The results indicate that the frequency of explicitation operations carried out by interpreter trainees changed as they progressed in their training. There seems to be a decrease in the frequency of explicitation operations in the recordings made after semesters two and three, and then an increase between semesters three and four. It might be possible that the high frequencies in the target language texts recorded after semester two are to compensate for inadequate interpreting competence, whereas the rebound in the number of explicitaiton shifts in the target language texts recorded after semester four are resulting from strategies aimed to help the users of interpreting.

This might be further supported by the result that as students progress in their training, there is an increase in the proportion of interpreting-specific explicitation operations, which is line with the results of Gumul (2017).

Individual differences signal the following trends. The most frequent operation seems to be adding connectives, which can also be interpreted as a means of achieving cohesion, and also as fillers for overcoming speech planning difficulties. As students progress in their training, the proportion of interpreting-specific explicitation operations increases.