Mária Bakti: The development of interpreting competence
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13 The analysis of students’ retrospective evaluative comments
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13.3 Results

13.3 Results

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There were altogether 33 evaluative retrospective comments collected from students in the course of the longitudinal study. The comments fall into five broad categories: source language text, problem triggers, target text production, general comments, and comments about the sessions (Table 13.1).
 

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Table 13.1 The proportion of retrospective comments in each category
Topic
% of comments
SL text and SL text perception
18.2
Problem triggers
27.3
TT production
45.5
General comments
6
Comments about the sessions
3
 

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Results indicate that students mentioned problems or benefits related to language production of the target language text most often, followed by problem triggers and source text perception.

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Students were invited to note down both the positive and negative aspects of the interpreting tasks, together with evaluative comments related to their consecutive interpreting performance.

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Table 13.2 illustrates the proportion of positive and negative evaluative retrospective comments from students. In total, 45.5% of the retrospective comments were positive, while 54.5% of the comments were negative.
 

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Table 13.2 The proportion of positive and negative evaluative retrospective comments for each category
Topic
Positive comments (%)
Negative comments (%)
Total (%)
SL text and SL text perception
50
50
100
Problem triggers
22.2
77.8
100
TT production
60
40
100
General comments
50
50
100
Comments about the sessions
0
100
100
 

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The data show that there were both positive and negative comments about the SL text, while comments related to problem triggers were mostly negative. Retrospective comments related to target text production were mostly positive.

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In order to get an insight into the development of interpreting competence, the comments and topics were broken down into semesters.

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During the session at the end of the second semester, only two comments were given, both falling into the category of general comments. In the session following the third semester, 17 comments were given, and during the session at the end of semester four, students provided 14 retrospective comments.

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Table 13.3 shows the proportion of comments in each category at the end of the third and the fourth semesters.
 

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Table 13.3 Proportion of comments for category and semester
Topic
Session after semester 3 (%)
Session after semester 4 (%)
Total (%)
SL text and SL text perception
83.3
16.7
100
Problem triggers
55.6
44.4
100
TT production
40
60
100
General comments
0
0
0
Comments about the sessions
100
0
100
 

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Results indicate that, as students progress in their training, there are fewer comments related to SL perception and problem triggers, and more comments related to target language text production. In other words, there is a shift of focus from SL comprehension towards TT production, with an additional shift within TT production from content and lexical access problems to intonation and the use of coping strategies.

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

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