Mária Bakti: The development of interpreting competence
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10 Disfluencies in the consecutively interpreted Hungarian target language texts of the interpreter trainees
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10.2 Disfluencies in interpreted target language texts

10.2 Disfluencies in interpreted target language texts

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Studies on fluency and pauses in interpreting have dominantly focused on simultaneous interpreting, including studies on pauses (Tissi, 2000) and self-repairs (Petite, 2005).

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An analysis of error-type disfluencies (ETDs) in simultaneously interpreted Hungarian target language texts has shown that restarts, grammar errors and false word errors were the most frequent ETDs in the output of trainee interpreters (Bakti, 2009), and the ETDs/100 words of the target text were between 2.8 and 6.2 for trainee interpreters (Bakti, 2013).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

However, the psycholinguistic aspects of CI have been less widely investigated to date. Mead (2000, 2002) examined the control of pauses by trainee and professional interpreters in their A and B languages, and found that the proportion of pauses was higher in the output of trainee interpreters when they were interpreting into their B language. In addition, Mead’s results show that with the increase in interpreting experience, the proportion of hesitations related to grammatical and lexical problems decreased. Bóna and Bakti (2020) compared the disfluency patterns of spontaneous, extemporaneous, consecutively interpreted and sight translated texts and found that the occurrence of disfluencies is a function of the interpreting working mode; this finding was based on a cross-sectional study.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Melicherčíková (2020) found that the frequency of occurrence of disfluencies does not change as students progress in their training. Bakti and Bóna (2023) analysed the consecutively interpreted Hungarian target language texts of seven interpreter trainees, including the four interpreter trainees participating in this investigation. Bakti and Bóna (2023) looked at the frequency of occurrence of silent and filled pauses and the duration of silent and filled pauses in the recordings of the target language texts made after the second, third and fourth semesters of the students’ MA training. The results indicate that the frequency of occurrence of silent and filled pauses did not change in the target language texts as students progressed in their training. The average duration of silent pauses did not change significantly in the target language texts, either. However, the average duration of filled pauses decreased significantly as students progressed in their training.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In this chapter, error-type disfluencies are examined in the output of the four students as they progress in their training. Results are compared with the disfluency pattern of the students’ spontaneous and extemporaneous speech.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The aim of this chapter is to answer the following research questions:

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  1. What is the proportion of disfluencies in the consecutively interpreted target language texts of the interpreter trainees?
  2. What are the shifts (if any) in the pattern of disfluencies as students progress in their training?
  3. How does the disfluency pattern of the consecutively interpreted target language texts compare with that of the students’ spontaneous and extemporaneous Hungarian speech?
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Based on Bakti (2019), Bakti and Bóna (2023), and Melicherčíková (2020), my presupposition is that there will be no considerable changes in the disfluency pattern of the consecutively interpreted Hungarian target language texts as interpreter trainees progress in their training. When compared with their spontaneous and extemporaneous speech, there will be more disfluencies in the consecutively interpreted target language texts, indicating that speech production during consecutive interpreting requires higher cognitive load. A competing presupposition might be that, as students’ interpreting competence develops during interpreter training, trainee interpreters learn how to best use their mental energy or attentional resources during interpreting. In the course of this process of expert skill acquisition, some of the processes involved in CI become automatic (Albl-Mikasa, 2013), which in turn will influence the frequency of occurrence of ETDs in the target language texts.
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