CONSECUTIVE INTERPRETING QUALITY AND SOURCE TEXT PARAMETERS: AN EXPERIMENTAL STUDY AND IMPLICATIONS FOR INTERPRETER TRAINING

Abstract The study reported here attempts to describe and explore possible patterns of strategy use in English-to-Chinese simultaneous interpreting (SI) of fast-delivery and accented speeches, drawing upon a subset of empirical data generated from a larger experimental study (see Han & Riazi 2016). A paralleled text analysis of source speeches and transcripts of interpretations indicates that the interpreters developed a deep repertoire of interpreting strategies, but utilized strategies of syntactic transformation and of substitution most frequently across different speeches. They also employed strategy clusters, a sequential combination of strategies, to cope with complex source-text segments. In addition, the speech rate affected the use of the two prominent strategies (i.e., syntactic transformation and substitution) considerably, whereas the accent did not. These results are explained and their implications for interpreter training are also discussed.

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Metaphoric proverbs in efl learners’ translation

Cognitive Linguistic Studies ◽

10.1075/cogls.00073.bel ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Sadia Belkhir

Keyword(s):

Higher Education ◽

Experimental Study ◽

First Language ◽

Source Text ◽

Close Attention ◽

Semantic Equivalence ◽

Translation Strategies ◽

Efl Learners ◽

Literal Translation ◽

Adequate Method

Abstract Metaphoric proverbs represent interesting cultural instances of conventional metaphors (Belkhir 2014, 2012). The ubiquity of metaphoric proverbs in language and the problems this phenomenon causes in translation is an issue that requires close attention. Translation aims at providing semantic equivalence between two languages. According to Vinay and Darbelnet (1995), equivalence constitutes the adequate method that should be used by translators when dealing with proverbs. However, no translator can provide perfect translation of a source text due to cultural specificities. The present paper offers a modest report of an experimental study conducted with a group of efl students who have been taught translation as a subject in a higher education context (Mouloud Mammeri University). A set of English proverbs has been collected to build up the experiment that was administered to the subjects who were asked to translate them into Arabic, then into their first language, Kabyle. The question raised is whether these students are able to translate the proverbs appropriately. The study aims (1) to investigate translation strategies used by efl learners; and (2) to show how leaners’ L1 (Kabyle) and L2 (Arabic) interfere in the translation of English proverbs. The results showed that the more the students were acquainted with proverbs, the more they used equivalence in their translation. Similarly, the lesser they were acquainted with proverbs, the more they used literal translation or paraphrase. In addition, some translations provided by the participants revealed the presence of language interference.

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A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course

Theory and Practice in Language Studies ◽

10.17507/tpls.0904.01 ◽

2019 ◽

Vol 9 (4) ◽

pp. 353

Author(s):

Hiroko Yamada

Keyword(s):

Working Memory ◽

Cognitive Abilities ◽

Great Variability ◽

Direct Application ◽

Source Text ◽

Preparation Time ◽

Simultaneous Interpreting ◽

Extended Practice ◽

University Course ◽

Consecutive Interpreting

There is a general consensus that novice interpreters should begin their training with consecutive interpreting (CI) and only move on to simultaneous interpreting (SI) after they have mastered CI. However, working memory (WM) capacity plays a central role in developing professional SI skills, and may even be more important than extended practice. As there is great variability in the innate cognitive abilities of individual people, some novice interpreters may have the potential to perform SI reasonably well. The present study has tested this hypothesis by offering SI training to novice interpreters in a university course, without administering prior CI training during the semester. Midterm and final examinations were conducted to analyze the learners’ SI performances. The findings suggest that student interpreters can perform SI quite well, subject to certain conditions such as preparation time, input rates, and source-text intelligibility. This study explores the pedagogical implications of introducing student interpreters directly to SI training, as well as the curricular arrangements involved.

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Non-renditions and the court interpreter’s perceived impartiality

Interpreting ◽

10.1075/intp.00011.che ◽

2018 ◽

Vol 20 (2) ◽

pp. 232-258

Author(s):

Andrew K. F. Cheung

Keyword(s):

Experimental Study ◽

Role Play ◽

Defense Attorney ◽

Control Group ◽

Group 15 ◽

English Speaking ◽

Group 16 ◽

Consecutive Interpreting

Abstract This experimental study examined whether non-renditions are linked to the court interpreter’s perceived impartiality. A witness examination was simulated in three variations on a scripted role play, with consecutive interpreting between Cantonese and English. A sample of female Cantonese speakers, divided into two experimental groups and a control group, each played the part of the witness in one role play; the interpreter and the English-speaking bench (judge and defense attorney) were always played by the same three actors. In two experimental groups, the interpretation included some utterances with no source speech counterpart (non-renditions): a Cantonese non-rendition group (16 individuals) had procedural and textual non-renditions addressed to them in Cantonese, without English interpretation for the bench; an English non-rendition group (15 individuals) heard some brief exchanges between the interpreter and the bench, with no Cantonese interpretation. A control group (15 individuals) was not exposed to non-renditions. All three groups completed a questionnaire after the role play. The English non-rendition group rated the interpreter significantly lower than the others on impartiality, and was also the only group to comment unfavorably on the interpreter. A possible explanation is that the Cantonese speakers in this group could not follow the English non-renditions and felt excluded.

