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Abstract:
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Among the tools that interpreters should manage, voice plays a prominent role./nHowever, despite its importance figures in many of the existing quality models, limited/nregard has been payed for the means by which interpreters voice meanings. On the basis/nof such observation, this work intends to provide a specific learning tool which could/nhelp students control their vocal production. The research takes the personal experience/nas a reference to create a learning plan —within the framework of paralinguistic/ntheories and quality assessment studies— which fits the needs of a particular student/ninitially, to further be extrapolated to other trainee interpreters. To get profitable results,/nfirstly a series of previously recorded interpretations were assessed. We based on that/ndata to collect and execute 15 exercises which act on different parameters constituting/nor affecting interpreters’ voice, such as breathing, pitch, articulation or intonation. We/nthen evaluated the utility of the exercises assessing 4 post-exercise interpretations,/ntaking also into account the opinion of 13 users. Both the auto-assessment and the user/nsurveys confirmed that the practise had affected positively the interpretation product./nNevertheless the findings also showed the plan was not sufficient to consolidate/nimprovements, since they become indiscernible when the difficulty of the source/ndiscourse was higher. This objection motivates the argument that a possible solution/nwould be comprehensively addressing voice production skills at early stages of training/nto offer students the chance to internalise correct behaviours, which could prevent/ndamage to their phonatory system and result in a finer performance. |
