范文一：怎样成为联合国口译员—担任联合国会议口译员的背景和条件

担任联合国会议口译员的背景和条件

以纽约联合国总看过妮可基嫚主演部为背景的电影“双面翻译”的人，也许多少会对联合国翻译工作人员的背景和条件有点好奇。其实在二零零五年这部片子推出之后，就有不少“专业”翻译在媒体上撰文讨论在联合国担任翻译工作其实和妮可基嫚的联合国口译员角色大不相同。

翻译工作可分为文字翻译及口译，在国际机构招募的主要是口译员。虽然许多从事翻译工作的人工作模式是“自由业”，没有固定的雇主，以承接专案的方式，可能以工时计酬，联合国的口译员却是领固定薪资，固定排班工作的职员。

联合国的文字翻译及口译员工作基本上是开放给任何有意报考的人，但是，联合国雇用的人员都持有会员国的护照，而且联合国的工作机会会考虑到不同国际人士的平均分配，所以专业条件就不是仅有的考量。

在一九六零年代及一九七零年代，在纽约的联合国总部及日内瓦和维也纳的联合国机构都有来自台湾的口译员。在中华民国退出联合国之后，联合国机构的华语口译员多半来自中国大陆。一些已在联合国机构服务多年、持中华民国护照的华语口译员，也多换用联合国会员国的护照。

由于新进的会议口译员年薪超过六万美元，还有特别的福利，工作也很稳定，所以只要联合国的招募单位在网站公布招考，报考的情况都相当踊跃。

不过，联合国口译员的工作性质有点像公务人员，对于事业发展有更大企图心的人也不会长久恋栈，所以，上联合国网站的揽才网页就会发现，其实联合国“会议服务”部门经常在招募不同语言的口译员。

就专业条件而言，申请参加联合国的口译员考试者，必须有大学学历、五年以上国际场合的工作经验及熟习至少三种联合国官方语言?阿拉伯语、华语、英语、法语、俄语及西班牙语。报考华语口译员，必须具备将华语的演讲或谈话同步口译成英语及法语，以及将英语或法语的演讲或谈话同步口译成华语的能力。

担任联合国会议口译员相当不容易，因为会议中的发言经常是各种不同领域的专业问题。一名看过“双面翻译”的联合国口译员指出，口译员可不能像剧中人一样随时来去自如，而是

有固定排班的工作。

北鼎教育

在接到排班工作之前，先要对当天的议题做功课。他们的工作室?在会议厅上方封闭的小包厢?多半很凌乱，因为堆满了各种专业字典、大会决议案、演讲稿及其他有关国际事务的参考资料。他们还必须习惯不同的口音。

口译工作也是时时都在学习的工作，在联合国担任口译必须对国际政治有深入了解，也必须随时注意国际时势。联合国的出版物，包括UN Journal及网路的即时新闻UN Daily News是口译员要仔细研读的资讯。

联合国在招考条件中还特别声明，担任同步口译工作的人必须能承受长时间持续的压力，因为这项工作不仅要求专业能力，也需要在工作时绝对的专注及精确。在多元文化的联合国工作，口译员也必须能有效率的与不同国籍及文化背景的人合作。

联合国会议口译员的工作性质是所谓的“同步口译”，不同于“逐步口译”。国际交流频繁的时代，不论是政治场合或是经济及文化活动都需要靠口译来沟通。

“逐步口译”的译员会在双方谈话时快速记下重点，为两边翻译沟通。“逐步口译”译员的挑战，除了必须具备专业知识及了解会谈主题，有时遇到谈话者跳跃式发言，还必须用清晰的译句完整地表达出他的理念。

同属口译工作，却有不同的训练及工作方法;不过，工作的基本条件是一样的，除了语言能力及专业知识，还需要终身学习。

分享来源:北鼎教育翻译资格证权威辅导

范文二：北外学生可到联合国实习 有任口译员笔译员机会

http://www.cyol.net2011-05-24

刘昊

今年，北京外国语大学的学生将有更多到联合国、欧盟等国际组织实习的机会。昨天，翻译教育发展国际学术研讨会在北外举行，联合国主管大会事务的副秘书长沙班在会上表示，今年将为北外的学生提供口译、笔译的实习岗位。

据沙班介绍，未来12年中，联合国会有40%的笔译员和33%左右的口译员退休，为了补充他们退休后的翻译力量，联合国开始在全球高校寻找合适的“接替者”。联合国目前与全球18所高校签署合作备忘录，其中包括北京外国语大学、上海外国语大学两所中国高校。很快广东外语外贸大学也将得到联合国的认可，加入合作计划。合作计划涉及阿拉伯语、汉语、英语、法语、西班牙语和俄语等六种联合国官方语言，联合国的口译员和笔译员将到北外等合作高校授课，这些语种的学生也将有到联合国实习，并担任口译员、笔译员的机会。（记者刘昊）

