Listeners’ perception of the quality of simultaneous interpreting and perceived dependence on simultaneous interpreting

With the rise of the use of English as a lingua franca (ELF), the number of conference speakers and attendees who use English is increasing. Simultaneous interpreting (SI) into and from English may be provided at conferences to meet the needs of individuals with differing levels of English ability. This paper reports on the findings obtained from two sets of experiments that explored the link between listeners’ perceived dependence on SI and their perceptions of its quality. The first set of experiments was conducted onsite and the second using a remote simultaneous interpreting (RSI) setting. Native Hong Kong Cantonese-speaking participants were divided into two groups: one with Russian as the source language (SL) (Russian group) and the other with English as the SL (English group). Both groups listened to the same prerecorded simultaneous interpretation into Cantonese performed by a non-native interpreter. In the onsite setting, the Russian group perceived the non-native-accented interpretation more favorably than the English group did. This suggests that in onsite settings, perceived dependence on SI may be associated with perceptions of its quality; the greater the perceived dependence on SI, the higher the perceived SI quality. However, no significant differences were found between the two groups in the RSI setting. Factors such as the inaudible SL in the background, similar levels of perceived dependence, negative feelings about online learning and tensions in the state-society relationship may contribute to the similar quality perception ratings across the two RSI groups.

When two languages are competing

Past studies have shown that expert interpreters were better than novices at using contextual cues to anticipate upcoming information. However, whether such sensitivity to contextual cues can be traced by means of neural signatures is relatively unexplored. The present study used event-related brain potentials (ERPs) along with a language-switching paradigm – including non-switched (Chinese–Chinese, L1–L1) and switched (Chinese–English, L1–L2) conditions – to investigate whether interpreters with many years of experience, interpreters with a few years of experience and post-graduate-level interpreting students differed in the way they process contextually congruent or incongruent sentence-final target words. The results show that while the manipulations of congruency and switching independently induced a strong brain response in all three groups, the interaction between the two factors elicited different patterns across groups during 500–700 ms: (1) while a sustained congruency effect was found in the two less-experienced groups for the switched condition, such an effect was observed in the most experienced group for both switched and non-switched conditions; (2) only the least-experienced group showed a frontal negativity towards incongruent trials in the switched condition. These 200 ms transient group differences revealed that it might be possible to trace the development of interpreting ability by examining the ERP components in a language-switching setting.

Assessing spoken-language interpreting

In this study, we applied and evaluated a scoring method known as comparative judgement to assess spoken-language interpreting. This methodological exploration represents an extension of previous efforts to optimise scoring methods for assessing interpreting. Essentially, comparative judgement requires judges to compare two similar objects and make a binary decision about their relative qualities. To evaluate its reliability, validity and usefulness in the assessment of interpreting, we recruited two groups of judges (novice and experienced) to assess 66 two-way English/Chinese interpretations based on a computerised comparative judgement system. Our data analysis shows that the new method produced reliable and valid results across judge types and interpreting directions. However, the judges held polarised opinions about the method’s usefulness: while some considered it convenient, efficient and reliable, the opposite view was expressed by others. We discuss the results by providing an integrated analysis of the data collected, outline the perceived drawbacks and propose possible solutions to the drawbacks. We call for more evidence-based, substantive investigation into comparative judgement as a potentially useful method for assessing spoken-language interpreting in certain settings.

Video remote interpreting for home-based cognitive assessments

Many health and social care services are implementing video remote interpreting (VRI) to deal with supply shortages and high costs of language interpreting for linguistically diverse clients. This qualitative study examines stakeholders’ perspectives on using VRI for home-based cognitive assessments, which are routinely performed with older people during aged care assessments in Australia. We conducted 25 semi-structured interviews with clients, assessors and interpreters in Melbourne and a regional Victorian city. We found that across stakeholder groups participants usually regard VRI as an acceptable alternative to face-to-face interpreting when the latter is not possible. Freelance interpreters said VRI saved on travel time and expenditure and afforded them financial and practical benefits that enabled them to better meet the high demand for their work. However, stakeholders also pointed to the limitations of VRI, including technical challenges, sound and video quality, and difficulties with positioning equipment optimally during interviews. The assessors and interpreters agreed that VRI was inappropriate when clients are known to be cognitively impaired, and that face-to-face interpreting is necessary to support these clients and ensure assessment accuracy. We suggest that plans by health or social care services to replace face-to-face interpreting with VRI should be balanced against the needs of clients and any impacts on professional practice.

Ideology, positionality and war

The objective of this article is to explore issues of ideology in situations of interpreting in conflict zones. Research into interpreting in conflict zones is quite recent and has shed light on interesting aspects. Ideology is clearly present in war situations and may condition the interpreter’s role. This article seeks to identify examples of power relations and ideology by drawing on the narratives of five local interpreters who worked with Spanish troops stationed in Afghanistan as part of the International Security Assistance Force between 2003 and 2015. The narratives were collected using a semi-structured interview technique. The findings indicate that ideology is reflected in the interpreters’ perception of their own role as agents working for the good of their country against a common enemy, even though they were potentially perceived by both sides in the conflict as possible traitors. The traditional narrative of the interpreter as an invisible and impartial facilitator of communication would not appear to be applicable in this context.

From controversy to complexity

A replication of previous research, this study sets out to re-examine language choice in note-taking for consecutive conference interpreting – a topic that is widely believed to be subject to conflicting evidence. Extending the existing database considerably, the study draws on data from seven different consecutive interpreting tasks involving five different languages and both interpreting directions (B into A and A into B) performed by ten participants with seven different language combinations. Interpreters’ notes from these performances served as the main data of the study, which was complemented by questionnaire data to form a mixed-methods design. Analyses of the interpreters’ notes identified the A language as by far the strongest determinant of language choice, above and beyond other language categories; this confirmed the results of the replicated research. The questionnaire data, however, did not mirror the patterns found in the interpreting data consistently, suggesting a complex interplay of behavior and norms. The article concludes with a discussion of these and previous findings, arguing for the topic of language choice in note-taking to be reframed as one of complexity rather than contradiction.