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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9.3 Empirical research into problem triggers in consecutive interpreting

9.3 Empirical research into problem triggers in consecutive interpreting

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Ribas (2012) analysed problem triggers and strategies in consecutive interpreting, comparing the TL output of beginner and advanced students of interpreting in terms of the strategies they apply and their perception of the success of these strategies.

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Based on the reports of students of interpreting, she identified four groups of problems in CI (Ribas, 2012, pp. 821–824): (1) problems related to Listening and Understanding, (2) problems related to Note-taking, (3) problems related to the Decoding of Notes, and (4) problems related to Expressing and Reformulating. As note-taking falls outside of the scope of this work, problems and strategies related to note-taking and note-reading are not detailed here.

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Problems related to Listening and Understanding included the lack of understanding of the SL text, numbers, lack of common sense, speed of delivery of the SL text, unfamiliarity with the topic, sound problems, length of the SL text, information density, lack of practice and lack of attention or concentration. Problems related to Expressing and Reformulating included the lack of understanding of the SL text, feeling nervous, lack of confidence, unclear notes, overuse of connectors, and students having problems expressing themselves.

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Ribas (2012) has identified several strategies students of interpreting used when dealing with the problems listed above. Strategies applied to solving problems connected to the Listening and Understanding phase of CI include generalizing, omitting, using common sense, adding wrong information, summarizing, paying more attention to the SL text, leaving items in English (SL) and paraphrasing. Strategies used in solving problems related to Expression and Reformulation include adding wrong information, trying to calm down, trying to avoid calques, choosing the right terms, summarising, omitting, using common sense and paying more attention.

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Ribas (2012) also found that novice students reported more problems than advanced students, and that novice students reported problems especially related to the understanding of the SL text and to taking and decoding notes. In addition, novices reported more problems related to the technicalities of taking and decoding notes, and they also reported more often that they were nervous or that they lacked confidence. In contrast, advanced students reported problems related to concentration in the note-reading phase of interpreting.

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Ribas (2012) reports the following results related to students’ perception of the effectiveness of their problem-solving. Novices reported a greater ability of solving problems related to the understanding the SL text, while advanced students reported that they felt their problem solving was not satisfactory, for example in the case of problems related to numbers. This might be explained by the fact that the more students have progressed in their training, the more critical they are of their performance.

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In addition, novices seem to use more strategies than advanced students, which might be explained by the fact that novices also report more problems. However, advanced students use a wider range of strategies than novice students. While novices tend to add wrong information (as a strategy), advanced students use more omissions, and they use summarizing and paraphrasing more often. Ribas (2012, p. 830) concludes that these strategies require more practice and a greater mastery of discourse analysis than strategies used by novices. There were some strategies used only by advanced students when reformulating in the TT, these are summarizing, omitting, applying common sense and paying more attention.

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This leads to the following research question: How does strategy use of students change as they progress in their interpreter training?

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Based on Ribas (2012), my presupposition is that 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.
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