Mária Bakti: The development of interpreting competence
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15 Summary of the results of the longitudinal study presented in this volume
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15.2 Individual development paths
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15.2.2 Luna

15.2.2 Luna

Jegyzet elhelyezéséhez, kérjük, lépj be.!

At the time the longitudinal study started, Luna had been learning Spanish (her B language) for 11 years, and English (her C language) for 14 years. At that point she had spent more than a year in a Spanish-speaking country, for diverse reasons, including working, studying and holidaying. She had spent less than a week in an English-speaking country, the reason being holidays. She had more than 20 days’ experience in the interpreting directions A to B and B to A.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Out of the four interpreter trainees, Luna’s renderings were the shortest. In light of the content analysis, she has made the most impressive development, with the fidelity of her renderings constantly improving. It has to be noted, however, that the proportion of correctly rendered clauses was the lowest of the four interpreter trainees in her second semester target text.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As concerns the rich points in the source language texts, student Luna rendered sections with high information density flawlessly, while after semester 4, her performance was the worst among the three semesters examined, with a rather high proportion of mistranslations. When interpreting enumerations, there is a shift towards generalizations as she progresses in her training. This strategy gradually replaced omissions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In terms if disfluencies, the frequency of occurrence of ETDs was the highest or second highest in her consecutively interpreted target language texts, so it is safe to say that her performance was brief, with frequent ETDs. The frequency of incidence of disfluencies is the highest of the four trainees in her second and fourth semester renderings, in other words, her production was most prone to disfluencies. In her consecutively interpreted Hungarian target language texts the most frequent ETDs are grammar errors, false word and false start errors. They signal malfunctions in grammatical encoding and lexical access. In her spontaneous speech, only grammar errors were detected. It has to be noted that no ETDs were found in her extemporaneous speech production.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

When considering disfluencies, the consecutively interpreted TL texts of Luna are characterized by repetitions, false starts and grammar errors, while in her spontaneous speech, repetitions, grammar errors and restarts are the most frequent disfluencies. In her extemporaneous speech, only repetitions were found.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Her Hungarian target language texts were characterized by a high proportion of additive conjunctions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The explicitation shifts for 100 words of the target language texts were lowest among the four trainees for Lune in the recordings made after semesters two and three, and the highest in the recording made after semester four. In the target language texts of interpreter trainee Luna, adding connectives was the most frequently used explicitation operation all through her training. In the TL texts recorded after semester two, replacing nominalizations with verb phrases ranked second, followed by additional explanatory remarks. In the recording made after semester three, adding modifiers and quantifiers ranked second, followed by lexical specification, distributing the meaning of one SL unit to many TL units, additional explanatory remarks and inserting discourse-organizing items. In the target language text recorded after semester four, lexical specification ranked second, followed by adding modifiers and quantifiers. In other words, her explicitation strategy seemed to be predominantly adding connectives, and adding modifiers and quantifiers, while she hardly used any interpreting-specific explicitation strategies.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The overall evaluation of her stage one performance by the target audience was the lowest out of the four students, while the evaluation of her stage two performance ranked third. There is a clear improvement in her presentation rankings from the target audience as she progressed in her training.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As concerns evaluations from the trainers, Luna’s fluency and delivery ratings have improved as she progressed in her training, and so have her style and register ratings.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The evaluative comments and comments from the target audience and trainers are both in line with the ETD and disfluency data. In addition, her presentation is described as nervous and uncertain. However, there is a clear improvement in the ratings and evaluative comments recorded after semester four, with some negative comments related to monotonous delivery.
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