It is supposed that, based on Liu (2008), as students progress in their interpreter training, the fidelity of the consecutively interpreted Hungarian target language texts will improve.

It is supposed that, based on Ribas (2012), at the beginning of their training students will add more information to the SL text. At a later stage in training, students will use a wider range of strategies, including omissions, paraphrases and summaries.

It is supposed that, based on Bakti (2019), Bakti and Bóna (2023), and Melicherčíková (2020), there will be no considerable changes in the disfluency pattern of the consecutively interpreted Hungarian target language texts as interpreter trainees progress in their training. When compared with their spontaneous and extemporaneous speech, there will be more disfluencies in the consecutively interpreted Hungarian target language texts, indicating that speech production during interpreting requires higher cognitive load. A competing presupposition might be that, as students’ interpreting competence develops during interpreter training, trainee interpreters learn how to best use their mental energy or attentional resources during interpreting. In the course of this process of expert skill acquisition, some of the processes involved in CI become automatic (Albl-Mikasa, 2013), which in turn will influence the frequency of occurrence of ETDs in the target language texts.

It is supposed that, based on Bakti (2018), as students progress in their training, they will produce more grammatical cohesive ties through keeping fewer cohesive ties from the SL text and adding more cohesive ties of their own. When compared with the Hungarian spontaneous speech of the interpreter trainees, there will be more grammatical cohesive ties in the spontaneous speech than in the consecutively interpreted Hungarian target language texts.

It is supposed that, based on Bakti (2022a) and Gumul (2017), the proportion of interpreting-specific explicitation shifts will increase, and the overall number of explicitation shifts will also increase in the consecutively interpreted Hungarian target language texts as students progress in their training.

It is supposed that, based on Bakti (2021) and Gumul (2020), the focus of the retrospective comments will change and will reflect the development of interpreting competence.

It is supposed that, based on Liu (2018), the TL segments recorded at a later stage of training will receive better evaluations from the interpreter trainers and the target audience.