ABSTRACT

The present paper reports on the educational experience of two groups of trainee interpreters who took part in a public speaking workshop. The participants (n = 29) were asked to engage in exercises inspired by theatrical training and purposefully adjusted to interpreting education. The workshop was structured into four sessions, including both theory and practice, and was delivered by a facilitator with experience in theatrical training and interpreter education under the supervision of an interpreter trainer who participated as observer. The study is based on retrospective feedback obtained from the participants both during the workshop (field notes and comments) and at the end of the workshop (a questionnaire was administered to assess the whole experience), as well as the trainer’s observation. The analysis sheds light on the general profile of this population of interpreting students in terms of public speaking experience (quite scarce, mostly limited to extracurricular activities during school years); stress-related effects; most beneficial activities during the workshop. These elements can be useful to ascertain to what extent the theatrical activities proposed in the workshop met the participants’ needs and to adjust them at best so that they can be successfully incorporated in the curriculum of would-be interpreters.

摘要

本文报道了参加公开演讲研讨会的两组实习口译员的教育经历。参与者（n = 29）被要求参与受戏剧训练启发并有目的地适应口译教育的练习。研讨会分为四个部分，包括理论和实践，由一位在戏剧培训和口译教育方面有经验的主持人在一位作为观察员参与的口译培训师的监督下进行。该研究基于在研讨会期间（现场笔记和评论）和研讨会结束时（进行问卷调查以评估整个体验）从参与者那里获得的回顾性反馈，以及培训师的观察。该分析揭示了口译学生在公开演讲经验方面的总体概况（相当稀缺，主要限于学年期间的课外活动）；压力相关的影响；研讨会期间最有益的活动。这些要素有助于确定研讨会中提议的戏剧活动在多大程度上满足了参与者的需求，并在最好的情况下对其进行调整，以便将它们成功地纳入准口译员的课程中。