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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9.5.2 Individual results

9.5.2 Individual results

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The results reported in section 9.5.1 hide considerable individual differences. In this section, the individual results of the four students are summarized.

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First, strategies used in sections with high information density are described. Overall, more than 70% of the problem triggers related to high information density were correctly rendered by the trainees, with omission being the most frequently used strategy, followed by generalization. Individual results provide us with more details.

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In the SL texts of Estrella (Table 9.7), there is a distinct trend of omitting information in the TL text recorded after the third semester, and a bouncing back, with 100% of the information correctly rendered in the recording made after the fourth semester.
 

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Table 9.7 Estrella, frequency of use of strategies when interpreting high information density sections (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
85
33
100
Omissions
5
67
–
Generalizations
–
–
–
Mistranslations
10
–
–
Total
100
100
100
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the case of student Luna (Table 9.8), an opposite trend can be observed. After semester three, she rendered sections with high information density flawlessly, while after semester four, her performance was the worst among the three semesters examined, with a rather high proportion of mistranslations.
 

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Table 9.8 Luna, frequency of use of strategies when interpreting high information density sections (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
75
100
44.5
Omissions
20
–
33.3
Generalization
–
–
–
Mistranslations
5
–
22.2
Total
100
100
100
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the case of student Matador (Table 9.9), a similar trend to Luna’s can be observed. His target language output after semesters two and four are quite similar concerning the proportion of correct renderings, the only shift is the shift towards omissions from mistranslations.
 

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Table 9.9 Matador, frequency of use of strategies when interpreting high information density sections (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
80
100
77.8
Omissions
10
–
22.2
Generalizations
–
–
–
Mistranslations
10
–
–
Total
100
100
100
 

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Student Senorita (Table 9.10) had the most constant performance during the three semesters in the light of correct renditions of high information density sections. All through the three semesters, she rendered about 68% of the high density sections’ problem triggers correctly and used the strategies of omission or generalization to make up for the lost information.
 

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Table 9.10 Senorita, frequency of use of strategies when interpreting high information density sections (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
70
67
66.7
Omissions
30
–
22.2
Generalizations
–
33
–
Mistranslation s
–
–
11.1
Total
100
100
100
 

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Second, the strategies used by students in the rendering of enumerations is examined.

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In general, as students progressed in their training, there was a decrease in the proportion of correctly rendered items, and a shift towards a greater use of omissions and generalizations.
 

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The proportion of correctly rendered items is decreasing as student Estrella progresses in her training (Table 9.11), with the proportion of omissions increasing, and with some generalizations after semester three.
 

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Table 9.11 Estrella, frequency of use of strategies when interpreting enumerations (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
90
84.2
81
Omissions
10
–
19
Generalizations
–
15.8
–
Mistranslations
–
–
–
Total
100
100
100
 

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In the Hungarian target language texts of Student Luna (Table 9.12), a strong shift towards generalizations can be observed when rendering enumerations as she progresses in her training. This strategy gradually replaces omissions.
 

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Table 9.12 Luna, frequency of use of strategies when interpreting enumerations (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
70
68.4
33.3
Omissions
30
15.8
14.3
Generalizations
–
15.8
52.4
Mistranslations
–
–
–
Total
100
100
100
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Student Matador (Table 9.13) seems to be rather consistent in his strategy use, with omissions and generalizations having a similar proportion in his target language output in the target texts recorded after semesters two and three, and a shift from generalizations towards omissions in the target language text recorded after semester four. The proportion of correctly rendered items in enumerations remained almost the same.
 

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Table 9.13 Matador, frequency of use of strategies when interpreting enumerations (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
65
63.2
61.9
Omissions
20
21
33.3
Generalizations
15
15.8
4.8
Mistranslations
–
–
–
Total
100
100
100
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Student Senorita’s strategies (Table 9.14) concerning enumerations also included omissions and generalizations, and she was the only student who used the strategy of addition. As the proportions are given in comparison to the original number of items, additions appear as if an extra item were given to a list, hence values above 100% in Table 9.14 In Senorita’s case, the proportion of both omissions and generalizations increases as she progresses in her training.
 

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Table 9.14 Senorita, frequency of use of strategies when interpreting enumerations (%)
 
Semester 2
Semester 3
Semester 4
Correct renditions
65
73.7
38.1
Omissions
10
26.5
33.3
Generalizations
25
–
28.6
Mistranslations
–
–
–
Total
100
100
100
Addition
–
5.26
 
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In summary, we can say that as students progress in their training, they increasingly use the strategies of omission and generalization. In light of Albl-Mikasa’s (2012) results, this suggests that they know what they can omit, without serious consequences.
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