An analysis of error-type disfluencies (ETDs) in simultaneously interpreted Hungarian target language texts has shown that restarts, grammar errors and false word errors were the most frequent ETDs in the output of trainee interpreters (Bakti, 2009), and the ETDs/100 words of the target text were between 2.8 and 6.2 for trainee interpreters (Bakti, 2013).

However, the psycholinguistic aspects of CI have been less widely investigated to date. Mead (2000, 2002) examined the control of pauses by trainee and professional interpreters in their A and B languages, and found that the proportion of pauses was higher in the output of trainee interpreters when they were interpreting into their B language. In addition, Mead’s results show that with the increase in interpreting experience, the proportion of hesitations related to grammatical and lexical problems decreased. Bóna and Bakti (2020) compared the disfluency patterns of spontaneous, extemporaneous, consecutively interpreted and sight translated texts and found that the occurrence of disfluencies is a function of the interpreting working mode; this finding was based on a cross-sectional study.

Melicherčíková (2020) found that the frequency of occurrence of disfluencies does not change as students progress in their training. Bakti and Bóna (2023) analysed the consecutively interpreted Hungarian target language texts of seven interpreter trainees, including the four interpreter trainees participating in this investigation. Bakti and Bóna (2023) looked at the frequency of occurrence of silent and filled pauses and the duration of silent and filled pauses in the recordings of the target language texts made after the second, third and fourth semesters of the students’ MA training. The results indicate that the frequency of occurrence of silent and filled pauses did not change in the target language texts as students progressed in their training. The average duration of silent pauses did not change significantly in the target language texts, either. However, the average duration of filled pauses decreased significantly as students progressed in their training.

In this chapter, error-type disfluencies are examined in the output of the four students as they progress in their training. Results are compared with the disfluency pattern of the students’ spontaneous and extemporaneous speech.

The aim of this chapter is to answer the following research questions: