Mária Bakti: The development of interpreting competence
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5 Methodological challenges of researching interpreting
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5.5 Longitudinal studies into consecutive interpreting

5.5 Longitudinal studies into consecutive interpreting

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One possibility already mentioned in section 3.1.2 related to the development of translation competence is the use of longitudinal studies into consecutive interpreting. This might solve some methodological issues related to small sample size, however, would raise others, such as the question of using and finding comparable SL texts.

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There have been relatively few longitudinal studies into consecutive interpreting to date, most of these studies focus on the time frame of one semester (Dong et al., 2018; Melicherčíková, 2020), while van Waarden’s (2023) longitudinal study on note-taking in consecutive interpreting is, even though it examines note-taking units in “a longitudinal way”, is basically a cross-sectional study.

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Dong and her colleagues (2018) examined how working memory is influenced by consecutive interpreting training in a longitudinal study, however, it has to be noted that the students involved in the study were university students and not students of interpreting (the students received a one-course training of consecutive interpreting), and the longitudinal study spanned one semester only.

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Results relevant for the investigation reported in this volume are the following. Melicherčíková (2020) examined the performance of trainee interpreters in consecutive interpreting with note-taking in terms of presentation, psycholinguistic aspects of the target language output of the interpreter trainees, and self- and peer-assessments. When examining students’ progress in consecutive interpreting skills, Melicherčíková (2020) investigated several psycholinguistic aspects of the target language output of trainee interpreters during a one-semester course in consecutive interpreting. She looked at the following disfluencies in the target language output of trainees: false starts, unfinished sentences, repetitions, redundant sounds, lengthenings, repairs and hesitations. Her results indicate that in teaching consecutive interpreting, more attention should be paid to the following presentation-related issues: minimizing hesitations, lengthenings, and repairs, as these have a negative effect on the assessment of the interpreting performance, even in cases when the target language texts are faithful to the original (Melicherčíková, 2020, p. 43).

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Cai and colleagues (2023) carried out a longitudinal investigation among 51 English majors specializing in translation and interpreting. The students were in year three of their undergraduate program, and from the beginning of that year they started receiving training in consecutive interpreting. They had eight classes of interpreting per week, together with 16 hours of outside of class practice. The focus of the investigation was to map the development of the psychological factors of self-efficacy, motivation, and anxiety, and their relationship with consecutive interpreting performance of the students. Results indicate that as students progressed in their training, their self-efficacy and learning motivation decreased, and anxiety stayed stable. They also found that motivation at the beginning of the longitudinal study contributed to the development of interpreting competence (Cai et al., 2023).

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Van Waarden, when investigating the development of note-taking in consecutive interpreting, found that the distribution of note-taking units of second year students of interpreting shows a smaller mean deviation (Van Waarden, 2023).
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