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Hi, this is an introduction
to the Learning Outcomes of this element.

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On completion of this training sequence,

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you will be able to repeat or reformulate
the source text while listening to it;

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You will also be able to remember
full sentences while lagging behind;

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to activate exit strategies while respeaking
if you realize the speaker is challenging.

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In this presentation,

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I will first recall
the skills of the respeaker,

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to then concentrate on the strategies
a respeaker applies in the profession.

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This is just a theoretical introduction.

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Its aim is to provide you
with a framework of reference

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for the three skills mentioned.

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Don’t worry if you don’t immediately understand
every single concept expressed here.

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We will go into details of every single skill
in the dedicated LOs.

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As you have seen
in the introduction to this unit,

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a respeaker has to do many things
at the same time.

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In this Element,
we will deal with Psychocognitive skills,

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which is the first set of skills
a respeaker must possess.

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In particular,

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for a respeaker to be able and become
a professional in the field,

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he or she has to able and do more things
at the same time

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like listening and speaking.

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A respeaker has also to train
a good short-term memory

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to be able and process
as many concepts as possible,

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and apply exit strategies,

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or solutions to any problem
one may encounter in the subtitling process

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if the speaker is challenging.

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While you can only develop these competences
by the time

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and thanks to ad hoc exercises,
you may be interested in knowing

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the respeaking strategies
a professional needs to apply

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to be able and make the most
out of these skills.

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These strategies will be recalled
in the different LOs.

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As we have seen,

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respeaking strategies consist of listening
the source text

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and speaking the mid text at the same time.

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This is only possible

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if we manage to remember
words and concepts along the process

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and when lagging behind.

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However, this is not enough.

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When in trouble,
the respeaker must apply exit strategies

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to be able and keep providing
good quality subtitles.

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To make the most out of these skills
that you will develop in the next three LOs,

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you need to understand the strategies
respeakers have to apply along the process.

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As in any multitasking process which involves
doing more things at the same time,

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in respeaking,
two main types of strategies are involved:

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understanding strategies
and production strategies.

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Understanding strategies are aimed
at comprehending the source text.

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Production strategies are aimed
at making the most out of understanding

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under stressful conditions and with a reduced
processing capacity than usual.

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In the next slides, I will first illustrate
understanding strategies,

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to then move to production strategies.

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Concerning understanding strategies,

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the strategic model of discourse comprehension
was developed by van Dijk and Kintsch in 1983.

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It explains how spoken language is understood.

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By adapting it,

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it is possible to claim that
a respeaker understands the Source Text

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by adopting the following strategies:

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form strategies,
content strategies, textual strategies,

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procedural strategies
and general knowledge strategies.

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Form strategies are related to understanding
the words and grammar of the source text

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from sounds and grammar elements.

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Content strategies capitalise
on form strategies

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to understand the meaning of a text.

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Textual strategies contextualise this content.

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Procedural strategies relate
the ongoing comprehension of the source text

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to other texts
similar to the one which is heard.

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Finally, general knowledge strategies allow
to more easily understand

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how the source text relates
to the rest of the world.

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Again, if you don't understand something
don't be worried,

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because we will go into details
in the following LOs.

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Concerning production strategies,

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after having strategically understood
the source text,

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the respeaker adopts production strategies
to come to the target text

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or the subtitles.

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By adapting the model
proposed by Kohn e Kalina in 1996

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for simultaneous interpreting,

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it can be said that in respeaking contetxts,
professionals follow these strategies:

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inferencing, whereby the respeaker
anticipates linguistic elements;

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memorising, whereby the respeaker
postpones linguistic material;

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editing strategies either before going on air
or while being on air,

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either avoiding possible mistakes
through synonymy or paraphrase

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or by correcting mistakes
before they are aired.

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Finally, exit strategies, or 3 Gs,
are those strategies

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which are adopted in extreme conditions
to compensate for information loss.

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This can be done
through generalisation strategies,

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whereby the respeaker uses
more general synonyms

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or repeats previously mentioned content.

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Another exit strategy
is the Gordian Knot strategy,

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also called «cut and knit strategy»,

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whereby the respeaker omits bits of a sentence

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but manages to produce
a grammatically correct and coherent sentence.

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The last exit strategy,

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called Garwood strategy, is named after
my simultaneous interpreting teacher

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at the university.

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He used to repeat this all the time:
«When in doubt, leave it out».

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In this brief introduction,
we have had an overview

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of the first set of skills
a trainee must develop

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to become a professional respeaker.

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We call these skills psycho-cognitive skills,

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because they relate to three mental activities

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which are at the basis
of any live subtitling process.

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The first mental activity is
listening and speaking at the same time,

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which means
either repeating word for word what is said

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or reformulating what is said.

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The second mental activity is memorising
words or concepts

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to be able and semi-automate
the real time subtitling process.

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The third mental activity is to understand
when to apply exit strategies,

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or solutions to problems
a subtitler may encounter along the process.

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At the basis of these three skills,

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we have respeaking strategies,
aimed at making the most out of them.

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They are divided into understanding strategies
and production strategies.

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We will see them into detail
in the next three Learning Outcomes.