Mária Bakti: The development of interpreting competence
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9 Strategies used by interpreter trainees to cope with problem triggers in the source language texts
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9.2 Problem triggers and coping tactics in consecutive interpreting (CI)

9.2 Problem triggers and coping tactics in consecutive interpreting (CI)

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Gile’s (1995) Effort Models were originally developed for simultaneous interpreting, and, by the same token, the problem triggers and coping tactics were first described for simultaneous interpreting. It can be stated that problem triggers tend to be the similar in both SI and consecutive interpreting. See Table 9.1 for a summary.
 

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Table 9.1 Problem triggers in simultaneous and consecutive interpreting
Simultaneous interpreting
Consecutive interpreting
Problems arising from an increase in processing capacity requirements
(1) High density of the SL speech
high rate of delivery
high density of information content
enumerations
speeches read out be the SL Speaker
(1) High density of the SL speech
high rate of delivery
high density of information content
enumerations
speeches read out be the SL Speaker
(2) External factors
quality of sound
technical terms
strong accents
incorrect grammar and lexical usage
unusual linguistic style and reasoning style
(2) External factors
quality of sound
technical terms
strong accents
incorrect grammar and lexical usage
unusual linguistic style and reasoning style
(3) Unknown names
composed of several words
or
names whose TL version is unknown to the interpreter
(3) Unknown names
composed of several words
or
names whose TL version is unknown to the interpreter
(4) Saturation
(syntactically different languages)
(4) Saturation
(syntactically different languages)
Problems associated with signal vulnerability
numbers
short names
acronyms
numbers
short names
acronyms
 

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Even though problem triggers tend to be similar in both SI and CI, there might be considerable differences in the coping tactics interpreters use during simultaneous and consecutive interpreting. Gile (1995, pp. 204–205) also refers to the differences in terms of coping tactics between the two working modes. In contrast to simultaneous interpreting, in consecutive interpreting the delay tactic is slightly different; it means waiting or leaving out a blank space in the notes. In addition, there are no boothmates to help the interpreter in CI. During CI, the interpreter has the option to ask for clarification from the SL Speaker after he or she has finished a SL segment. Furthermore, in CI, the segmentation tactic can be used in the reformulation phase. When faced with high information content, interpreters in the consecutive mode might stop taking notes and instead listen and rely on their memory.

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The coping tactics used in the two working modes are listed in Table 9.2.
 

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Table 9.2 Coping tactics in simultaneous and consecutive interpreting
Simultaneous interpreting
Consecutive interpreting
Comprehension tactics
Delaying the response
Waiting or leaving part of the notes blank
Reconstructing the segment with the help of the context
Reconstructing the segment with the help of the context
Using the boothmate’s help
–
Consulting documents in the booth
Consulting documents the interpreter has prepared/has with him/her
Preventive tactics
Taking notes
Taking notes
Changing the EVS
–
Segmentation
Part of reformulation
Changing the order of elements in an enumeration
Changing the order of elements in an enumeration
Reformulation tactics
Delaying the response
–
Using the boothmate’s help
–
Consulting documents in the booth
Consulting documents the interpreter has prepared/has with him/her
Replacing a segment with a superordinate term or a more general speech segment
Replacing a segment with a superordinate term or a more general speech segment
Explaining or paraphrasing
Explaining or paraphrasing
Reproducing the sound heard in the source-language speech
Reproducing the sound heard in the source-language speech
Instant naturalization
Instant naturalization
Transcoding
Transcoding
Informing delegates of an interpretation problem
Informing delegates of an interpretation problem (if it is not possible to ask for clarification from the SL Speaker)
Referring delegates to another information source
Referring delegates to another information source
Omitting the information
Omitting the information
Parallel reformulation
Parallel reformulation
Switching off the microphone
–
 
Asking for clarification from the SL Speaker
 
Segmentation
Source: Based on Gile (1995).
 

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Strategies to overcome problem triggers are of crucial importance in the development of interpreting competence and the acquisition of interpreting expertise, as experts tend to be better problem solvers (Göpferich et al., 2010), and experienced interpreters cope with increased cognitive load better than less experienced interpreters (Goldman-Eisler, 1972). In addition, experts produce fewer errors (Liu, 2008).
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