来源：北京日报

【责任编辑：赵小阳】

范文三：视频 | 8分钟英文短片带你走近联合国的口译员们（附视频）

演讲?- 往期回顾

TED · 第1辑 | TED演讲合辑1 - 72

视频 | 她是2017年全国英语演讲总决赛冠军，她都讲了啥？（附视频&演讲稿）

视频 | “不适合演讲”的她是如何逆袭成为2017年全国亚军的（附视频&演讲稿）

演讲 | 奥巴马2017新年致辞

演讲 | 梅姨2017新年致辞

演讲 | 超励志演说 -《人生该丰富的是什么？》

演讲 | 英国首相特雷莎·梅2017达沃斯论坛演讲

演讲 | 英国首相特雷莎·梅 - 春节拜年视频

演讲 | 特朗普总统就职演讲 - 音频 双语视频

演讲 | 梅姨亮“硬脱欧”底牌 脱欧12点计划霸气演讲

演讲 | 艾玛·沃特森在One Young World上的演讲

演讲 | CBS：奥巴马接受《60分钟》深度采访

下载 | 特朗普胜选演讲 - 双语字幕版在线

下载 | Trump's New America - 特朗普的新美国

下载 | 希拉里大选后演讲双语字幕版

下载 | 特朗普大女儿伊万卡演讲视频（在线）

视频 | 英国女王2016圣诞致辞（中英字幕）

视频 | 奥巴马2016年圣诞演讲视频

下载 | 2016美国大选视频完全下载

视频 | Letters Live，英文原版《见字如面》卷福、抖森

演讲 | 马云2017达沃斯论坛全英文对话美国记者

下载 | 历届美国总统就职演说全收集

推荐 | 8部BBC历史纪录片，用心看完，脑洞大开

演讲 | 美国首位华裔女部长赵小兰：永远不要将门关上

演讲 | Emma Watson - 联合国演讲

演讲 | 李小龙24岁全英文面试视频曝光，英语流利到没朋友！

视频 | 诙谐！姚明在球衣退役仪式上的告别感言（完整版）

视频 | 外交女神傅莹全英文舌战西方外交官，超级精彩！

视频 | 特朗普这次国会演讲，媒体盛赞，希拉里佩服！

视频 | 专访比尔·盖茨 沃伦·巴菲特：好奇心和阅读成就了我们！

辩论 | 英国下议院特朗普、脱欧辩论，打嘴炮的最高境界！

视频 | 马云最新双语演讲 - 我的一生就是分享经历的失败和坚信的理想！

视频 | 比尔 · 盖茨北京大学演讲：改变世界恰逢其时！

演讲 | 英国首相梅姨正式启动脱欧最新演讲

视频 | 2分钟双语短片告诉你愚人节的来源和历史！

视频 | 西游记英文配音版，悟空的英语声音太迷人了

视频 | 艾玛·沃特森访谈，听力好素材

视频 | 娜塔莉·波特曼哈佛毕业演讲

视频 | 美国9岁萝莉炮轰应试教育

视频 | 她是2017年全国英语演讲总决赛冠军，她都讲了啥？（附视频&演讲稿）

视频 | “不适合演讲”的她是如何逆袭成为2017年全国亚军的（附视频&演讲稿）

演讲 | 朱雪 - 2016年全国英语演讲总决赛冠军（附视频&演讲稿）

演讲 | 许吉如 - 2011年全国英语演讲总决赛冠军（附视频&演讲稿）

演讲 | 夏鹏 - 2005年全国英语演讲总决赛冠军（附视频&演讲稿）

视频 | 赛琳娜：能演 能唱的90后小天后，更是无人能敌的Ins女王（附视频）

视频 | 英国首相梅姨2017年复活节致辞 -（附视频&演讲稿）

视频 | 美国第一夫人梅拉尼娅上任后首次公开演讲（视频&演讲稿）

联合国的口译员们主要工作是什么？

他们的工作难点在哪里？

有多大的压力？

8分钟的高清短片

带你走近联合国的口译工作群体~~~

范文四：口译员简历

NO.00000

姓名 出生年月 性别 学 历 专业 毕业院校 职称 翻译年限

其它

（参考）英语语言文学学士，通过英语专业八级，英语听、说、读、写能力优秀，

考取BEC剑桥商务英语高级，普通话流利。有3年的英语口、笔译工作经验，目

前在某公司担任翻译员，负责公司口译与笔译工作，口译水平，可胜任陪同商务口译。，笔译能力评估：良好。二外：日语。

第 1 页 共 3 页

（参考）1、性格开朗、大方、敏捷，善于社交与沟通，处理不同的社会关系，

能应付不同的工作场合，解决出现的问题与困难。逻辑思维能力与分析能力较强。 2、具有突出的适应能力与学习能力，能在压力环境下保持高效率的工作。在公

司安排的工作任务中，有强烈的责任感、时间观念、自律能力和团队合作精神。 3、喜爱旅游、读书、音乐、瑜伽。

4、计算机能力：熟练掌握办公软件操作。

以下相片系***口译员近照

广州市中美心心翻译服务有限公司翻译业务部制

电话：020-22173730

传真：020-83581892

第 2 页 共 3 页

第 3 页 共 3 页

范文五：口译员训练

Training of Interpreters: interpreting and simultaneous interpreting, an exercise by which interpreter Some Suggestions on Sight Translation Teaching trainees can learn to react quickly and improve their oral skills (Spilka 1966;

Curvers et al. 1986; Weber 1990; Falbo 1995; Viaggio 1995). However, Key Words: Sight translation, interpreter training, teaching methods, sight translation, consecutive interpreting and simultaneous interpreting simultaneous interpretation, consecutive interpretation. are performed under different conditions. Even though there are similarities

in the mental process, the overall process is different. In sight translation, Abstract: Sight translation has been considered as a part of simultaneous the translator reads a written text, whereas the interpreter, in both and consecutive interpretation. However, due to recent developments in the consecutive and the simultaneous modes, listens to a speaker. Due to the fields of business, finance, international trade, science and technology and differences in the process, the methods and strategies that an interpreter due to changing market demands, sight translation has gained an extra trainee uses in sight translation will change.

place beyond consecutive and simultaneous interpretation. This paper aims

at laying a groundwork for teaching sight translation, based on concepts This paper will present some suggestions for sight translation teaching. and strategies of skill training. However, sight translation will not be considered as a supportive method for

