Mária Bakti: The development of interpreting competence
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16 Conclusions, implications for interpreter training and suggestions for further research
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16.1 Conclusions

16.1 Conclusions

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Based on the results yielded by the longitudinal study into short-section consecutive interpreting from English into Hungarian (C to A), the development of C to A consecutive interpreting competence is not necessarily a linear process. The holistic approach taken to investigate C to A short-section consecutive interpreting, however, has clearly indicated development in certain areas.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The fidelity of the consecutively interpreted Hungarian target language texts improved as students progressed in their training. There is a shift in the strategies interpreter trainees use to cope with rich points in the source language texts changes, in line with the patterns described in IS literature, from strategies characteristic to novices to strategies used by more experienced interpreters. The analysis of shifts of grammatical cohesion revealed that as students progress in their training, they adapt less cohesive ties from the source language text and add more cohesive ties on their own to their Hungarian target texts, which confirms that interpreters are active text producers. This is further highlighted by the results related to explicitation shifts: as students progress in their training, the proportion of interpreting-specific explicitation shifts increases. The analysis of the retrospective evaluative comments of the four interpreter trainees also indicates the development of interpreting competence.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In contrast, the analysis of the evaluations of the interpreter trainees’ performance by the target audience and by interpreter trainers has yielded mixed results. This might be caused by the fact that the disfluency patterns in the consecutively interpreted target language output of the interpreter trainees did not change considerably, in other words, the occurrence of disfluencies does not change as students progress in their interpreter training, and this, in turn, impacts target language delivery and its evaluations.
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