Interpreting Technologies - Current and Future Trends.

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While interpreting long remained unaffected by the technological progress that transformed the translation industry, recent years have witnessed a paradigm shift. This volume aims to inform and to empower interpreters and spark reflections on the future of technology in the interpreting industry.

Detaylı Bibliyografya
Yazar: Corpas Pastor, Gloria
Diğer Yazarlar: Defrancq, Bart
Materyal Türü: e-Kitap
Dil:İngilizce
Baskı/Yayın Bilgisi: Amsterdam/Philadelphia : John Benjamins Publishing Company, 2023.
Edisyon:1st ed.
Seri Bilgileri:IVITRA Research in Linguistics and Literature Series
Konular:
Translating and interpreting-Technological innovations.
Audio-visual translation.
Electronic books.
Online Erişim:Full-text access
İçindekiler:
  • Intro
  • Interpreting Technologies - Current and Future Trends
  • Editorial page
  • Title page
  • Copyright page
  • Table of contents
  • Credit
  • Introduction
  • References
  • Chapter 1 Using smartpens and digital pens in interpreter training and interpreting research
  • 1. Introduction
  • 2. The evolution of digital pen technology
  • 3. The use of digital pen and smartpens in interpreter training
  • 3.1 Reported pedagogical initiatives undertaken in the consecutive interpreting classroom
  • 3.2 Promoting the pedagogical use of digital pens and smartpens further
  • 4. The use of smartpens and digital pens in interpreting research
  • 4.1 Cognitive processes in note-taking
  • 4.2 Digital pen technology and simultaneous-consecutive
  • 5. Equipment used and available technology
  • 5.1 Equipment used in interpreting studies
  • 5.2 Currently available technology and equipment
  • 6. Conclusion
  • References
  • Chapter 2 Tablet interpreting
  • 1. Background and history of tablet interpreting
  • 2. Use of tablets for preparation
  • 3. Use of tablets for consecutive interpreting
  • 4. Use of tablets for simultaneous interpreting
  • 5. Use of tablets for simultaneous consecutive interpreting and sight consecutive hybrid modalities
  • 6. Use of tablets for business productivity
  • 7. Use of tablets in teaching interpreting
  • 8. Shortcomings and strengths of tablets in interpreting
  • 9. Gaps in tablet interpreting research
  • 10. Future directions for tablet interpreting research
  • References
  • Chapter 3 Towards AI-enhanced computer-assisted interpreting
  • 1. Introduction
  • 2. Interpreting workflow and CAI tools
  • 2.1 Preparation
  • 2.2 In-process
  • 2.3 Post-event
  • 3. History of computer-assited interpreting tools
  • 3.1 First-generation
  • 3.2 Second-generation
  • 3.3 Third-generation
  • 4. Language technologies and artificial intelligence.
  • 4.1 Artificial intelligence and machine learning
  • 4.2 Natural language processing, understanding and generation
  • 4.3 Automatic speech recogintion
  • 4.4 Machine translation
  • 4.5 Machine interpreting
  • 4.6 Summarisation
  • 5. AI-enhanced CAI tools
  • 5.1 Automatic glossary creation
  • 5.1.1 Corpus creation
  • 5.1.2 Term extraction
  • 5.1.3 Term translation
  • 5.1.4 Glossary review
  • 5.2 Artificial boothmate
  • 5.3 Artificial notepad
  • 5.4 Underexplored use of AI
  • 6. Interpreter management systems
  • 7. Ehtics of AI use in interpreting
  • 8. Conclusions
  • References
  • Chapter 4 'I am his extension in the courtroom'
  • 1. Introduction
  • 2. Design of the study and methodological approach
  • 2.1 Selection of the fieldwork locations
  • 2.2 Participant recruitment
  • 2.3 Observations
  • 2.4 Interviews
  • 2.5 Data analysis
  • 3. VMI-related challenges and interpreters' mitigation strategies
  • 3.1 Technological aspects
  • 3.2 Visual ecology
  • 3.3 Social presence and alienation
  • 3.4 Scheduling and pace of the hearings
  • 3.5 Effectiveness of the communication
  • 3.6 Modes of interpreting in VMI
  • 3.6.1 Use of simultaneous mode
  • 3.6.2 Use of consecutive mode
  • 3.6.3 Macro-strategies
  • 4. Aspects that compensate for VMI-related challenges
  • 4.1 Visibility of defendant's reactions
  • 4.2 Length and complexity of the hearings
  • 4.3 Familiarity with the type of hearing
  • 5. Positive aspects of VMI
  • 6. Conclusion
  • References
  • Chapter 5 Public service interpreters' perceptions and acceptance of remote interpreting technologies in times of a pandemic
  • 1. Introduction
  • 2. Related studies
  • 3. Research questions and methodology
  • 3.1 Scope of the study
  • 3.2 Questionnaire preparation
  • 3.3 Questionnaire distribution
  • 4. Results
  • 4.1 Demographic and professional profile
  • 4.2 RIT use
  • 4.2.1 User percentage and tools.
  • 4.2.2 Impact of COVID-19 pandemic on RIT use
  • 4.2.3 Frequency of use
  • 4.2.4 Fields of expertise and RIT use
  • 4.2.5 Reasons for not using RIT
  • 4.3 RIT acceptance
  • 4.3.1 Perceived usefulness
  • 4.3.1.1 OPI
  • 4.3.1.2 VRI
  • 4.3.1.3 RSI
  • 4.3.2 Perceived ease of use
  • 4.3.2.1 OPI
  • 4.3.2.2 VRI
  • 4.3.2.3 RSI
  • 4.3.4 Behavioral intention
  • 4.4 Participants' comments
  • 5. Discussion
  • 5.1 RIT use and impact of COVID 19
  • 5.2 RIT use and fields of expertise
  • 5.3 Reasons for not using RIT
  • 5.4 RIT acceptance
  • 6. Conclusion
  • 7. Limitations and further research
  • References
