There are too few studies that have highlighted and discussed oral translation in spite of the increasingly importance of oral translation as it cannot be substituted AI translators or e-translators as in the case of written translation. That is why, the present paper aims at defining and highlighting the role of phonological competence in enhancing oral translation from teaching perspective. In case of oral translation, phonological competence can be regarded wider term that involves all written and oral aspects of the text. In this regard the present paper introducing a guide for reinforcing the phonological competence in oral translation. The study elaborates that certain techniques can enforce phonological competence through overcoming the main problems of mother language interference and presenting authentic material for enforcing students' phonological competence.
Phonological Competence and Teaching Oral Translation
Abstract:
There are too few studies that have highlighted and discussed oral translation in spite of the increasingly importance of oral translation as it cannot be substituted AI translators or e-translators as in the case of written translation. That is why, the present paper aims at defining and highlighting the role of phonological competence in enhancing oral translation from teaching perspective. In case of oral translation, phonological competence can be regarded wider term that involves all written and oral aspects of the text. In this regard the present paper introducing a guide for reinforcing the phonological competence in oral translation. The study elaborates that certain techniques can enforce phonological competence through overcoming the main problems of mother language interference and presenting authentic material for enforcing students' phonological competence.
Teaching oral translation is the dilemma that has not been solved in academia yet. One of the main problems of teaching oral translation is reaching linguistic competence in general and phonological competence in particular. Any approach of teaching interpretation should achieve what is called "linguistic competence." Linguistic competence, in language studies, is a systematic knowledge of native speakers that any language learner or translator should follow (Chomsky, 2014, p.35). Chomsky defines linguistic competence the perfect linguistic system which enables the speaker, learner, or translator of the English language to produce accurate sentences on the semantic and grammatical, systems (Chomsky, 2014, p. 44). Here, Chomsky mentions in his book, Aspects of the Theory of Syntax (1965), “We thus make a fundamental distinction between competence (the speaker-hearer's knowledge of his language) and performance (the actual use of language in concrete situations)” (Chomsky, 2014, p. 44). For consecutive translation, the oral translator has too few seconds perceive spoken words and then he translates them in TL, whereas in simultaneous translation, the translator translates immediately while the speaker still speaks (Gile 2001).
In case of teaching consecutive and simultaneous translation, Chomsky's linguistic competence should include the phonological dimension as phonology is one of the most important fields that consecutive and simultaneous translators must be fully aware of. Here, Chomsky elaborates:
Linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-community, who knows its (the speech community's) language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of this language in actual performance. (Chomsky, 2014, p.125)
Chomsky's linguistic competence completely comes with the use of shadowing as a technique of teaching consecutive and simultaneous translations both of them aims at “"the actual use of language in concrete situations” (Chomsky, 2014, p. 60).
In terms of both translation and linguistic competence, socio-linguistic is an important point of convergence between interpretations and linguistic as both of interpretation and linguistic competence are heavily affected by culture, which is considered a main element of the two terms.
In terms of oral translation, there is a strong connection between phonological competence and interpretation. However, a significant question arises: how can linguistic phonological competence benefit human translators and interpreters? In terms of phonology, consecutive and simultaneous translation requires a well-qualified translator who cannot reach linguistic competence without having a strong training of both listening and speaking. Here, the most appropriate technique that can improve the consecutive and simultaneous translator is shadowing as it can achieve linguistic competence, namely on the phonological level.
That is why, shadowing, as a tool of teaching consecutive and simultaneous translation, can achieve the linguistic competence that is lacked by many beginner and intermediate students of consecutive and simultaneous translation. In spite of the efforts made in translation courses to achieve linguistic competence particularly on the phonological level, they cannot solve this problem due to the impact of Arabic as a mother language. Here, shadowing can be the most appropriate way to achieve phonological linguistic competence. This phonological linguistic competence that is required for simultaneous and consecutive translators is sometimes described shortly as" phonological competence" and it is defined by Valentyna Parashchuk as:
Phonological competence is one of the integral parts included in linguistic competence that is also a sub-component of communicative language competence… Phonological competence involves a knowledge of, and skill in the perception and production of: 1) the sound-units (phonemes) of the language and their realization in particular contexts (allophones); 2) the phonetic features which distinguish phonemes (distinctive features, e.g. voicing, rounding, nasality, plosion); 3) the phonetic composition of words (syllable structure, the sequence of phonemes, word stress, word tones); 4) sentence phonetics (prosody): sentence stress and rhythm; intonation; phonetic reduction; vowel reduction; strong and weak forms; assimilation; elision (2020, p.187-188).
