However, some tendencies related to training and expertise and explicitation can be identified based on Gumul (2017) for SI, and Tang (2018) for CI. In SI, trainees explicitate to help their own SL text analysis, and to counterbalance problems stemming from the constraints of simultaneous interpreting. By the same token, Tang (2018) observed for CI that trainee interpreters compensated inadequate interpreting skills with explicitation. During A to B simultaneous interpreting, explicitation was a coping strategy, rather than a means to achieve optimal relevance (Gumul, 2017). In consecutive interpreting, the motivations for explicitation included gap filling and time management (Tang, 2018). In contrast, in CI professional interpreters seemed to focus more on the target audience, as their explicitation shifts aimed mostly at clarification (Tang, 2018). In addition, professional interpreters added more cohesive devices to the source language text than interpreter trainees (Tang, 2018).

The empirical studies into simultaneous and consecutive interpreting are summarized in Table 12.1.