Mária Bakti: The development of interpreting competence
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1 Interpreting
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1.5 Models of interpreting
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1.5.1 The Interpretive Theory of the Paris School

1.5.1 The Interpretive Theory of the Paris School

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Danica Selekovitch and Marianne Lederer identified sense as the central element of interpreting. They opine that interprets do not merely link TL equivalents to the SL words, in other words, interpreters do not only transcode the SL message, but they render the sense or meaning of the SL utterance in the TL (Pöchhacker, 2004, p. 97).

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Interpretive Theory distinguishes three stages during simultaneous interpreting:

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  1. comprehension: understanding the sense of the SL utterance
  2. deverbalization: discarding the linguistic form of the sense of the SL utterance, in other words, a language-free message is created
  3. reformulation: the deverbalized sense is then uttered in the target language (Lederer, 2015).
 

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According to Lederer, when understanding sense, additional cognitive meaning is added to the linguistic meaning (Lederer, 1978, p. 327). Language use requires this from both the speaker and the listener, and that is why it is crucial for interpreters to grasp the sense of the message, and to render the meaning beyond words (Seleskovitch, 1978, p. 341).

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The Paris School highlights the importance of sense and message, which is a key component in simultaneous interpreting. However, the model fails to consider numerous other factors that have an effect on interpreting (for example the difficulty of the SL speech, the structural differences between the SL and the TL) (Pöchhacker, 2022, p. 92). It has to be noted, however, that the Paris schools’ model is centred around the notion of deverbalization, and hypothesize the deletion of SL form following deverbalization. This might explain why less attention is given to interference and SL form.
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