The development of interpreting competence

Tartalomjegyzék

• The development of interpreting competence
• Copyright Page
• Series editors’ foreword
• Ajánlás
• Acknowledgements
• List of Abbreviations
• Introduction
• chevron_right1 Interpreting
  • 1.1 Interpreting defined
  • 1.2 Types of interpreting
  • 1.3 Consecutive interpreting
  • 1.4 Directionality
  • chevron_right1.5 Models of interpreting
    • 1.5.1 The Interpretive Theory of the Paris School
    • chevron_right1.5.2 Cognitive models of interpreting
      • 1.5.2.1 Gile’s Effort Models
      • 1.5.2.2 Kilian Seeber’s Cognitive Load Model
    • 1.5.3 Setton’s Cognitive-Pragmatic Model
    • 1.5.4 Gumul’s Model of Interpreting Constraints
  • 1.6 Consecutive interpreting without note-taking: Modelling the process
  • 1.7 Summary
• chevron_right2 Interpreting competence
  • 2.1 Interpreting competence defined
  • chevron_right2.2 Modelling interpreting competence
    • 2.2.1 The Leipziger Kompetenzmodell der Dolmetscherdidaktik (Kutz, 2010)
    • 2.2.2 Kalina’s Model
    • 2.2.3 Pöchhacker’s Model
    • 2.2.4 Albl-Mikasa’s Interpreter Competence Model
    • 2.2.5 Competence models for community interpreting
  • 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
• chevron_right3 The development of interpreting competence
  • chevron_right3.1 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
• chevron_right4 Interpreter training
  • chevron_right4.1 Interpreter training: An introduction
    • 4.1.1 The history of interpreter training
    • 4.1.2 Interpreter training: levels and components
    • 4.1.3 Entry requirements and aptitude testing
  • chevron_right4.2 Interpreter training in Hungary
    • 4.2.1 The history of interpreter training in Hungary
    • 4.2.2 Interpreter training in Hungary: levels, and components
    • 4.2.3 Entry requirements and aptitude testing
  • 4.3 Summary
• chevron_right5 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
• chevron_right6 The research gap and research questions
  • 6.1 The research gap
  • 6.2 The research questions
• chevron_right7 Methodology of the longitudinal investigation presented in this work
  • 7.1 Participants
  • 7.2 Procedure and materials
  • 7.3 Problem triggers
  • 7.4 Summary
• chevron_right8 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
• chevron_right9 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
  • chevron_right9.5 Results
    • 9.5.1 Results according to problem trigger types
    • 9.5.2 Individual results
  • 9.6 Summary
• chevron_right10 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
  • chevron_right10.4 Results
    • 10.4.1 ETDs in the consecutively interpreted target language texts
    • 10.4.2 Disfluencies
    • 10.4.3 ETD patterns
    • 10.4.4 Disfluency patterns
    • 10.4.5 Relationship between disfluencies and problem triggers
  • 10.5 Summary
• chevron_right11 Shifts of grammatical cohesion in the consecutively interpreted Hungarian target language texts
  • chevron_right11.1 Cohesion
    • 11.1.1 Definitions of cohesion
    • 11.1.2 Cohesion in Hungarian
    • 11.1.3 Shifts of cohesion in translated target language texts
    • 11.1.4 Shifts of cohesion in simultaneous interpreting (SI)
    • 11.1.5 Shifts of cohesion in English into Hungarian translation and interpreting
  • 11.2 Methodology
  • chevron_right11.3 Results
    • 11.3.1 Source language cohesive ties kept in the target language texts
    • 11.3.2 Cohesive ties in the target language texts
    • 11.3.3 Comparisons with the spontaneous speech of students
    • 11.3.4 Analysis of the use of specific cohesive devices
    • 11.3.5 Individual differences
  • 11.4 Examples
  • 11.5 Summary
• chevron_right12 Explicitation shifts in the consecutively interpreted Hungarian target language texts of the interpreter trainees
  • chevron_right12.1 Explicitation
    • 12.1.1 Explicitation defined
    • 12.1.2 Types of explicitation