simultaneous and consecutive interpretation but a sole interpretation

method that can be used by the interpreter trainees in various fields. Introduction

Recent developments in many fields such as international relations, Pre-Exercises

business, trade, social sciences, and technology and the need for accessing

information in the shortest possible time necessitate an active and effective Sight Translation (ST) is generally taught in the second semester of the communication medium. Translation, notably interpretation, is one of those second year or in the first semester of the third year in the departments of communication media. translation and interpretation in Turkey. The main reason is that general

skills such as reading, writing, textual analysis and vocabulary are taught in The term "interpretation" generally brings simultaneous, consecutive or the first two years. The first exercises to be used in a sight translation liaison interpretation to mind. Sight translation has mostly been considered course will be directly related with those basic skills. as a supportive interpretation method for simultaneous and consecutive

interpretation. Jean Herbert (1952) characterized sight translation as a type The first two weeks of the semester can be devoted to fast reading, of simultaneous interpreting. For many scholars, sight translation is just a skimming, scanning and reading comprehension activities. Those activities pedagogical exercise for getting started in the techniques of consecutive will enable students to speed up their reading and get the gist of the text

that they are working on in the shortest possible time. exercise is to enable the students to use their passive knowledge and make

logical connections between the facts. Following this exercise, the students

are handed out the original text and are asked to check if their outline and Exercise 1 assumptions are correct. Then they read the text one more time by using

fast reading techniques and mark the unknown words. However, the In the beginning, the students are given a text (250-300 words) in their instructor does not explain those unknown words at this stage. native language and are asked to read the whole text in 20-30 seconds.

Then, they are asked general questions about the subject of the text. In the

second phase, they are asked more specific questions (such as names, Exercise 3

dates, places, etc.) before they are asked to read the text for the second

time. This time, they are given 10-15 seconds to find the specific The same text used in the previous exercise will be used in this exercise. information. Lastly, the students are given enough time to read the text This time, the students are asked to analyze the text in detail. What is the thoroughly. This time, they are asked comprehension questions. The same type of the text? Is it informative? Is it vocative? How is the form of the text? exercise is repeated with the texts written in L2. The aim of this exercise is Does it include titles, subtitles, articles, tables, graphs, etc? What is the to develop reading comprehension and fast reading skills. message of the text? Does the text include technical words, jargon,

abbreviations, etc? Are the sentences complex? Those questions will

prepare the student for the translation process. The following exercises will Exercise 2 enable students to develop their own strategies to deal with

language-specific problems.

