Mária Bakti: The development of interpreting competence
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6 The research gap and research questions
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6.2 The research questions

6.2 The research questions

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In this section, the research questions and the related presuppositions are listed.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

1. How does the fidelity of the consecutively interpreted TL texts change as students progress in their interpreter training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It is supposed that, based on Liu (2008), as students progress in their interpreter training, the fidelity of the consecutively interpreted Hungarian target language texts will improve.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

2. How does the strategy use of students change as they progress in their interpreter training?

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It is supposed that, based on Ribas (2012), at the beginning of their training students will add more information to the SL text. At a later stage in training, students will use a wider range of strategies, including omissions, paraphrases and summaries.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

3. What is the proportion of disfluencies in the consecutively interpreted Hungarian target language texts of the interpreter trainees?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

4. What are the shifts (if any) in the pattern of disfluencies as students progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

5. How does the disfluency pattern of the consecutively interpreted Hungarian target language texts compare with that of the students’ spontaneous and extemporaneous Hungarian speech?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It is supposed that, based on Bakti (2019), Bakti and Bóna (2023), and Melicherčíková (2020), there will be no considerable changes in the disfluency pattern of the consecutively interpreted Hungarian target language texts as interpreter trainees progress in their training. When compared with their spontaneous and extemporaneous speech, there will be more disfluencies in the consecutively interpreted Hungarian target language texts, indicating that speech production during interpreting requires higher cognitive load. A competing presupposition might be that, as students’ interpreting competence develops during interpreter training, trainee interpreters learn how to best use their mental energy or attentional resources during interpreting. In the course of this process of expert skill acquisition, some of the processes involved in CI become automatic (Albl-Mikasa, 2013), which in turn will influence the frequency of occurrence of ETDs in the target language texts.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

6. What proportion of the SL grammatical cohesive devices is kept in the TL texts?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

7. How does the frequency of occurrence of grammatical cohesive devices change as students progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

8. How does the proportion of grammatical cohesive devices per 100 words of the TL text change as students progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

9. What are the differences between the use of grammatical cohesive devices in the consecutively interpreted Hungarian target language texts and the spontaneous Hungarian speech of the interpreter trainees?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It is supposed that, based on Bakti (2018), as students progress in their training, they will produce more grammatical cohesive ties through keeping fewer cohesive ties from the SL text and adding more cohesive ties of their own. When compared with the Hungarian spontaneous speech of the interpreter trainees, there will be more grammatical cohesive ties in the spontaneous speech than in the consecutively interpreted Hungarian target language texts.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

10. How does the frequency of occurrence of explicitation shifts change as interpreter trainees progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

11. How does the pattern of explicitation shifts change as interpreter trainees progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

12. Is there a move towards interpreting-specific explicitation operations in the consecutively interpreted Hungarian target language texts as students progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It is supposed that, based on Bakti (2022a) and Gumul (2017), the proportion of interpreting-specific explicitation shifts will increase, and the overall number of explicitation shifts will also increase in the consecutively interpreted Hungarian target language texts as students progress in their training.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

13. What problem areas or achievements do students mention in their retrospective comments?

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14. How does the focus of the retrospective comments change as students progress in their training?

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It is supposed that, based on Bakti (2021) and Gumul (2020), the focus of the retrospective comments will change and will reflect the development of interpreting competence.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

15. How does the evaluation of the target audience and interpreter trainers change as students progress in their training?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

16. How is the development of interpreting competence mirrored in the evaluative comments of the target audience, interpreter trainers and the related retrospective comments of the interpreter trainees?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It is supposed that, based on Liu (2018), the TL segments recorded at a later stage of training will receive better evaluations from the interpreter trainers and the target audience.
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