ESIT的學生有些已具有Maitrîse de LEA 但還是來念ESIT
因為在就業市場上比較吃香 而且日後升任 chef de projet 的機會比較大
如果想念翻譯 就直接考ESIT (我的建議) 筆譯組只要有Licence就可報考 口譯組則需要Maitrîse才行
不過要提省的是 ESIT的第一年是沒有文憑的 沒過關的人就直接out 沒有重修的機會...
（節錄自ESIT手冊簡介：Ces excercies ne visent pas a tester la capacite de memorisation des candidates ni leur faculte a traduire rapidement des mots ou des expressions d'une langue a l'autre. Il s'agit d'ecouter un message- et surtout le raisonnement de l'orateur-et de l'expliquer clairement par la suite. Pour ce faire, il peut etre utile d'imaginer que l'on s'adresse a un public n'ayant pas compris l'original.）
看见都有点怕了 ，我没有机会跟那2个中国人交流，因为他们是在上课的，但我跟2个M1的中国人聊了一下，其实对英语的要求超级高，ESIT的小册子还说什么les interpretes ne travaillent pas souvent dans la langue C,骗人的,听那两个学生的口气,好像是英语比起法语跟重要(要毕业的话),M1的中国人一共6个,都觉得自己英语不太行,所以都说很难上得去M2,上了 M2才会有真正的simultanee学.反正ESIT的口气是bilingue的人不适合读同声传译,因为他的2个语言的词汇都不够riche(也有成功的人),而且langue C的6个月sejour虽然说是fortement conseille,但其实也是obligatoire,但如果在langue B/C的国家呆得太长，也不适合读同传，应为这样就忘了自己的母语，最后，我觉得ＥＳＩＴ是故意这么说的，它说在座的学生年纪都比较大，而且都是有过丰富的工作经验，才能读得到Ｍ２，也有出现过３０岁以下拿走ＥＳＩＴ口译文凭的人，但凤毛麟角，一般都是３０－３５岁的人成功多，那天受到的打击真的挺大的，但小弟并不会就这样放弃！
Voila,c'est ce que j'ai eu,si vous avez des questions,n'hesitez pas a me poser,au fait,j'aime bien que tous ceux qui envisagent a integrer l'ESIT dans l'interpretation puissent laisser leur contacts ici,cela a pour but de s'informer,s'aider,se motiver et enfin finir par se progresser.Qu'en pensez-vous?
Un petie proverbe francais pour tous : Les petits ruisseaux font les grandes rivieres.
Bon courage a tout le monde
只是我还是觉得，学习法语和学习翻译是两回事，kelestia也说了，一年内可以学好法语，但是一年内能学好法语再练习翻译么？国内本科考上口译那些孩子，都是法语系毕业的，这点大家要承认，如果我没有理由地对一个法语还是debutant的人说，你一年内就可以考上esit，那我觉得我也太不负责任了。不过，被我用激将法激上esit的话，我也会很开心的。总之我这个人说话直，但是都有道理，如果kelestia也作过翻译，你一定会理解我说的，学习语言和学习翻译不是一回事。ESIT n'est pas une ecole de langues, c'est une ecole de TRADUCTION.
只是我还是觉得，学习法语和学习翻译是两回事，kelestia也说了，一年内可以学好法语，但是一年内能学好法语再练习翻译么？国内本科考上口译那些孩子，都是法语系毕业的，这点大家要承认，如果我没有理由地对一个法语还是debutant的人说，你一年内就可以考上esit，那我觉得我也太不负责任了。不过，被我用激将法激上esit的话，我也会很开心的。总之我这个人说话直，但是都有道理，如果kelestia也作过翻译，你一定会理解我说的，学习语言和学习翻译不是一回事。ESIT n'est pas une ecole de langues, c'est une ecole de TRADUCTION.
BECOMING A TRANSLATOR - 语言专业毕业，零经验者要考高翻
http://www.proz.com/forum/getting_established/97034-becoming_a_translator_in_france.html 语言：English 时间：2008 语种：意大利语
France is admittedly a bit obsessed with everyone having specific qualifications/diplomas for each and every job category, but I think that translation is perhaps one of the few things that escapes this confinement.
You could look into the "micro-entreprise" option or "portage salarial," both of which are much less onerous and risky as you get established. Either could be a good way to build experience, set-up a client base, and bridge the gap towards working in-house.
I am Italian, living in Paris since 1980.
I studied Law in Italy, but when I came to France I quickly understood my Italian Degree was not going to open many doors for me; so I decided to study at ESIT, the best translation school in France (another one, ISIT, is good also, but private and far more expensive). Then I went freelancing, and had no problems whatsoever. On the contrary, I took advantage of the school network!