In the following weeks, the instructor chooses texts from various fields and

gives only the titles of the texts and asks students to use their passive

knowledge on the subject. For example, the instructor asks students what Exercise 4

they expect from a text entitled "Painful changeover to Euro". The students

produce key words by brainstorming on the subject. In the beginning they One of the problems that perplex students is the presence of unknown may wander from the subject and produce irrelevant keywords. However, as words. This problem also slows down the reading speed of students and they begin to use their passive knowledge and make logical connections disables them to deal with other problems they face in sight translation. In they will come to the point. Then, the instructor randomly chooses fast reading process, when the student encounters an unknown word, or a keywords from the text and asks students to make logical connections word that is difficult to pronounce, his/her reading speed will slow down. between those keywords and form a bold outline of the text. The aim of this However, in a slow and meaningful reading process, he/she either will be

able to guess the meaning of the unknown word by using contextual clues or Lake)

will realize that the word is not crucial for understanding the message of the

whole text. In some cases, however, the word may be directly related to the Exercise 5:

message and it may cause problems in translation if the word is omitted or

ignored. Bearing this in mind, the lecturer may choose texts that may help Another language-specific problem that may cause problems in the process students to deal with unknown words. The following strategies can be of sight translation is complex sentence structures. Long, complex and applied on the sample texts: compound sentence structures generally slow down the reading speed and

increase the risk of wrong interpretation. Using "parsing" and "chunking" To focus on the message of the sentence/paragraph rather than the methods may eliminate this problem.

meaning of the word.

For this exercise, the students are handed out texts, which are written in Sample text: "If anyone is asked to rate a person, whom he knows complex sentence structures. The students are asked to parse each sufficiently well, on a number of personality variables, he will tend to be sentence in order to work out to what grammatical type each word and influenced by his general opinion of the person. If he has a high opinion of clause belong. Then, they are asked to determine the smallest semantic the person he will tend to rate him high on all desirable qualities, and vice units in each sentence. Depending on the sentence structure of the versa if he has a low opinion. (C.J. Adcock: Fundamentals of Psychology) language they are translating into, they restructure their sentences.

However, it should be noted that the aim of this exercise is to analyze the To guess the meaning of the word by using contextual clues sentence structure and to re-formulate it in the target language. The aim is

not to use the same grammatical structure but to give the same message in Sample text: If you were to place a human brain on a table in front of you, the target language.

you would notice that it is divided neatly into two halves vertically from front

to back: these are the right and left cerebral hemispheres. And each

hemisphere is further divided into four so-called lobes: the one at the front Exercise 6:

(the frontal lobe) is responsible for controlling movement and for some

aspects of emotions; the occipital lobe (at the back) deals with sight, the This exercise will help students to focus on the meaning rather than the lobe at the side (the temporal lobe) is an important memory store; and the structure and the words of a given text. The students are given texts written parietal lobe (at the top) has a vital role in comparing and integrating in their native language and they are asked to "paraphrase" each sentence. information that flows into the brain through the sensory channels of vision, They are expected to use their own words to give the same message. They hearing, smell and touch. (Richard Leakey and Robert Lewin: People of the try to re-express each sentence in 2-3 different ways without changing the

meaning. They are allowed to make additions and omissions, to break a long

sentence into smaller sentences, to combine short sentences and make a The text to be sight translated may involve graphs, tables, pictures or longer sentence and to change the sentence structure (e.g. active diagrams. The students should be able to read and interpret those sentences to passive, passive sentences to active sentences). The only rule visual-aided texts.

is not to change the meaning.

In order to expose the students to different styles of writing and document

structures, texts of considerable difficulty and complexity should be chosen. Suggestions Though text types and topics may vary according to market demand, a sight

translation course syllabus design should include the following text types: The above-mentioned exercises aim at enabling students to produce correct, Commercial and economic texts, e.g. real-world texts on current world coherent and fluent translations. However, all those exercises are in-class economic and financial issues, international trade and business, scientific activities. It is obvious that real-life conditions will be different and and technical texts, e.g. medicine, environment, computer science, journal sometimes more difficult. Therefore, the students should be prepared to articles, manuals, patents, political and legal texts. solve various problems before they work in real-world conditions. For

example: In conclusion, it should be noted that training time is the time to introduce

students to the real-life process of translation. They should be made aware The text to be sight translated may be handwritten. Hence, in order to of the fact that there are many factors which may act as constraints on the familiarize the student with various handwritings, in-class activities should process. Their role is to make certain decisions in order to maneuver among include handwritten texts. those factors.

The text to be sight translated may involve ungrammatical sentence

structures and poor punctuation. Therefore, texts written by R

non-native-speakers who are unfamiliar with the rules of grammar and

punctuation should also be included in the exercises to make students

familiarize with that kind of texts.

The text to be sight translated may be incoherent, or poorly organized. In

such a case, the student should be able to detect shortcomings and correct

them in the shortest time.

转载请注明出处范文大全网 » 怎样成为联合国口译员—担任联