COURSE LIMITATIONS

Due to the limited time-span (6 semesters), the number of hours may seem insufficient to fully grasp SI. No special post-course questionnaire has been distributed to the students of the University of Silesia (English Department) to assess their needs and their expectations related to such training. With student feedback, other components could be introduced to the course in the following academic years. The questionnaire is planned to be prepared and distributed among all students at the end of their course as the compo-nent of studies related to their expectations and satisfaction.

CONCLUSIONS

Simultaneous interpretation is considered the most challenging type of interpreting. furthermore, the field of medicine and its specialised ter-minology may account for the insufficient number of medical interpret-ers in the Polish market. Scepticism among students related to the falsely perceived lack of transparency of medical terms might be overcome by

providing them with a clear and tailor-made course of interpreting that covers medical terminology and essential strategies in SI. Such actions could reduce students’ uncertainty related to the process of medical SI.

The course in medical interpreting at the University of Silesia is still in progress. It should be further developed and modified to meet the needs of the market as well as the needs of students. The increasing demand for medical (simultaneous) interpreting is one of the reasons that may encourage both students and teachers to conduct similar courses. The fact that some of the students did become medical translators or interpreters shows some promise for such courses. Special attention therefore should be paid to student training in terms of medical background and strategies ensuring successful interpreting.

References

Al-Salman, S. and Al-Khanji, R. (2002). The Native Language factor in Simulta-neous Interpretation in an Arabic/English Context. Meta, 47(4), pp. 607–626.

Barik, H. (1971). A Description of Various Types of Omissions, Additions and Errors Encountered in Simultaneous Interpretation. Meta, 15(1), pp. 199–210.

Bartłomiejczyk, M. (2006). Strategies of Simultaneous Interpreting and Direc-tionality. Interpreting, 8(2), pp. 149–174.

Bartłomiejczyk, M. (2015). Wprowadzenie tłumaczenia symultanicznego. In: Dy-daktyka tłumaczenia ustnego, eds. A. Chmiel and P. Janikowski. Katowice: Sto-warzyszenie Inicjatyw Wydawniczych, pp. 207–226.

Bialystok, E. (1990). Communication Strategies: A Psychological Analysis of Second Language Use. London: Blackwell.

Bowen, D. and Bowen, M. (1984). Steps to Consecutive Interpretation. Washing-ton: Pen and Booth.

Brunt, R. (1987). ‘My Waterworks are Playing me up Something Chronic’: The Description of the English of Medicine and Some Didactic Implications. In:

Perspectives on Language in Performance, eds. W. Lörscher and R. Schulze.

Tübingen: Gunter Narr, pp. 434–440.

Chabasse, C. (2009). Gibt es eine Begabung für das Simultandolmetschen?: Erstel-lung eines Dolmetscheignungstests mit Schwerpunkt Simultandolmetschen. Ber-lin: SAXA Verlag.

Dejéan Le féal, K. (1997). Simultaneous Interpretation with ‘Training Wheels’. 381.

Meta, 42(4), pp. 616–621.

Dejéan Le féal, K. (1998). Non nova, sed nove. The Interpreters’ Newsletter, 8, pp. 41–49.

florczak, J. (2013). Tłumaczenia symultaniczne i konsekutywne. Teoria i praktyka.

Warszawa: Wydawnictwo C.H. Beck.

Gaiba, f. (1998). The Origins of Simultaneous Interpretation: The Nuremberg Trial.

Ottawa: University of Ottawa Press.

Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator Training.

Amsterdam – Philadelphia: John Benjamins Publishing.

Gillies, A. (2004). Conference Interpreting: A New Students’ Companion. Tłuma-czenie ustne. Nowy poradnik dla studentów. Kraków: Tertium.

González Davies, M., Scott-Tennent, Ch. and Rodríguez Torras, f. (2001). Train-ing in the Application of Translation Strategies for Undergraduate Scientific Translation Students. Meta, 46(4), pp. 737–744.

Jones, R. (1998). Conference Interpreting Explained. Manchester: St Jerome.