Quotation from Interpreting for International Conferences by Danica Seleskovitch, Professor, University of Paris III, Sorbonne Nouvelle
In consecutive interpretation the interpreter has the advantage of knowing the line of argument before he interprets. Speeches given at international conferences (excluding written statements) generally last a few minutes, giving the interpreter time to analyze them. He analyses the nuances and subtleties of the speech, although the message is delivered at a speech averaging 150 words a minute. Few activities require such concentration or cause such fatigue!
When conference interpreting first began, some years ago, the speakers offered to stop after every sentence and give the floor to the interpreter. This was a manifestation of the belief that interpretation consisted of a mere word-for-word translation and the speaker felt that, by using this method, the interpreter could commit to memory all of the words in the preceding sentence and then translate them. However, the meaning of an individual sentence is rarely clear when it is taken out of context, and today interpreters request that speakers carry on with their discourse because the rest of the speech will often clarify a statement which was obscure and reveal the assumptions underlying any one sentence.
The time lag which the interpreter enjoys in consecutive interpretation is cruelly lacking in simultaneous interpretation. It may therefore seem inconsistent to claim that simultaneous likewise provides an opportunity for exploration and comprehension of the message. But let us look more closely at simultaneous interpretation before examining the methods of analysis used in interpretation in general.
The observer is struck by the fact that the interpreter manages to do two things at once: listen and speak. But this is not exactly the case. In order to understand what simultaneous interpretation involves, let us look more closely at what happens. When we speak spontaneously our words do not come out in spurts: we do not first think out what we are going to say and then stop thinking while we speak; nor do we stop speaking in order to mentally compose what we are going to say next. On the contrary, our speech is continuous. To be specific, it involves two superimposed processes in a cause and effect relationship: mental impulses and their oral expression. Seen in time, however, the words are uttered at the precise moment the following thought is conceived; at the precise moment the product of the conceptualizing process is uttered, the mind is already focused on further development of the thought which is to be expressed in the following statement。
The simultaneous interpreter does virtually the same thing as when he is speaking spontaneously. He hears the next sentence while he is stating the preceding idea, yet he does not listen to the next sentence but to the sentence which he himself is delivering. He does, however, hear the meaning of the sentence being delivered by the speaker and it is this meaning which he retains in order to deliver the sentence himself immediately afterwards. Thus, just as when he speaks spontaneously, the words he hears while interpreting are those which he utters, but the thoughts which his mind focuses on are those which will produce his next words. The difference is that, here, the thought he will utter comes from an outside source.
This is just a very common occurrence carried to extremes. We might go as far as to say that there are no thoughts which are completely the product of one individual, or completely original, and that in any situation what one says is only the end product of a thought which is born of the input of countless outside sources which nourish us as children and enrich us as adults. The work of an interpreter is, therefore, only an extreme case of reconstruction of ideas from outside sources. In practice, however, the simultaneous interpreter is relieved of the immediate task of developing the thought he has just stated. In place of this he substitutes analysis and comprehension of the speaker’s line of thought. Simultaneous interpretation involves “hearing” the thoughts of another instead of one’s own thoughts. It also involves speaking spontaneously because all speaking involves talking and listening at the same time, although usually one “hears” one’s own thoughts. Simultaneous interpretation means reordering the steps in the mental process which we all experience when we speak spontaneously.
This is why, if correctly taught, simultaneous interpretation can be learned quite rapidly, assuming one has already learned the art of analysis in consecutive interpretation. The problem in simultaneous interpretation stems not from the technique used, but from a series of other problems. Let us simply say here that simultaneous is too often considered as a simple word-for-word translation, with a certain number of words stored in the memory (probably to avoid the trap of false cognates and not translate actuel by actual) and then repeated in the target language. During the time lag which separates the speaker’s words from those of the interpreter, the interpreter had better things to do than memorize the words he has heard, because the speaker relentlessly continues to deliver his idea and the interpreter must do the same to avoid sputtering out snatches of ideas. Even memorizing a half dozen words would distract the interpreter, whose attention is already divided between listening to his own words and those of the speaker. It would be impossible for him to memorize ones in another language. It is humanly impossible to listen attentively to one thing while saying another. The interpreter listens and says the same thing. By avoiding the pitfall of word memorization the interpreter manages to understand the thought which will produce his next words. Thus the simultaneous interpreter is an analyst or mind-reader, not a parrot. His memory does not store the words of the sentence delivered by the speaker, but only the meaning which those words convey.
Born in 1921 of a Serbian father and a French mother, Danica was from the start in contact with several languages and several cultures. She spent her early childhood in Nice, her adolescence and youth in Berlin as the Nazi menace gained momentum, and then lived in Belgrade under German occupation. After the end of the Second World War, she studied at the Sorbonne and the interpreting school attached to the Ecole des Hautes Etudes Commerciales (HEC), learning the craft of conference interpreting. She first exercised her new profession in Washington, with the productivity missions organised in the United States in the framework of the Marshall Plan, and then alongside Jean Monnet at the Coal and Steel Community in Luxemburg.
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