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Mária Bakti: The development of interpreting competence
16 Conclusions, implications for interpreter training and suggestions for further research
16 Conclusions, implications for interpreter training and suggestions for further research
16.1 Conclusions
16.2 Implications for interpreter training
16.3 Suggestions for further research
Eszköztár
Tartalomjegyzék
The development of interpreting competence
Copyright Page
Series editors’ foreword
Ajánlás
Acknowledgements
List of Abbreviations
Introduction
1 Interpreting
1.1 Interpreting defined
1.2 Types of interpreting
1.3 Consecutive interpreting
1.4 Directionality
1.5 Models of interpreting
1.5.1 The Interpretive Theory of the Paris School
1.5.2 Cognitive models of interpreting
1.5.2.1 Gile’s Effort Models
1.5.2.2 Kilian Seeber’s Cognitive Load Model
1.5.3 Setton’s Cognitive-Pragmatic Model
1.5.4 Gumul’s Model of Interpreting Constraints
1.6 Consecutive interpreting without note-taking: Modelling the process
1.7 Summary
2 Interpreting competence
2.1 Interpreting competence defined
2.2 Modelling interpreting competence
2.2.1 The Leipziger Kompetenzmodell der Dolmetscherdidaktik (Kutz, 2010)
2.2.2 Kalina’s Model
2.2.3 Pöchhacker’s Model
2.2.4 Albl-Mikasa’s Interpreter Competence Model
2.2.5 Competence models for community interpreting
2.3 A summary of the models of interpreting competence
2.4 Translation and interpreting competence: similarities and differences
2.5 Interpreting competence as perceived by interpreter and translator trainers
2.6 What constitutes consecutive interpreting competence?
2.7 Outlook, open questions
2.8 Summary
3 The development of interpreting competence
3.1 The development of translation competence
3.1.1 The Translation Competence Acquisition Model of PACTE (PACTE, 2014)
3.1.2 The TransComp model
3.2 Expertise in interpreting
3.3 Summary
4 Interpreter training
4.1 Interpreter training: An introduction
4.1.1 The history of interpreter training
4.1.2 Interpreter training: levels and components
4.1.3 Entry requirements and aptitude testing
4.2 Interpreter training in Hungary
4.2.1 The history of interpreter training in Hungary
4.2.2 Interpreter training in Hungary: levels, and components
4.2.3 Entry requirements and aptitude testing
4.3 Summary
5 Methodological challenges of researching interpreting
5.1 Problems and possible solutions
5.2 (A non-exhaustive list of) Choices to be made in Interpreting Studies
5.3 Research topics in interpreting
5.4 Research into consecutive interpreting
5.5 Longitudinal studies into consecutive interpreting
5.6 Summary
6 The research gap and research questions
6.1 The research gap
6.2 The research questions
7 Methodology of the longitudinal investigation presented in this work
7.1 Participants
7.2 Procedure and materials
7.3 Problem triggers
7.4 Summary
8 Content analysis of the consecutively interpreted Hungarian target language texts
8.1 Faithfulness and content in consecutive interpreting
8.2 Methodology used in content analysis of the target language texts
8.3 Results of the content analysis
8.4 Discussion
8.5 Summary
9 Strategies used by interpreter trainees to cope with problem triggers in the source language texts
9.1 Problem triggers and coping tactics in simultaneous interpreting (SI)
9.2 Problem triggers and coping tactics in consecutive interpreting (CI)
9.3 Empirical research into problem triggers in consecutive interpreting
9.4 Methodology
9.5 Results
9.5.1 Results according to problem trigger types
9.5.2 Individual results
9.6 Summary
10 Disfluencies in the consecutively interpreted Hungarian target language texts of the interpreter trainees
10.1 Disfluencies and speech production
10.2 Disfluencies in interpreted target language texts
10.3 Methodology
10.4 Results
10.4.1 ETDs in the consecutively interpreted target language texts
10.4.2 Disfluencies
10.4.3 ETD patterns
10.4.4 Disfluency patterns
10.4.5 Relationship between disfluencies and problem triggers
10.5 Summary
11 Shifts of grammatical cohesion in the consecutively interpreted Hungarian target language texts
11.1 Cohesion
11.1.1 Definitions of cohesion
11.1.2 Cohesion in Hungarian
11.1.3 Shifts of cohesion in translated target language texts
11.1.4 Shifts of cohesion in simultaneous interpreting (SI)
11.1.5 Shifts of cohesion in English into Hungarian translation and interpreting
11.2 Methodology
11.3 Results
11.3.1 Source language cohesive ties kept in the target language texts
11.3.2 Cohesive ties in the target language texts
11.3.3 Comparisons with the spontaneous speech of students
11.3.4 Analysis of the use of specific cohesive devices
11.3.5 Individual differences
11.4 Examples
11.5 Summary
12 Explicitation shifts in the consecutively interpreted Hungarian target language texts of the interpreter trainees
12.1 Explicitation
12.1.1 Explicitation defined
12.1.2 Types of explicitation
12.2 Open questions in researching explicitation
12.3 Explicitation and interpreting
12.3.1 Explicitation in simultaneous interpreting
12.3.2 Explicitation in consecutive interpreting
12.3.3 Summary of results related to explicitation in interpreting
12.4 Methodology
12.5 Results
12.5.1 Frequency of occurrence of explicitation shifts in the target language texts.
12.5.2 Types of explicitation shifts in the target language texts
12.5.3 Individual differences
12.6 Summary
13 The analysis of students’ retrospective evaluative comments
13.1 Retrospective protocols in interpreting
13.2 Methodology
13.3 Results
13.3.1 Results: General comments
13.3.2 Results: Source language text and source language text perception
13.3.3 Results: Problem triggers
13.3.4 Results: Target language text production
13.4 Summary
14 Evaluation of the consecutively interpreted Hungarian target language texts by the target audience and by interpreter trainers
14.1 Evaluation of interpreter performance
14.2 Methodology
14.3 Results
14.3.1 Evaluation from the target audience. Yes-no question
14.3.2 Evaluation of the presentation of the target language texts from the audience
14.3.3 Evaluation of the presentation of the target language texts by interpreter trainers
14.3.4 Evaluation of the style and register of the target language texts by interpreter trainers
14.4 Individual differences
14.4.1 Evaluative comments: Estrella
14.4.2 Evaluative comments: Luna
14.4.3 Evaluative comments: Matador
14.4.4 Evaluative comments: Senorita
14.5 Summary
15 Summary of the results of the longitudinal study presented in this volume
15.1 Results related to the topics discussed in this volume
15.1.1 Accuracy and content analysis
15.1.2 Problem triggers and coping tactics
15.1.3 Disfluencies
15.1.4 Grammatical cohesion
15.1.5 Explicitation shifts
15.1.6 Retrospective comments
15.1.7 Evaluation from the target audience and interpreter trainers
15.2 Individual development paths
15.2.1 Estrella
15.2.2 Luna
15.2.3. Matador
15.2.4 Senorita
15.3 Limitations
16 Conclusions, implications for interpreter training and suggestions for further research
16.1 Conclusions
16.2 Implications for interpreter training
16.3 Suggestions for further research
References
Appendices
Appendix 1 Learning Outcomes
Appendix 2 Interpreting-specific learning outcomes
Appendix 3 Questionnaire for the students of interpreting at the beginning of the longitudinal study
Appendix 4
Appendix 5
Appendix 6
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