  • Appendix 1. Geographical distribution of respondents' professional activities
  • Appendix 2. Overview of respondents' working language
  • Chapter 6 Investigating the use of technology in the interpreting profession
  • 1. Introduction
  • 1.1 The history of technology and interpreting
  • 1.2 An overview of interpreting technologies
  • 1.2.1 Technology for rendering interpreting services
  • 1.2.2 Technology to aid an interpreter's performance
  • 1.2.2.1 Computer-assisted interpreting (CAI) tools
  • 1.2.2.2 Tablet interpreting
  • 1.2.2.3 Digital pens
  • 1.2.2.4 Terminology management systems
  • 2. Method
  • 2.1 Participants
  • 2.2 Questionnaire
  • 3. Results
  • 3.1 Demographical information of the participants
  • 3.2 Interpreters' access to technology
  • 3.3 Technology used in the preparation phase of the interpreting process
  • 3.3.1 Paperless preparation
  • 3.3.2 Technological tools used most frequently in preparation
  • 3.4 Technology used during the interpreting process
  • 3.5 Interpreters' concerns about the use of technology during interpreting
  • 3.5.1 Divided attention
  • 3.5.1.1 Time consuming
  • 3.5.1.2 Distraction
  • 3.5.1.3 Lose focus / concentration
  • 3.5.1.4 Attention
  • 3.5.1.5 Interfere
  • 3.5.2 Reliable access to internet.
  • 3.5.3 Device failure and flat batteries
  • 3.5.4 Professional image and competence of interpreter
  • 3.5.5 Accuracy
  • 3.5.6 Lack of knowledge / training
  • 3.5.7 Physical environment
  • 3.5.8 Confidentiality issues
  • 3.5.9 Reliance on technology
  • 3.5.10 Poor sound quality
  • 3.6 The value of specific technological skills
  • 3.6.1 Value of tablet interpreting
  • 3.6.2 Value of digital smart pen note taking
  • 3.6.3 Value of terminology management systems
  • 3.6.4 Value of video remote interpreting
  • 3.6.5 Value of telephone interpreting
  • 3.6.6 Value of use of online dictionaries
  • 4. Discussion
  • 4.1 Do interpreters have access to technology?
  • 4.2 What tools do interpreters use in preparation for an interpreting assignment?
  • 4.3 Are interpreters' still hesitant to use technology?
  • 4.4 What is the interpreters' preference when encountering a challenge with terminology?
  • 4.5 What tools are used most frequently during interpreting?
  • 4.6 What are interpreters' concerns when it comes to the use of technology during interpreting?
  • 4.6.1 The concern regarding divided attention when using technology during interpretation
  • 4.7 Difference and similarities in the use of technology in interpreting in Global South and Global North
  • 5. Conclusion
  • References
  • Chapter 7 Videoconference interpreting goes multimodal
  • 1. Introduction
  • 2. Multimedia and multimodal human interaction
  • 2.1 Meeting content analysis
  • 2.2 Multimodal human interaction analysis
  • 3. Technologies for meeting data capture
  • 3.1 Microphone arrays
  • 3.2 Speech recognition and speaker diarisation
  • 3.2.1 Speech recognition
  • 3.2.2 Speaker diarisation
  • 3.3 Keyword spotting
  • 3.4 Summarisation
  • 3.5 Computerised translation
  • 3.6 Face and gesture recognition
  • 3.7 Conversation dynamics
  • 4. Some suggestions and concluding remarks
  • Funding.
  • References
  • Chapter 8 Embedding, extending, and distributing interpreter cognition with technology
  • 1. Introduction
  • 2. Opening the black box of interpreter cognition
  • 3. Embodied and embedded cognition
  • 4. Extended cognition
  • 5. Distributed cognition
  • 6. Open questions and future directions
  • References
  • Chapter 9 Conference interpreting and technology
  • 1. Introduction
  • 2. Public sector innovation and technology
  • 2.1 Public sector innovation
  • 2.2 The two faces of technology
  • 3. Technology supporting multilingualism
  • 3.1 Booth technology
  • 3.2 Technology for the provision of interpreting
  • 4. Approaching the future of interpreting and technology
  • 4.1 Digital transformation
  • 4.2 Opportunities and threats
  • 4.3 Further afield
  • 5. Conclusion
  • References
  • Chapter 10 Automatic speech translation in the classroom and lecture setting
  • 1. Introduction
  • 2. The educational setting
  • 2.1 The dilemma and the magnitude of the problem
  • 2.2 Studies and motivations
  • 3. Speech translation technology
  • 3.1 History of speech translation
  • 3.2 The architecture of speech translation systems
  • 3.3 The individual components
  • 3.4 How quality is measured
  • 3.5 Technological progress
  • 4. Speech translation in the schools
  • 4.1 Chinook middle school
  • 4.2 Karlsruhe institut f�ur technologie (KIT)
  • 5. Challenges and future directions
  • 5.1 In the schools
  • 5.2 Technical challenges
  • 5.3 Potential impacts on the interpretation industry
  • 5.4 Conclusion
  • References
  • Chapter 11 Where is it all going? Technology, economic pressures and the future of interpreting
  • 1. Introduction
  • 2. Some basic premises
  • 3. A brief map of the technological terrain
  • 4. Understanding economic forces in interpreting
  • 5. Interpreting as organisational performance
  • 6. Realigning discourse and action for a complex future.
  • 6.1 From viewing AST and human translation as rivals to viewing them as complimentary means of providing language access.

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