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Harvard:	Bakti Mária (2025): The development of interpreting competence. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641696Letöltve: https://uat.mersz.hu/hivatkozas/m1333tdoic_29/#m1333tdoic_29 (2026. 10. 14.)
Chicago:	Bakti Mária. 2025. The development of interpreting competence. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641696(Letöltve: 2026. 10. 14.https://uat.mersz.hu/hivatkozas/m1333tdoic_29/#m1333tdoic_29)
APA:	Bakti M. (2025). The development of interpreting competence. Akadémiai Kiadó. https://doi.org/10.1556/9789636641696. (Letöltve: 2026. 10. 14.https://uat.mersz.hu/hivatkozas/m1333tdoic_29/#m1333tdoic_29)

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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

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