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The language of consecutive interpreters’ notes

Interpreting ◽

10.1075/intp.14.1.03abu ◽

2012 ◽

Vol 14 (1) ◽

pp. 55-72 ◽

Cited By ~ 6

Author(s):

Marta Abuín Gonzàlez

Keyword(s):

Skill Acquisition ◽

Quantitative Methods ◽

Target Language ◽

Relevant Factor ◽

Source Language ◽

Advanced Students ◽

Interpreter Training ◽

Expertise Level ◽

Consecutive Interpreting ◽

Different Levels

This paper presents an empirical study of the language of the notes produced by three groups of subjects with different levels of interpreter training and experience (beginner students, advanced students and interpreters) during an experimental consecutive interpreting task from English into Spanish. The variable under study was the note-taking language — source language vs. target language. Analyses of the notational corpus involved the application of quantitative methods so as to obtain data on the language of the notes at different skill acquisition and professional stages. The results show that as the subjects’ expertise level increases, there is a shift from the use of the source language towards the use of the target language. This finding suggests that the expertise level in consecutive interpreting may be a relevant factor in the interpreter’s choice of language. Finally, some conclusions are drawn regarding interpreter training.

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Consecutive Interpretation: A Discourse Approach. Towards a Revision of Gile’s Effort Model

Meta Journal des traducteurs ◽

10.7202/038305ar ◽

2009 ◽

Vol 54 (3) ◽

pp. 401-416 ◽

Cited By ~ 1

Author(s):

Guangjun Wu ◽

Kefei Wang

Keyword(s):

Working Memory ◽

Observational Study ◽

Experimental Evidence ◽

Memory Load ◽

Working Memory Capacity ◽

Memory Capacity ◽

Transformation Model ◽

Source Text ◽

Consecutive Interpreting

Abstract In reality, expert interpreters from time to time do successfully tide over the gap between the capacity required and capacity available in dealing with extraordinarily large segments in consecutive interpretation. These exceptional cases imply that Gile’s Effort Model does not always hold and requires to be supplemented. This paper attempts to: 1) advance a solution to the dilemma that, in processing large segments in consecutive interpreting, the working memory capacity available is more often than not smaller than the capacity required, hence supplementing Gile’s Effort Model; 2) specify the rules of discourse transformation in consecutive interpretation; based upon the features of memory and consecutive interpretation, we deem that each segment, be it large or small, shall be processed as a discourse, the transformation of which is presumed to be the said solution; 3) and subsequently identify the optimal discourse transformation model, which is both capable of embodying the source text to the largest extent possible and achievable in terms of memory load. In addition, the author, through an observational study, justified the hypothesis. The validity of this theory, however, still requires further experimental evidence.

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The role of advance preparation in simultaneous interpreting

Interpreting ◽

10.1075/intp.17.1.01dia ◽

2015 ◽

Vol 17 (1) ◽

pp. 1-25 ◽

Cited By ~ 23

Author(s):

Stephanie Díaz-Galaz ◽

Presentacion Padilla ◽

M. Teresa Bajo

Keyword(s):

Experimental Study ◽

High Variability ◽

The Other ◽

Syntactic Complexity ◽

Source Text ◽

Specific Knowledge ◽

Simultaneous Interpreting ◽

Dependent Variables ◽

Speech Segments

Current comprehension models recognize the role of prior topic-specific knowledge in the processing of general and specialized discourse (e.g. Gernsbacher 1990; Johnson-Laird 1983; Kintsch 1988). In interpreting, there is widespread consensus that interpreters work better when they prepare in advance. However, research on how preparation affects interpreting has encountered such methodological challenges as high variability and the need for appropriately sensitive measures and tasks (Gile 2005). This article reports an experimental study to assess the effect of advance preparation on simultaneous interpreting of specialized speeches, comparing seven professional interpreters and sixteen interpreting students. All participants did two simultaneous interpretations, into Spanish (their ‘A’ language) from English, of presentations from scientific congresses: one with preparation materials provided half an hour beforehand, the other without preparation. Each source text contained both ‘neutral’ and ‘difficult’ speech segments (the three types of difficulty being terminology, syntactic complexity and lack of redundancy). Dependent variables were accuracy of interpretation and length of ear-voice span (EVS), the rationale being that longer EVS probably reflects processing difficulties. The results show that both groups worked significantly better after advance preparation, this being reflected both in accuracy and in ability to maintain a shorter EVS. Interaction between preparation and type of difficulty was also examined.

