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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9.5 Results
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9.5.1 Results according to problem trigger types

9.5.1 Results according to problem trigger types

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the case of SL sections with high information density, students of interpreting used the strategies of omission, generalization and mistranslation. The proportion of correctly rendered items and omissions is almost the same all through the three semesters, while in the TL texts recorded after the second semester there are some mistranslation (infelicities in Gile 1995’s terms), and in the TL texts recorded after the third and fourth semesters, generalizations are used. See Table 9.3 for details.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 9.3 Strategies used in the TL reformulation of high information density segments (in %)
Semester
Correctly rendered items
Omissions
Generalizations
Mistranslations
Total
2
77.5
16.25
–
6.25
100
3
75
16.7
8.3
–
100
4
72.2
19.5
8.3
–
100
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As students progressed in their training, the proportion of omissions slightly increased, and mistranslations were replaced with generalizations.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the case of sections with enumerations, students of interpreting used the strategies of omission, generalization and addition, in other words, adding items that were not included in the original enumeration, but did fit in. The proportion of correctly rendered items is decreasing as students progress in their training. See Table 9.4 for details. As students progressed in their training, the proportion of omissions and generalizations increased when dealing with enumerations.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 9.4 Strategies used in the TL reformulation of enumerations (in %)
Semester
Correctly rendered items
Omissions
Generalizations
Additions
Total
2
72.5
17.5
10
0
100
3
72.4
15.8
11.8
(1.3)*
100
4
53.6
25
21.4
0
100
* This figure is in brackets as the category addition was calculated (added) in addition to the total (100%).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the case of sections with names made up of many parts, students used a greater variety of strategies. In addition to omissions and generalizations, some of the names were rendered partially, while in other cases the original name was kept. The proportion of correctly rendered names increases as students progress in their training. See Table 9.5 for details. As students progressed in their training, the proportion of omissions decreased, together with that of generalizations, when dealing with names in the SL text.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 9.5 Strategies used in the TL reformulation of names (in %)
Semester
Correctly rendered items
Omissions
Generalizations
Mistranslations
Partial equivalent
Original
Total
2
25
0
75
0
0
0
100
3
12.5
25
25
12.5
12.5
12.5
100
4
58.4
8.3
25
0
8.3
0
100
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the case of sections with numbers, students predominantly used the strategy of omission. In addition, there were several cases of mistranslations. The proportion of correctly rendered items increased between the second and the third semesters and decreased between the third and fourth semesters. As students progressed in their training, the proportion of omissions increased when dealing with numbers. See Table 9.6 for details.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 9.6 Strategies used in the TL reformulation of numbers (in %)
Semester
Correctly rendered items
Omissions
Mistranslations
Total
2
87.5
4.2
8.3
100
3
100
0
0
100
4
60
10
30
100
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