Mária Bakti: The development of interpreting competence
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1 Interpreting
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1.6 Consecutive interpreting without note-taking: Modelling the process

1.6 Consecutive interpreting without note-taking: Modelling the process

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The models described in section 1.5 were all originally devised for simultaneous interpreting, however, with slight modifications, they can be applied to consecutive interpreting without note-taking, in other words, short-section consecutive interpreting.

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In short-section CI, sense also plays a key role, the interpreters, in an ideal case, deverbalize the SL message, and render it in the target language, as described by the Interpretive Theory of the Paris School.

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Another important aspect is the creation of a mental model in short-section CI. As described by Setton for SI in his cognitive-pragmatic model, the role of context is of crucial importance in short-section CI as well, and so “the aim is to achieve complete interpretive resemblance to the SL message-in-text by reproducing all its communicative clues, and thus providing access to all its cognitive effects at the same relative processing cost” (Setton, 1999, p. 10). The basis of interpreting in short-section CI, just like in SI, is the mental model.

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The cognitive models can also be adapted to short-section CI. In the case of Gile’s (1995) Effort Models, note-taking and note-reading can be omitted from the list of efforts CI, which leaves us with the following efforts needed for phase one:

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Short-section Consecutive Interpreting = L+M+C

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L = listening

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M = short term memory operations

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C = coordination

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The first phase of short-section CI is SL speaker-paced.

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During the second phase of short-section CI, the following efforts require mental energy from the interpreter:

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Short-section Consecutive Interpreting = Rem+P

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Rem = remembering

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P = production

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C = coordination/monitoring

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I also suggest adding a coordination/monitoring aspect, as the interpreter has to monitor his/her output for faithfulness and delivery. Seeber’s (2011) model can also be adapted for short-section consecutive interpreting. See Table 1.7 for details.
 

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Table 1.7 Seeber’s (2011) model adapted to short-section consecutive interpreting (no note-taking)
First Phase
Second Phase
Perceptual-auditory-verbal processing of input
Perceptual-auditory-verbal processing of output
Verbal-response processing of output
 
Interference
Storage
Storage
 

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Short-section consecutive interpreting is a working mode used extensively in community interpreting settings. Dimitrova and Tiselius (2016) and Tiselius (2018), when discussing the cognitive aspects of community interpreting and dialogue interpreting, also touched upon the cognitive load requirements of these tasks. These include monitoring of participants’ contribution to the dialogue, ensuring comprehension, handling turn-taking, and dealing with asymmetrical levels of knowledge in the two working languages (Tiselius, 2018). Based on a literature overview, Dimitrova and Tiselius list the following skills required from dialogue interpreters. The first skill is advanced language knowledge of both languages, followed by general background knowledge of at least two societies and cultures, together with domain knowledge. In addition, dialogue interpreters have to have interpreting competence and have to be able to manage the interaction through turn-taking. They also have to manage attentional capacities, monitor production and detect mistranslations and misunderstandings (Dimitrova and Tiselius, 2016).

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From the four constraints enumerated by Gumul (2017), the Time Constraint applies only partially to short-section consecutive interpreting, while the Linearity Constraint does not apply at all, as in short-section CI working mode, interpreters work with finished sentences, albeit not always with completely finished input. The Memory Load and (Un)shared Knowledge Constraints both apply to short-section consecutive interpreting.

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In summary, we can state the following about short-section consecutive interpreting in conference settings. Interpreting is constrained by the Memory Load Constraint, the (Un)shared Knowledge Constraint, to some extent by the Linearity Constraint and to a lesser extent by the Time Constraint.

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Interpreters interpret based on a mental model which is created based on the context of the interpreting situation. In this context, mental energy is required for creating the mental model, monitoring and coordination. During the first phase on short-section CI, mental energy is required for processing the SL input and for storage. During the second phase of short-section CI, mental energy is required for memory operations and producing the TL output, together with monitoring (Table 1.8).
 

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Table 1.8 Short-section (no note-taking) consecutive interpreting
creating the mental model
monitoring
coordination
 
 
first phase
second phase
 
processing the SL input
storage
 
memory operations
producing the TL output
monitoring
 

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It can be assumed that with the development of interpreting competence, less cognitive effort is required for the same or similar short-section CI tasks.
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