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

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
- 1.6 Consecutive interpreting without note-taking: Modelling the process
- 1.7 Summary
2 Interpreting competence
- 2.1 Interpreting competence defined
- 2.2 Modelling interpreting competence
- 2.3 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
- 4.2 Interpreter training in Hungary
- 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
- 10.5 Summary
11 Shifts of grammatical cohesion in the consecutively interpreted Hungarian target language texts
- 11.1 Cohesion
- 11.2 Methodology
- 11.3 Results
- 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
- 12.4 Methodology
- 12.5 Results
- 12.6 Summary
13 The analysis of students’ retrospective evaluative comments
- 13.1 Retrospective protocols in interpreting
- 13.2 Methodology
- 13.3 Results
- 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
- 14.4 Individual differences
- 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
- 15.2 Individual development paths
- 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