Mária Bakti: The development of interpreting competence
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14 Evaluation of the consecutively interpreted Hungarian target language texts by the target audience and by interpreter trainers
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14.4 Individual differences
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14.4.3 Evaluative comments: Matador

14.4.3 Evaluative comments: Matador

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Student Matador received mostly negative comments related to fluency from both the trainers and the target audience, including the presence of filled pauses, disfluencies and long pauses in the Hungarian target language recordings made at the end of semester two. His delivery, however, was perceived somewhat more positively: the target audience saw it as interesting and accurate; he seemed to have made the impression as someone who knows what he was talking about.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

For his 3rd semester performance, he got mostly negative comments from the trainers, and none from the target audience. As concerns delivery, the target audience gave mostly positive comments, such as confident and having a pleasant voice. However, there were more contradictory comments from the trainers: some saw his target language output as clear and natural, while others perceived it as hectic.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

His end of second semester target segment was criticized by the trainers for using awkward collocations [érvelést elősegítő kurzus] and calques, and frequent repetitions [továbbá, kurzus]. No positive comments were given for his semester three segment, either. He is still criticized for word for word translations [az épületek az egész városban szétszórva találhatók]; one of the trainers commented that his Hungarian target language texts had to be “translated from Hungarian into Hungarian”. There are also grammar errors in his target language text, he did not use the accusative case ending correctly, and one trainer commented that he talks nonsense.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In his retrospective comments after semester three, Matador mentions that he had problems with numbers, remembering the names of buildings, and with finding the appropriate Hungarian equivalent for college (Table 14.8).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 14.8 Evaluative comments, Student Matador
Evaluation from
2nd Semester,
Segment 3,
Fluency and delivery
2nd Semester,
Segment 3,
Style and register
3rd Semester,
Segment 12,
Fluency and delivery
3rd Semester,
Segment 12,
Style and register
Target audience
filled pauses (5×)
disfluent
long pauses
could have had more pauses
interesting
accurate
knows what he is talking about
bored, boring
accelerated speech
not confident
–
confident
pleasant voice
sounds good
accelerated speech
–
Trainers
filled pauses (3×)
disfluencies (2×)
 
awkward word combinations, word for word translations:
érvelést elősegítő kurzus, láthatják hogyan működnek együtt a kultúrák.
uses the word pupil (tanuló) in a university context,
frequent repetitions (továbbá, kurzus)
filled pauses
self-repairs
clear articulation
natural tone
hectic
problems with segmentation
word for word transaltion: nincs egységes intézményrendszere, hanem az épületek az egész városban szétszórva találhatók,
sometimes you have to translate what he is saying from Hungarian into Hungarian,
speaks nonsense, does not correct the accusative case ending
 
Retrospective comments
 
 
 
positive: the numbers were understandable, Negative: numbers, [remembering]names of buildings,
Hungarian equivalent of college
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