The development of interpreting competence - 7.4 Summary

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Harvard

Bakti Mária (2025): The development of interpreting competence. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641696Letöltve: https://mersz.hu/hivatkozas/m1333tdoic_471/#m1333tdoic_471 (2025. 12. 05.)

Chicago

Bakti Mária. 2025. The development of interpreting competence. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641696 (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1333tdoic_471/#m1333tdoic_471)

APA

Bakti M. (2025). The development of interpreting competence. Akadémiai Kiadó. https://doi.org/10.1556/9789636641696. (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1333tdoic_471/#m1333tdoic_471)

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Table 7.5 Overview of the topics, research questions and presuppositions of the empirical investigations detailed in this volume

Chapter, topic	Research question	Presupposition
Chapter 8. Content analysis of the consecutively interpreted Hungarian target language texts	How does the fidelity of the consecutively interpreted TL texts change as students progress in their interpreter training?	Based on Liu (2008), as students progress in their interpreter training, the fidelity of the consecutively interpreted target language texts improves.
Chapter 9. Strategies used by interpreter trainees to cope with problem triggers in the source language texts	How does the strategy use of students change as they progress in their interpreter training?	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.
Chapter 10. Disfluencies in the consecutively interpreted Hungarian target language texts	1. What is the proportion of disfluencies in the consecutively interpreted target language texts of the interpreter trainees? 2. What are the shifts (if any) in the pattern of disfluencies as students progress in their training? 3. How does the disfluency pattern of the consecutively interpreted target language texts compare with that of the students’ spontaneous and extemporaneous Hungarian speech?	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 target language texts, indicating that speech production during consecutive 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.
Chapter 11. Shifts of grammatical cohesion in the consecutively interpreted Hungarian target language texts	1. What proportion of the SL cohesive devices is kept in the TL texts? 2. How does the frequency of occurrence of cohesive devices change as students progress in their training? 3. How does the proportion of cohesive devices/100 words of the TL text change as students progress in their training? 4. What are the differences between the use of cohesive devices in the consecutively interpreted target language texts and the spontaneous speech of the students of interpreting?	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.
Chapter 12. Explicitation shifts in the consecutively interpreted Hungarian target language texts	1. How does the frequency of occurrence of explicitation shifts changes as interpreter trainees progress in their training? 2. How does the pattern of explicitation shifts change as interpreter trainees progress in their training? 3. Is there a move towards interpreting-specific explicitation operations in the consecutively interpreted Hungarian target language texts as students progress in their training?	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 target language texts as students progress in their training.
Chapter 13. Students’ retrospective evaluative comments	1. What problem areas or achievements do students mention in their retrospective comments? 2. How does the focus of the retrospective comments change as students progress in their training?	Based on Bakti (2021) and Gumul (2020), the focus of the retrospective comments will change and will reflect the development of interpreting competence.
Chapter 14. Evaluation of the target audience and of interpreter trainers	1. How does the evaluation of the target audience and the interpreter trainers change as students progress in their training? 2. 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?	Based on Liu (2008), the TL segments recorded at a later stage in training will receive better evaluations from the interpreter trainers and the target audience.

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