Vietnam National University, Hanoi

University of Languages and International Studies

Faculty of English Language Teacher Education
Translation and Interpreting Division

CONSECUTIVE INTERPRETING
COURSE GUIDE

1. INSTRUCTOR’S INFORMATION
Nguyễn Thị Diệu Thúy, M.A
Phone: 0916 395 304
Email: shamrock2811@gmail.com

2. GENERAL INFORMATION OF THE SUBJECT

Program: BA in English (Translation and Interpreting)

Course title: CONSECUTIVE INTERPRETING (ENG3064)

⬜
Number of credits: 3
Type of course: Compulsory 🗹 Optional
Semester: 6/8
Prerequisite: Translation Practice
Department in charge: Translation and Interpreting Division – FELTE

3. COURSE DESCRIPTION

In this course, students are equipped with basic concepts and skills in consecutive interpreting. After each theoretical section,
students practice short and simple dialogues and monologues, which are directly presented by lecturers themselves or records from
such sources as radio, TV, materials from the Internet etc. Theoretical sections account for only a short amount of course duration.
During the rest of contact hours, students do exercises and practical activities which are appropriate for each skill in different periods.
 Vietnam National University, Hanoi
University of Languages and International Studies
Faculty of English Language Teacher Education
Translation and Interpreting Division

4. COURSE OBJECTIVES

By the end of the course, the learners should be able to:

1. Knowledge 1.1 Master the basic concepts of interpreting such as definition, types and working mode, etc.
1.2 Gain background knowledge of common topics of interpreting such as economy, society, science, education,
culture, etc.
1.3 Gain knowledge of consecutive interpreting as a skill
2. Skills 2.1 Practice and sharpen the fundamental skills in consecutive interpreting at the beginning level, including:
+ Memorizing the detailed information performed within 30-45 seconds
+ Synthesizing and summarize the main idea of the simple speech (few or some technical terms) within 1-2
minutes
+ Combining both memorizing and note-taking skills when trying to understand and explore the speaker’s idea.
2.2 Conveying the right and sufficient message in target language in a succinct and understandable way for the
audience.
3. Attitude 3.1 Demonstrate their autonomy in the learning process
3.2 Behave and act the same way as professional interpreters do (code of ethics of interpreters)

5. COURSE SYLLABUS

WEEK THEME/ CONTENT ACTIVITIES NOTES

1 Introduction to - Course introduction
Interpreting - What is consecutive interpreting?
- When is consecutive interpreting used?
- Why learn consecutive?
 Vietnam National University, Hanoi
University of Languages and International Studies
Faculty of English Language Teacher Education
Translation and Interpreting Division

- How good is good enough?

2 Presentation - Posture
- Delivery
- Practice
- Conclusion
3 Consecutive without - A word about memory
notes - Chunking
- What you already know
4 Consecutive without - Narrative prompts
notes (cont) - Visual prompts
5 Consecutive without - Structural prompts
notes (cont) - Logical prompts
- Skills combining
6 Analysis - Structural breakdown
- Mind maps
- Sections
- Mini-summaries
7 Analysis (cont) - Section diagrams
- Logical analysis
- Recognizing and splitting ideas
- Skills combining
8 Mid-term test - Examination conduction
- Practice

9 Note-taking - Abbreviations
 Vietnam National University, Hanoi
University of Languages and International Studies
Faculty of English Language Teacher Education
Translation and Interpreting Division

- Ideas
- Clauses
10 Note-taking (cont) - Verticality
- Links
- Symbols
11 Note-taking (cont) - Values (more and less important)
- What language to note in
- Skills combining
12 Noting less - Memory prompts
- Things in front of you
- Obvious in context
- Obvious from the structure of the notes
13 Reformulation - What is reformulation?
- Why reformulate?
- How to reformulate?
- How does consecutive facilitate reformulation?
14 Workshop/Conference - Content of the workshop/conference depends on the speaker and
the event

15 Wrap-up Revision

*Notes: The syllabus is subject to change to suit the needs of teachers and learners.
 Vietnam National University, Hanoi
University of Languages and International Studies
Faculty of English Language Teacher Education
Translation and Interpreting Division

6. COURSE MATERIALS

Gillies, A. (2019). Consecutive Interpreting A short course. New York: Routledge.

7. GRADING AND ASSIGNMENTS

Form Weighting Due date Procedures Objectives

Attendance 20% Weekly Students are required to attend classes ● To help students to get familiar with
and regularly and actively participate into class interpretation
Participatio activities. In each lesson, students will be ● To make students active
n called upon to do interpretation and given
assessment.

Formative 10% TBA Students attend workshops/conferences on
assessment various topics related to interpreting.
(Assignment Workshops/conferences are organised by the
1) Translation and Interpreting Division, the
Faculty of English Language Teacher
Education, ULIS or other related bodies.
Students are required to write a reflection
(following sample format) aftewards.
● To help students improve public
speaking skills and interpreting skills
● To make students active to enhance
background knowledge and updated
knowledge of the industry.

Formative 10% Week Students prepare a talk show, interview, ● To help students improve public
assessment 11-12-13 negotiation, or field trip in groups of 4 or 5 in speaking skills, interpreting skills and
supplementary skills for interpretation
 Vietnam National University, Hanoi
University of Languages and International Studies
Faculty of English Language Teacher Education
Translation and Interpreting Division

(Assignment order to use them as studying contents about

2) corresponding interpreting types.

Summative 20% Week 8 The mid-term test requires students to ● To assess students’ language
assessment interpret a 2-3 minute recording of simple competence (both English and
content about common topics without Vietnamese) and advanced interpreting
technical terms. The recording is split into skills of students
several segments of about 20-30 seconds. ● To assess students’ ability to render the
Students listen, interpret and record each speaker’s content in a coherent, fluent,
segment in audio files by the software of the sufficient and clear manner.
lab. The duration of student’s interpretation is
as long as that of the original speech. When
recording time for each segment is over,
students will have to continue to listen to the
next segment and record until the test
finishes.
The test can be conducted in class or online
with similar format.

40% TBA The end-term test requires students to ● To assess students’ language
interpret a 3-4 minute recording of simple competence (both English and
content about common topics without Vietnamese) and advanced interpreting
technical terms. The recording is split into skills of students
several segments of about 30-45 seconds.
Students listen, interpret and record each
 Vietnam National University, Hanoi
University of Languages and International Studies
Faculty of English Language Teacher Education
Translation and Interpreting Division

segment in audio files by the software of the ● To assess students’ ability to render the
lab. The duration of student’s interpretation is speaker’s content in a coherent, fluent,
as long as that of the original speech. When sufficient and clear manner.
recording time for each segment is over,
students will have to continue to listen to the
next segment and record until the test
finishes.
The test can be conducted in class or online
with similar format.

8. COURSE POLICY

- Students must show up NO LATER THAN the class hour 15 minutes. If violating, students are still allowed to join the class but will be
marked as “absent” that contact. More than three unexcused absences may result in a failding grade for the course.

- Students must prepare for the lecture (look up the vocabulary, make questions for group discussion) as required by the teacher.

- The class must have a group email address, where announcements will be posted. Students should access their free email account
and check their emails regularly. Students can send questions or other messages regarding study matters to the teacher or other
classmates via this channel.