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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14.5 Summary

14.5 Summary

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This chapter presented results related to the evaluation of consecutively interpreted Hungarian target language texts by a target audience and by experienced interpreter trainers. The aim of the investigation was to find out how the target audience and interpreter trainers evaluate the performance of interpreter trainees based on eight randomly selected segments, with two segments from each student, recorded at different stages of their training.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Quantitative results related to the segments were presented based on the evaluation of the target audience and the interpreter trainers, followed by a quantitative analysis of the data, juxtaposing evaluative comments from the target audience for fluency and delivery, from the interpreter trainers for fluency and delivery, and style and register, and from students’ retrospection.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although the data signal some improvement, the quantitative analyses show that two students, namely Luna and Matador, received better evaluations for the segments recorded at a later stage in training, whereas in the case of Estrella and Senorita, the segments recorded at a later stage received the same or worse evaluation as the TL segment recorded at an earlier stage in training. It has to be noted that the segments were randomly selected and might not provide a realistic picture of the overall performance of the interpreter trainees at a given point in their training.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The quantitative analysis of the evaluative comments shed some light on the reasons. It has to be noted that some of the comments clearly signal the development of interpreting competence. Students’ retrospective comments revealed that some students were conscious of these problems, and were able to develop their delivery skills. The analysis of individual data also suggests that some problems, especially delivery-related, do remain, from semester to semester.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The results might be explained in the framework of Gile’s (1995) Effort Models: students probably do not have enough attentional resources to monitor both fluency and style and register related aspects of their performance.
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