Kalina, S. (1992). Discourse Processing and Interpreting Strategies: An Approach to the Teaching of Interpreting. In: Teaching Translation and Interpreting:

Training, Talent and Experience, eds. C. Dollerup and A. Loddegaard. Amster-dam – Philadelphia: John Benjamins, pp. 251–257.

Karwacka-Campo, D. (2008). Trudności w nauczaniu specjalistycznego języka włoskiego. In: Nowe perspektywy dydaktyki języków obcych, ed. M. Jodłowiec.

Kraków: Tertium, pp. 219–224.

Kirchhoff, H. (2002). Simultaneous Interpreting: Interdependence of Variables in the Interpreting Process, Interpreting Models and Interpreting Strategies. In:

The Interpreting Studies Reader, eds. f. Pöchhacker and M. Schlesinger. Lon-don – New york: Routledge, pp. 112–130.

Kopczyński, A. (1994). Quality in Conference Interpreting: Some Pragmatic Problems. In: Bridging the Gap: Empirical Research in Simultaneous Interpre-tation, eds. S. Lambert and B. Moser-Mercer. Amsterdam – Philadelphia: John Benjamins, pp. 87–99.

Korpal, P. (2016). Interpreting as a Stressful Activity: Physiological Measures of Stress in Simultaneous Interpreting. Poznań Studies in Contemporary Lingu-istics, 52(2), pp. 297–316.

nego, eds. A. Chmiel and P. Janikowski. Katowice: Stowarzyszenie Inicjatyw Wydawniczych, pp. 289–310.

Lederer, M. (1981). La traduction simultanée. Expérience et théorie. Paris-Caen:

Minard Lettres Modernes.

Liontou, K. (2011). Strategies in German-to-Greek Simultaneous Interpreting:

A Corpus-Based Approach. Gramma, 19, pp. 37–56.

Płusa, P. (2007). Rozwijanie kompetencji przekładu i kształcenie tłumaczy. Kato-wice: Wydawnictwo Uniwersytetu Śląskiego.

Riccardi, A. (2005). On the Evolution of Interpreting Strategies in Simultaneous Interpreting. Meta, 50(2), pp. 753–767.

Sawyer, D. (2004). Fundamental Aspects of Interpreter Education: Curriculum and Assessment. Amsterdam – Philadelphia: John Benjamins.

Seeber, K. (2015). Simultaneous Interpreting. In: The Routledge Handbook of Inter-preting, eds. H. Mikkelson and R. Jourdenais. New york: Routledge, pp. 79–95.

Seleskovitch, D. (1978). Interpreting for International Conferences: Problems of Language and Communication. Washington: Pen & Booth.

Setton, R. (1999). Simultaneous Interpretation: A Cognitive-Pragmatic Analysis.

Amsterdam – Philadelphia: John Benjamins Publishing.

Stoica, A.-M. (2008). Teaching Simultaneous and Consecutive Interpretation:

Techniques and Methods. Language and Literature – European Landmarks of Identity, 4(2), pp. 202–206.

Tommola, J., Laine, M., Sunnari, M. and Rinne, J. (2000/2001). Images of Shadow-ing and InterpretShadow-ing. InterpretShadow-ing, 5(2), pp. 147–167.

Tymoszuk, K. (2016). Przetwarzanie tekstu w tłumaczeniu symultanicznym. Lu-blin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej.

Wakabayashi, J. (1996). Teaching Medical Translation. Meta, 41(3), pp. 356–365.

Wilss, W. (1978). Syntactic Anticipation in German-English Simultaneous Inter-preting. In: Language, Interpretation and Communication, eds. D. Gerver and W. Sinaiko. New york: Plenum, pp. 343–352.

Xiangdong, L. (2013). Are Interpreting Strategies Teachable? Correlating Train-ees’ Strategy Use with Trainers’ Training in the Consecutive Interpreting Classroom. The Interpreters’ Newsletter, 18, pp. 105–128.

Zwischenberger, C. (2010). Quality Criteria in Simultaneous Interpreting: An In-ternational vs. a National View. The Interpreters’ Newsletter, 15, pp. 127–142.