The development of interpreting competence - 10.3 Methodology

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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10.3 Methodology

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Harvard

Bakti Mária (2025): The development of interpreting competence. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641696Letöltve: https://mersz.hu/hivatkozas/m1333tdoic_609/#m1333tdoic_609 (2025. 12. 05.)

Chicago

Bakti Mária. 2025. The development of interpreting competence. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641696 (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1333tdoic_609/#m1333tdoic_609)

APA

Bakti M. (2025). The development of interpreting competence. Akadémiai Kiadó. https://doi.org/10.1556/9789636641696. (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1333tdoic_609/#m1333tdoic_609)

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Disfluencies were identified in the transcribed TL texts, spontaneous and extemporaneous texts, using the taxonomy of Gósy et al. (2009). This choice was made to make it possible to compare the results to previous research results. The categories of restarts and repetitions were also included in the analysis, although, in the strict sense, they are not considered as ETDs. Gyarmathy (2015), for instance, finds the category of restarts a rather controversial one, as this phenomenon can be considered both as an error type disfluency and as a disfluency rooted in uncertainty. Table 10.2 provides an overview of the categories used in the analysis, together with their definitions and examples.

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Table 10.2 Disfluency categories analysed, with definitions and examples

Category	Definition ( Gósy et al. 2009 , Gyarmathy 2015 )	Examples from the Hungarian TL texts
false word	instead of the appropriate word, there is a different word in the surface structure	amelyből 33 ma_nagyképzés (L2)
grammar error	a morphological or syntactical structure that is inconsistent with the norm	amely walesi Swansea-ban található (E4)
blend	blend of two signs	most pedig anélkül, hogy, a teljesség igénye nélkül (S4)
false start	articulation of a sound or a string of speech sounds which do not constitute a word	lehetőségük van a diákoknak els_ tanulni (L4)
TOT	knowledge of the morphology of the intended word, inhibition of the articulation of the phonetic structure	kapott segítséget a tanulmányaihoz, vagyis ösztöndíjat (L2)
ordering problems	perseveration, anticipation, metathesis	téz évben, tíz évben (E2)
slip	errors in articulation, adding, replacing or deleting speech sound (deletion, insertion, replacement)	matekailag, matematikailag (E2)
restart	pronunciation of the activated and partly uttered word	ál, a szakaszok általában rövidebbek (M3)
repetition		építkezésen és és felújításon esett át (E4)
multiple cause	errors that fit into more than one of the above categories	működik a az oktatás (M4) (could be seen both as a restart or a corrected grammar error)

Note: Examples are given with the initial of the pseudonym of the student and the semester at the end of which the recordings were made in brackets.

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