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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15.2.4 Senorita

15.2.4 Senorita

Jegyzet elhelyezéséhez, kérjük, lépj be.!

At the time when the longitudinal study started, Student Senorita had been learning Spanish (her B language) for nine years, and English (her C language) for 16 years. She had spent between 6 to 12 months in a Spanish-speaking country for the purposes of studying, working, and holidaying. She had never been to an English-speaking country at that point in time. When the longitudinal study started, she had already had interpreting experience between 6 to 20 days in A to B and B to A interpreting, and between 1 to 5 days of interpreting experience in the C to A language direction.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Student Senorita was among the least verbose students, her consecutively interpreted Hungarian target language texts were among the shortest. In terms of fidelity, there is a considerable improvement when comparing the proportion of correctly rendered clauses in her second and third versus her fourth semester output.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Student Senorita had the most consistent performance with regard to the interpretation of high information density sections. All through the three semesters, she rendered about 68% of the high information density segments correctly and used the strategies of omission and generalization to make up for the lost information. In the case of rendering SL enumerations, her strategies included omissions and generalizations, and the proportion of additions and generalizations increased as she progressed in her training. Hence the constant and, compared to the other students, low, proportions of fidelity of her target language texts. Even though her target texts were among the shortest, she was the only student who applied the strategy of addition as well.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The frequency of occurrence of ETDs per 100 words of target text was the lowest in her TL renderings in semesters two and three, and was the highest in her semester four TL text. The frequency of disfluencies per 100 words of the target language texts was the lowest in her second and third semester TL text, and second lowest in her semester four TL text. In other words, she seems to be the least disfluent speaker of the four students. The most frequent ETDs in her target language texts include grammar errors and false starts. As concerns disfluencies, grammar errors, false starts and restarts are the most frequently occurring ones.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In terms of explicitation shifts, there is a shift towards interpreting-specific explicitation operations as student Senorita progresses in her training. In the recordings made after semesters two and three, the most frequent explicitation operations are adding connectives, while in her consecutively interpreted Hungarian target language text recoded after semester four the explicitation operations of meaning specification and inserting discourse-organising items dominate. Overall, she is among the students who tends to explicitate less.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As concerns development through the eyes of the evaluators, student Senorita received the same mark from the target audience for her semester three and semester four segment. Presentation ratings from the target audience, however, were lower for her fourth, than for her third semester performance.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The same holds true for evaluations from the interpreter trainers related to presentation (fluency and delivery), and style and register.
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