Mária Bakti: The development of interpreting competence
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12 Explicitation shifts in the consecutively interpreted Hungarian target language texts of the interpreter trainees
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12.3 Explicitation and interpreting
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12.3.2 Explicitation in consecutive interpreting

12.3.2 Explicitation in consecutive interpreting

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The most extensive study to date on explicitation in consecutive interpreting is that of Tang (2018). In her monograph, Tang is looking for answers to the following three research questions:

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  1. What are the characteristics of explicitation in Consecutive Interpreting?
  2. How does the interpreters’ professional experience affect their explicitation patterns?
  3. How does the interpreting direction affect interpreters’ explicitation patterns?
 

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Tang examined the consecutively interpreted TL texts of 12 professional and 12 trainee interpreters, for the language directions English to Chinese and Chinese to English. Tang’s typology of explicitation, based on Halliday’s metafunctions of language (with some modifications), comprises the categories of experiential, interpersonal and textual explicitation. Experiential explicitation means the addition or substitution of modifiers, processes, circumstantial adjuncts, or participants. Interpersonal explicitation means the addition or substitution of engagement, attitudinal and graduation markers. The third category of explicitation in Tang’s classification is that of textual explicitation. This category includes cases where the added or substituted information concerns the cohesion of the text; the three subtypes of (grammatical) cohesion used in her analysis are reference, ellipsis and conjunction. In spite of working with a well-established theoretical framework, Tang herself admits that there is a considerable overlap between experiential and textual explicitation.

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Based on her data analysis, Tang has identified the following reasons behind explicitation in consecutive interpreting. The first reason is time-management, interpreters use this type of explicitation if they wish to compensate for something they haven’t interpreted from the SL text. The second motivation is gap-filling, these are the cases when the interpreter fails to understand, remember or express the SL message. The third motivation is clarifying: these are the cases when the interpreter is trying to reduce the listener’s processing effort. Motivation number four is reinforcing, this is the type of motivation when the interpreter aims to reinforce the speaker’s attitude. Motivation number five is related to notes and note-reading.

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Tang’s results confirm the existence of interpreting-related explicitation in both English to Chinese and Chinese to English language directions. According to her results, the most frequent cause of explicitation is clarifying (50+%), which is followed by reinforcement (20%). The third most frequent cause behind explicitation is time management (15%), while gap filling ranks fourth (5%).

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Tang’s results reveal some tendencies with relation to interpreting experience and explicitation. In the case of experienced interpreters, the tendency to clarify increases, which signals that professional interpreters focus more on the target language audience. In addition, professional interpreters create broader semantic frames, which makes it possible for them to recall background information more effectively. The tendency to promote cohesion means that professional interpreters add more cohesive devices to the TL text then trainee interpreters. The deverbalization tendency is most frequently linked to note-reading, and signals that professional interpreters carried out more explicitation shifts in connection with their notes, while interpreter trainees explicitated more because they could not read their notes. These results are in line with the findings that with the development of interpreting expertise, deverbalization skills of interpreters improve.

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A tendency characteristic of interpreter trainees is that they compensated inadequate interpreting skills through explicitation. The most important motivations for explicitation for trainee interpreters are time management and gap filling.

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Interpreting direction also affected the frequency and types of explicitation shifts. Results indicate that when interpreting from A to B, interpreters edit and summarize information, while in the case of interpreting from B to A, interpreters tend to add information.
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