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Paraphrasing exercises and training for Chinese to English consecutive interpreting

FORUM ◽

10.1075/forum.14.1.01che ◽

2016 ◽

Vol 14 (1) ◽

pp. 1-18 ◽

Cited By ~ 3

Author(s):

Andrew K.F. Cheung

Keyword(s):

Effective Teaching ◽

Language Comprehension ◽

Empirical Data ◽

Qualitative Data ◽

Teaching Approach ◽

Source Language ◽

Interpreter Training ◽

Consecutive Interpreting ◽

And Training

Abstract This study investigates the effectiveness of incorporating paraphrasing exercises into interpreter training, specifically in relation to interpreting from Chinese to English. owever, there is a lack of empirical data supporting the use of paraphrasing exercises in interpreter training. The quantitative and qualitative data collected from 85 interpreter trainees in this study suggest that paraphrasing may be an effective teaching approach, especially when trainees are learning to interpret from a high-context language to a low-context language. The data suggest that paraphrasing exercises benefit learners abilities to process the source language at both the structural and informational levels, as paraphrasing in interpreter training is not limited to semantic and syntactic changes. The articulation and checking of the paraphrased version also help to enhance source language comprehension and organization, leading to a better rendition in a different language.

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A Descriptive Study of Norms in Interpreting: Based on the Chinese-English Consecutive Interpreting Corpus of Chinese Premier Press Conferences

Meta Journal des traducteurs ◽

10.7202/1012749ar ◽

2012 ◽

Vol 57 (1) ◽

pp. 198-212 ◽

Cited By ~ 23

Author(s):

Binhua Wang

Keyword(s):

Comparative Analysis ◽

Translation Studies ◽

Descriptive Study ◽

Research Paradigm ◽

Source Text ◽

Type C ◽

Consecutive Interpreting ◽

Quantitative Statistics ◽

Site Interpretation ◽

Large Corpus

Interpreting performance is shaped by three major forces: a) the interpreter’s interpreting competence, b) cognitive conditions on-site and c) norms of interpreting. This research is a descriptive study of norms in the Chinese-English interpreting of Chinese Premier Press Conferences, which reveals the actual norms of consecutive interpreting especially with regard to source text and target text relations. It employs the research paradigm of descriptive translation studies and the analytic tool of shifts. Through inter-textual comparative analysis of the parallel corpus of the on-site interpretation of 11 Chinese Premier Press Conferences (1998-2008), three types of shifts are identified, including Type A shifts (Addition), Type R shifts (Reduction) and Type C’ shifts (Correction). With quantitative statistics of the regularity of the occurrences of shifts and qualitative analysis of every type of shifts in the corpus, four typical norms of ST-TT relations are identified: a) the norm of adequacy, b) the norm of explicitation in logic relations, c) the norm of specificity in information content, d) the norm of explicitness in meaning. This descriptive study of norms based on a relatively large corpus of on-site interpretation can serve as a tentative exploration of the methodology in descriptive interpreting studies. It may also shed new light on interpreting quality studies.

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Assessing the fidelity of consecutive interpreting

Interpreting ◽

10.1075/intp.00058.han ◽

2021 ◽

Author(s):

Chao Han ◽

Rui Xiao ◽

Wei Su

Keyword(s):

Chinese Text ◽

English Text ◽

Strongly Correlated ◽

Questionnaire Data ◽

Source Text ◽

Fidelity Assessment ◽

Self Consistent ◽

Emerging Themes ◽

Consecutive Interpreting ◽

Condition B

Abstract The study reported on in this article pertains to rater-mediated assessment of English-to-Chinese consecutive interpreting, particularly informational correspondence between an originally intended message and an actually rendered message, also known as “fidelity” in Interpreting Studies. Previous literature has documented two main methods to assess fidelity: comparing actual renditions with the source text or with an exemplar rendition carefully prepared by experts (i.e., an ideal target text). However, little is known about the potential effects of these methods on fidelity assessment. We therefore conducted the study to explore the way in which these methods would affect rater reliability, fidelity ratings and rater perception. Our analysis of quantitative data shows that the raters tended to be less reliable, less self-consistent, less lenient and less comfortable when using the source English text (i.e., Condition A) than when using the target Chinese text (i.e., Condition B: the exemplar rendition). These findings were backed up and explained by emerging themes derived from the qualitative questionnaire data. The fidelity estimates in the two conditions were also found to be strongly correlated. We discuss these findings and entertain the possibility of recruiting untrained monolinguals or bilinguals to assess fidelity of interpreting.

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