  • 12.2 Open questions in researching explicitation
  • chevron_right12.3 Explicitation and interpreting
    • 12.3.1 Explicitation in simultaneous interpreting
    • 12.3.2 Explicitation in consecutive interpreting
    • 12.3.3 Summary of results related to explicitation in interpreting
  • 12.4 Methodology
  • chevron_right12.5 Results
    • 12.5.1 Frequency of occurrence of explicitation shifts in the target language texts.
    • 12.5.2 Types of explicitation shifts in the target language texts
    • 12.5.3 Individual differences
  • 12.6 Summary
• chevron_right13 The analysis of students’ retrospective evaluative comments
  • 13.1 Retrospective protocols in interpreting
  • 13.2 Methodology
  • chevron_right13.3 Results
    • 13.3.1 Results: General comments
    • 13.3.2 Results: Source language text and source language text perception
    • 13.3.3 Results: Problem triggers
    • 13.3.4 Results: Target language text production
  • 13.4 Summary
• chevron_right14 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
  • chevron_right14.3 Results
    • 14.3.1 Evaluation from the target audience. Yes-no question
    • 14.3.2 Evaluation of the presentation of the target language texts from the audience
    • 14.3.3 Evaluation of the presentation of the target language texts by interpreter trainers
    • 14.3.4 Evaluation of the style and register of the target language texts by interpreter trainers
  • chevron_right14.4 Individual differences
    • 14.4.1 Evaluative comments: Estrella
    • 14.4.2 Evaluative comments: Luna
    • 14.4.3 Evaluative comments: Matador
    • 14.4.4 Evaluative comments: Senorita
  • 14.5 Summary
• chevron_right15 Summary of the results of the longitudinal study presented in this volume
  • chevron_right15.1 Results related to the topics discussed in this volume
    • 15.1.1 Accuracy and content analysis
    • 15.1.2 Problem triggers and coping tactics
    • 15.1.3 Disfluencies
    • 15.1.4 Grammatical cohesion
    • 15.1.5 Explicitation shifts
    • 15.1.6 Retrospective comments
    • 15.1.7 Evaluation from the target audience and interpreter trainers
  • chevron_right15.2 Individual development paths
    • 15.2.1 Estrella
    • 15.2.2 Luna
    • 15.2.3. Matador
    • 15.2.4 Senorita
  • 15.3 Limitations
• chevron_right16 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
• chevron_rightAppendices
  • 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

Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2025

ISBN: 978 963 664 169 6

DOI: 10.1556/9789636641696

Gyűjtemény: Szabadon elérhető kiadványok

Ez a mű a Creative Commons Nevezd meg! 4.0 Nemzetközi Licenc feltételeinek megfelelően felhasználható.

This volume explores changes in the consecutively interpreted target language output of four MA students of interpreting, in the language direction C (English) to A (Hungarian), with the aim of mapping the development of interpreting competence as students progress in their interpreter training. This volume intends to fill a gap in the field of Interpreting Studies (IS) for numerous reasons. Firstly, it addresses the C to A language direction, which has received limited research attention to date. Secondly, it is a longitudinal study focusing on the development of interpreting competence, a field with a general lack of longitudinal studies. Thirdly, it offers an integrated approach to the analysis of the target language production of trainee interpreters, through examining explicitation shifts (translation studies), shifts of grammatical cohesion (text linguistics), and disfluencies (psycholinguistics) in the target language output of interpreter trainees. These analyses are complemented with trainees’ retrospective evaluative comments and evaluation from the target audience and interpreter trainers.

Hivatkozás: https://mersz.hu/bakti-the-development-of-interpreting-competence-a-longitudinal-investigation-into-c-to-a-consecutive-interpreting//