Interpreting Studies
Assoc. Prof. Dr. Alper Kumcu
Email | Website
Course Description
This course provides a comprehensive, interdisciplinary introduction to Interpreting Studies as a research field. It examines the field’s concepts, methods, paradigms, models, and research programmes, as well as current trends and future directions. Students consider cognitive, psychological, linguistic, sociological, communicative, pedagogical, evaluative, technological, historical, ethical, professional, and institutional approaches. Classic and recent research is discussed through lectures, student presentations, and class discussion. Students develop their skills in critical reading, research evaluation, scholarly writing, and the preparation of a review paper.
Learning Outcomes
By the end of the course, students will be able to:
- Describe the historical development and interdisciplinary relationships of interpreting research.
- Explain key concepts, methods, terminology, current trends, and future directions in the field.
- Compare theoretical and methodological approaches to interpreting research.
- Evaluate, interpret, and critique research in Interpreting Studies.
- Write a response paper and a review paper within the scope of Interpreting Studies.
Weekly Schedule
| Week | Topic |
|---|---|
| 1 | Introduction to the course: aims, content, and assessment |
| 2 | Introduction to Interpreting Studies as a research field |
| 3 | Theoretical and methodological approaches to interpreting research I: Cognitive |
| 4 | Theoretical and methodological approaches to interpreting research II: Psychological |
| 5 | Theoretical and methodological approaches to interpreting research III: Linguistic |
| 6 | Theoretical and methodological approaches to interpreting research IV: Sociological |
| 7 | Theoretical and methodological approaches to interpreting research V: Communicative |
| 8 | Theoretical and methodological approaches to interpreting research VI: Pedagogical |
| 9 | Theoretical and methodological approaches to interpreting research VII: Evaluation and Testing |
| 10 | Theoretical and methodological approaches to interpreting research VIII: Technology- and AI-Mediated Approaches |
| 11 | Theoretical and methodological approaches to interpreting research IX: Historical and Historiographical Approaches |
| 12 | Theoretical and methodological approaches to interpreting research X: Ethical, Professional, and Institutional Approaches |
| 13 | Presentation of student papers |
| 14 | Course overview |
| 15 | Final assessment (review paper) |
Each topic is discussed alongside at least one classic or recent journal article or book chapter. The reading list and any schedule updates will be provided on Moodle. An introductory reading for Week 2 is Pöchhacker (2010), listed below.
Assessment
The in-semester assessment comprises one presentation and one response paper, together with attendance, participation, and completion of the assigned readings. These activities contribute 40% of the final grade; the final review paper contributes 60%.
| Component | Share of final grade |
|---|---|
| Attendance, participation, and assigned readings | 4% |
| Response paper | 16% |
| Presentation | 20% |
| Final review paper | 60% |
| Total | 100% |
For the presentation, each student introduces the theme of an assigned week, moderates the discussion, and supplements the instructor’s reading list with a research article of their choice. The response paper engages critically with an article chosen by the student and with issues raised in class. The final paper is a review developed in light of the course readings, discussions, and feedback. Assignment instructions and submission deadlines will be announced for each offering of the course.
Academic Integrity, Turnitin, and AI Use
All written work must comply with the principles of academic integrity. Plagiarism includes the unattributed use of another person’s words, ideas, data, arguments, or translations. The instructor will submit response papers and final papers to Turnitin. A similarity score alone does not establish plagiarism; reports will be reviewed in context. Confirmed cases will be handled under university regulations and may result in a reduced grade, a grade of zero, and/or further disciplinary action.
Students remain responsible for the accuracy, originality, argumentation, citations, and quality of their work. Generative AI must not replace their own critical analysis or engagement with the readings. If a student uses an AI tool at any stage of preparing a paper, including brainstorming, outlining, language revision, translation, summarisation, or drafting, they must add a brief AI Use Acknowledgement at the end of the paper naming the tool and explaining its contribution. Unacknowledged or inappropriate use of AI-generated content may be treated as a breach of academic integrity.
Example AI Use Acknowledgement: I used [name of tool] to assist with [brief description of purpose]. I reviewed, revised, and verified the resulting content and take full responsibility for the final version of the paper.
General References
- Bhatia, T. K., & Ritchie, W. C. (Eds.). (2006). The handbook of bilingualism. Blackwell.
- Cowan, N. (2000). Processing limits of selective attention and working memory: Potential implications for interpreting. Interpreting, 5(2), 117–146. https://doi.org/10.1075/intp.5.2.05cow
- Diriker, E. (2013). Simultaneous and consecutive interpreting in conference situations (conference interpreting). In C. Millán & F. Bartrina (Eds.), The Routledge handbook of translation studies (pp. 363–376). Routledge.
- Ehrensberger-Dow, M., Göpferich, S., & O’Brien, S. (2015). Interdisciplinarity in translation and interpreting process research. John Benjamins.
- Ferreira, A., & Schwieter, J. W. (Eds.). (2015). Psycholinguistic and cognitive inquiries into translation and interpreting. John Benjamins.
- Gieshoff, A. C., Lehr, C., & Hunziker Heeb, A. (2021). Stress, cognitive, emotional and ergonomic demands in interpreting and translation: A review of physiological studies. Cognitive Linguistic Studies, 8(2), 404–439. https://doi.org/10.1075/cogls.00084.gie
- Gile, D. (2004). Translation research versus interpreting research: Kinship, differences and prospects for partnership. In C. Schäffner (Ed.), Translation research and interpreting research (pp. 10–34). Multilingual Matters.
- Gile, D., Dam, H. V., Dubslaff, F., Martinsen, B., & Schjoldager, A. (2001). Getting started in interpreting research: Methodological reflections, personal accounts and advice for beginners. John Benjamins.
- Korpal, P. (2021). Stress and emotion in conference interpreting. In The Routledge handbook of conference interpreting (pp. 36–48). Routledge.
- Martín, R. M. (Ed.). (2016). Reembedding translation process research. John Benjamins.
- Mellinger, C. D., & Hanson, T. A. (2019). Meta-analyses of simultaneous interpreting and working memory. Interpreting, 21(2), 165–195. https://doi.org/10.1075/intp.00026.mel
- Monacelli, C., & Bendazzoli, C. (2016). Addressing methodological challenges in interpreting studies research. Cambridge Scholars Publishing.
- Pöchhacker, F. (2010). Interpreting studies. In Y. Gambier & L. van Doorslaer (Eds.), Handbook of translation studies (pp. 158–172). John Benjamins.
- Stachowiak-Szymczak, K. (2019). Eye movements and gestures in simultaneous and consecutive interpreting. Springer.
- Viezzi, M. (2013). Simultaneous and consecutive interpreting (non-conference settings). In C. Millán & F. Bartrina (Eds.), The Routledge handbook of translation studies (pp. 377–388). Routledge.
Relevant journals: Interpreting; Translation, Cognition & Behavior.