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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9.4 Methodology

9.4 Methodology

Jegyzet elhelyezéséhez, kérjük, lépj be.!

First, based on Gile (1995), problem triggers were identified in the SL texts. Problem triggers for the SL text used after semester 2 were identified by the author and by an MA student doing research into memory and interpreting, and for SL tests used after semesters 3 and 4, problem triggers were identified by the author of this monograph (See chapter 7, section 7.3, Table 7.4 for the detailed list of problem triggers in the SL texts.)

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the SL text students interpreted after the second semester of interpreter training, there were three sections with high information density, three enumerations, one section with numbers and one section with (potentially unknown) names. In the SL text students interpreted after the third semester of interpreter training, there was one section with high information density, five enumerations, one section with numbers and one section with (potentially unknown) names. In the SL text students consecutively interpreted after the fourth semester of training, there were two sections with high information density, three enumerations, one section with numbers and one section with (potentially unknown) names.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The TL renderings of the SL sections with problem triggers in consecutively interpreted Hungarian target language texts were analysed, and based on them, the strategies used by the trainee interpreters were identified based on Gile (1995) and Ribas (2012). In the data analysis, only descriptive statistics were used.
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