In addition, speech shadowing can increases linguistic competence for consecutive and simultaneous translators as it increases phonological linguistic competence through enforcing translators' listening and speaking skills. Eventually, shadowing can be regarded as an effective tool for students of translation departments. It enhances linguistic competence that is vital for successful interpreter.
For them, shadowing can help simultaneous and consecutive translators to achieve linguistic competence due to shadowing ability to enforce memory, repetition, Second language perception, and learner's listening and speaking skills.
. Speech shadowing has proven his ability to achieve linguistic competence, namely phonological linguistic competence due to shadowing dependence on the features and techniques that reduce negative language interference.
Neglecting the cultural and social components of the target audience during the interpretation process might lead to poor translation and interpretation results. Thus, recognizing the sociolinguistic dimension of translation is critical to achieving linguistic convenience during the translation process.
For example, Arabic language has a large influence on many countries, especially Islamic countries, due to the growth of Islamic culture and the prominent presence of Islam's sacred book, the Qur'an. In addition, English has several Arabic loanwords, some directly, but the majority through other Mediterranean languages (Molter and Edzard, 1998. p. 18). Here, Arabic consecutive and simultaneous translators have many problems in perceiving some cultural norms and ideas, namely in case of translating idioms. These problems occur due to lacking the cultural elements in TT.
Conclusion:
To sum up, a good oral translator must achieve phonological linguistic competence in order to receive and send SL. and TL. Phonological linguistic competence can be applied through real-time and authentic materials of teaching oral translation. That is why, the present paper assert the importance of using speech shadowing for teaching oral translation as speech shadowing represents an authentic and effective way of teaching oral translation, namely consecutive and simultaneous translation.
References:
- Chomsky, N. (2014). Aspects of the Theory of Syntax (No. 11). MIT press.
· Hauser, M. D., Yang, C., Berwick, R. C., Tattersall, I., Ryan, M. J., Watumull, J., ... & Lewontin, R. C. (2014). The mystery of language evolution. Frontiers in psychology, 5, 401.
· Valigura, O., Parashchuk, V., & Kozub, L. (2020). Phonetic Portrait of a Ukrainian EFL Teacher: Prosodic Parameters in Academic Discourse. Arab World English Journal (AWEJ) Special Issue on the English Language in Ukrainian Context .
· Gile, D. (2001). Consecutive vs. Simultaneous: which is more accurate?. Interpretation studies: The Journal of the Japan Association for Interpretation Studies , 1, 8-20.
Frequently asked questions
What is the main topic of "Phonological Competence and Teaching Oral Translation"?
The paper discusses the role of phonological competence in enhancing oral translation from a teaching perspective, emphasizing its importance in both consecutive and simultaneous translation.
Why is oral translation considered important?
Oral translation is increasingly important because it cannot be fully substituted by AI or e-translators, unlike written translation.
What is linguistic competence according to Chomsky?
Chomsky defines linguistic competence as the systematic knowledge of native speakers, enabling them to produce accurate sentences semantically and grammatically. It's the speaker-hearer's knowledge of their language.
What is the difference between competence and performance in linguistics, according to Chomsky?
Competence is the speaker-hearer's knowledge of their language, while performance is the actual use of language in concrete situations.
Why is phonological competence important for oral translators?
Phonological competence is crucial because consecutive and simultaneous translation requires translators to be fully aware of phonology, involving both listening and speaking skills.
How does shadowing help in teaching oral translation?
Shadowing is a technique used to teach consecutive and simultaneous translation, aiming at achieving the "actual use of language in concrete situations" and improving linguistic competence, particularly on the phonological level.
What is the connection between sociolinguistics and oral translation?
Socio-linguistics is a point of convergence between interpretation and linguistic competence as both are heavily affected by culture, which is a main element of both terms.
What are the components of phonological competence according to Valentyna Parashchuk?
Phonological competence includes: 1) knowledge of sound-units (phonemes) and their realization in contexts (allophones); 2) phonetic features distinguishing phonemes; 3) phonetic composition of words; 4) sentence phonetics (prosody): sentence stress, rhythm, intonation, and phonetic reduction.
How does speech shadowing enhance linguistic competence for translators?
Speech shadowing increases linguistic competence by enforcing translators' listening and speaking skills, especially regarding phonological aspects.
Why is it important to consider cultural and social components in translation?
Neglecting the cultural and social components of the target audience can lead to poor translation and interpretation results. Recognizing the sociolinguistic dimension is critical for achieving linguistic convenience.
What is the main conclusion of the paper?
A good oral translator must achieve phonological linguistic competence to receive and send SL and TL. Speech shadowing is an authentic and effective method for teaching oral translation, especially consecutive and simultaneous translation.
- Quote paper
- Mahmoud Sokar (Author), 2024, Phonological Competence and Teaching Oral Translation, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1513044
