-PeEL)EBL1810437 035 $a(CaPaEBR)ebr10950166 035 $a(CaONFJC)MIL651861 035 $a(OCoLC)892799166 035 $a(MiAaPQ)EBC1810437 035 $a(EXLCZ)993710000000251972 100 $a20141017h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAptitude for interpreting /$fedited by Franz Po?chhacker, Minhua Liu 210 1$aAmsterdam, Netherlands ; :$cPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (189 p.) 225 1 $aBenjamins Current Topics ;$vVolume 68 300 $aDescription based upon print version of record. 311 $a1-322-20581-7 311 $a90-272-4256-9 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aAptitude for Interpreting; Editorial page; Title page; LCC data; Table of contents; Aptitude for interpreting; References; Aptitude testing over the years; 1. Introduction; 2. What to look for in an interpreting candidate; 2.1 Ideal interpreter profiles: A consistent view over a 40-year span; 2.2 Other contributions to the debate; 3. How to measure interpreter candidates' skills?; 3.1 Types of tests; 3.1.1 Early aptitude test batteries; 3.1.2 More recent test battery descriptions; 4. Test validity and reliability; 4.1 Proposals for aptitude test designs; 4.2 Predictive aptitude tests 327 $a5. Conclusions References; Learning styles, motivation and cognitive flexibility in interpreter training; Introduction; Psychological traits: Learning styles, motivation and cognitive flexibility; Learning styles; Motivation; Cognitive flexibility; Methodology of aptitude and admission research; Lessius study programmes and student groups description; Analysis 1: Self-selection; Method; Results; Analysis 2: Prediction of successful completion of interpreter training; Method; Results; Discussion; References; A story of attitudes and aptitudes?; 1. Introduction; 2. Literature 327 $a2.1 ID variables in second language acquisition 2.2 ID variables in translation and interpreting studies; 3. ID variables examined in this study; 3.1 Linguistic self-confidence; 3.2 Motivation; 3.3 Language anxiety; 4. Experiment; 4.1 Participants; 4.2 Method; 4.3 Results; 4.3.1 ID variables; 4.3.2 The interpreting performance; 4.3.3 Relating interpreting performance to ID variables; 5. Conclusions and perspectives; References; Appendix 1: SPCC questionnaire; Appendix 2: Questionnaire based on AMTB; Cognitive and motivational contributors to aptitude; Introduction; Method; Participants 327 $aMaterials Procedure; Results; Type: Signed language (SL) and spoken language (SP) group comparisons; Level: Entry-level (EL) and advanced-level (AL) group comparisons; Discussion; Limitations and future research; References; Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting; Introduction; Literature review; Personality and job performance; Research on personality and interpreters; Self-efficacy, goal orientation and negative affectivity; Research hypotheses; Methodology; Participants; The instrument; Procedure; Results 327 $aDiscussion and conclusions Implications for interpreter education; References; Domain-general cognitive abilities and simultaneous interpreting skill; Introduction; Method; Participants; Rating; Measurements; Cognitive Ability Measurements; Emotion-Cognition Interaction Measurements; Procedure; Results and discussion; Univariate analyses; Multivariate analyses; Discussion; General discussion and future directions; References; Testing aptitude for interpreting; 1. Introduction; 2. Methods; 2.1 Participants; 2.2 Scoring; 2.3 Outcome measures; 2.4 Statistical analysis; 3. Results 327 $a3.1 Scores on all variables 330 $aWith increasing numbers of students wishing to become conference interpreters, but limited capacities in most university degree programs, accurate admission testing is an important means of predicting an applicant's chances of completing the program successfully. This article focuses on three aptitude tests for simultaneous interpretation: Po?chhacker's SynCloze test; Chabasse's cognitive shadowing test; and Timarova?'s personalized cloze test. The test battery was administered at the start of the 2009/2010 academic year to students beginning the two-year Master's program in conference interpret 410 0$aBenjamins current topics ;$vVolume 68. 606 $aTranslating and interpreting$xStudy and teaching 615 0$aTranslating and interpreting$xStudy and teaching. 676 $a418/.020711 702 $aPo?chhacker$b Franz 702 $aLiu$b Minhua 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828458803321 996 $aAptitude for interpreting$93998393 997 $aUNINA