Pourquoi enseigner l’interprétation simultanée avec texte en anglais – cas d’étude entre le français et le coréen

Résumé

De plus en plus d’orateurs utilisent comme support des documents en anglais tout en présentant leurs discours dans leur langue natale lors de conférences internationales. Cette situation mène les interprètes coréens-français à effectuer des interprétations simultanées avec texte à partir des supports visuels anglais. Deux canaux, l’un auditif et l’autre visuel, interviennent entre trois langues, coréen, français et anglais, pour accroître la charge mentale de l’interprète qui n’a pas l’anglais dans sa combinaison linguistique. Toutefois, souvent pratiquée dans le contexte coréen, l’interprétation simultanée faisant intervenir un support visuel anglais est négligée dans la formation de l’interprétation. Cet article a pour but d’analyser les erreurs commises par les étudiants en cours de formation afin de mettre en lumière la nécessité d’un enseignement de l’interprétation simultanée avec texte en anglais.

Mots-clés/Keywords:

• interprétation simultanée avec texte,
• formation des interprètes,
• support visuel,
• analyse d’erreurs

Abstract

In conference settings that have Korean and French as official languages, more and more speakers prepare documents in English, while still speaking in either Korean or French. For Korean interpreters working at such conferences, the result is that they must perform simultaneous interpretation between Korean and French while referring to texts that are written in English. Two information streams – one oral and one visual – interact in three languages – Korean, French and English – to constitute quite extreme conditions of simultaneity and thus increases the interpreter’s mental processing load. Furthermore, when an interpreter refers to an English text while listening to Korean discourse, s/he may be tempted to lean on the written text because of the syntactic similarities between English and French. This increases the risk of language interference between French – the interpreter’s B language – and English, which is often not even the interpreter’s C language. Though this is a problem that frequently arises in professional settings, simultaneous interpretation with English text is not dealt with in interpreter training programs. This paper utilizes an experiment with students in an interpreter training course to examine the needs associated with teaching this type of interpretation.

초록

점차 많은 국제회의에서 한국측 혹은 프랑스측 연사들은 영어로 된 자료를 바탕으로 자신의 모국어로 발화하면서 한불통역사들은 영어자료를 바탕으로 한불간 텍스트 동시를 수행하게 된다. 결국 통역사는 귀로는 연사의 한국어 혹은 불어 연설을 들으면서 눈으로는 영어 자료를 읽는 동시에 한국어 혹은 불어로 통역해야 하는 삼중 과정을 처리해야 한다. 통역현장에서 이와 같은 상황이 빈번하게 발생함에도 불구하고 교육현장에서는 텍스트 동시에 관한 수업조차 개설되어 있지 못한 형편이다. 본고에서는 학생들을 대상으로 한 실험을 중심으로 영어 자료를 기본으로 하는 텍스트동시 교육의 필요성에 대해 살펴보고자 한다.