StatusThe thesis was presented on the 30 June, 2021
Approved by NCAA on the 30 July, 2021
Abstract– 0.96 Mb / in romanian
5.58 Mb /
Doctoral dissertation in Philology, Specialty: 621.04. Lexicology and Lexicography; Terminology and Specialised Languages; Translation (English Language); Chisinau, 2021
Structure of the dissertation: annotations in Romanian, English and Russian, list of abbreviations, introduction, three chapters that comprise 160 pages of body text, 9 tables, 31 figures, 7 images (PrtSc), conclusions and recommendations, bibliography of 348 sources, 11 appendices, declaration of compliance, author’s CV. Key-words: oral translation, consecutive interpreting, consecutive interpreting competence, model of consecutive interpreting competences acquisition, student-interpreter, discourse, language mistake, interpretation error, paralinguistic element, interpreting strategy.
Subject of study: the process of oral translation from the perspective of consecutive interpreting and the acquisition of consecutive interpreting competences. Purpose of research: determining the theoretical and praxeological fundamentals of consecutive interpreting from English into Romanian, mirrored in the Model of consecutive interpreting competences acquisition, in training would-be-interpreters in the context of undergraduate students’ education.
Objectives of research: analysing the studies in the domain of translation and interpretation; determining the specificities and the role of consecutive interpreting; comparing practices at (inter)national level within the framework of the process of undergraduate training of future consecutive interpreters; examining models of consecutive interpreting competence acquisition; conceptualising the Model of consecutive interpreting competence acquisition; developing and applying didactic strategies in competence acquisition; carrying out the qualitative and quantitative analysis of obtained data.
The scientific novelty and originality: consecutive interpretation is being approached from an interdisciplinary framework, and is considered both as a process (the transfer of ideas, paralinguistic aspects from the English language system into the Romanian language system) and a finite product (acceptability of the target-discourse contrasted with the source-discourse) based on the Model of consecutive interpreting competences acquisition.
The solved scientific problem is determined by the need to carry out theoretical and applied scientific investigations in the domain of interpreting studies with an aim to develop the Model of consecutive interpreting competences acquisition at the initial stage in undergraduates’ training, which would reflect the necessary competences at this stage and the way they can be acquired in academic context. The theoretical significance of the research resides in the analysis of theoretical approaches in interpreter training advanced by Ch. Nord, D. Kiraly, J. House, J. Vienne, M. Ulrych, J. Delisle, A. Hurtado Albir, R. Setton and of the models of consecutive interpreting competence acquisition proposed by D. Seleskovitch, D. Gile, A. Neubert, C. Schäffner, A. Hurtado Albir, S. Kalina, A. Gillies, R. Setton și A. Dawrant; the research of the structure and the ways of functioning of models of interpretation and of the peculiarities of the models of consecutive interpreting competence acquisition; the study of modern theories in developing the Model of consecutive interpreting competences acquisition.
Applied value of the research:the process, the materials, the results and the conclusions obtained can be applied in empirical longitudinal studies based on the Model that we proposed; in clarifying theoretical and praxeological aspects related to the process of consecutive interpretation in the context of undergraduate education; in drafting scientific works; can foster interinstitutional research collaborations in the domain of praxeology of consecutive interpreting.
The results were implemented during the participation in (inter)national colloquia and conferences, in carrying out scientific and practical activities in academic context.
Under consideration  :