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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10.4 Results
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10.4.4 Disfluency patterns

10.4.4 Disfluency patterns

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In this section, the most frequent disfluency types in the output of the interpreter trainees are presented. In other words, the disfluencies of repetitions and restarts are also included in the analysis, so the texts are analysed for the incidence of ETDs plus restarts and repetitions, and the proportions are calculated for the incidence of all of the categories (Table 10.10).

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In the consecutively interpreted target language texts, if multiple cause errors are excluded, the most frequent disfluencies were repetitions in all three semesters, followed by grammar errors, with restarts ranking third. The same pattern is observable for spontaneous speech as well, the only exception is extemporaneous speech, where repetitions were followed by multiple cause errors, with restarts ranking third.
 

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Table 10.10 The most frequent disfluency types in the interpreted target texts and in the spontaneous and extemporaneous speech of the interpreter trainees
Rank
Semester 2
Semester 3
Semester 4
Extemporaneous
Spontaneous
1
repetition 33.3%
repetition 29%
repetition 42%
repetition 73.7%
repetition 56.4%
2
grammar 15.9%
multiple cause 24.2 %
grammar 23.2%
multiple cause 21%
grammar 20%
3
restart 14.5%
grammar 19.35 %
multiple cause 10.1%
restart 5.3%
restart 16.4%
4
 
restart 16.1%
restart 10.1%
 
 
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

These results might suggest that as students of interpreting progress in their training, there are no observable changes in the characteristics of their speech production during consecutive interpreting. Instead, there is a general, individual disfluency pattern in speaking. As concerns the differences between interpreting and other forms of speech production, there is a lower proportion of repetitions in the consecutively interpreted target language texts in contrast to the spontaneous and extemporaneous conditions.
 

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Next, individual disfluency patterns are presented.
 
Figure 10.5 Disfluencies in the TL texts and in the spontaneous and extemporaneous speech of student Estrella
Note: S2: recordings made after semester 2, S3: recordings made after semester 3, S4: recordings made after semester 4, SP: spontaneous speech, EXT: extemporaneous speech.
 

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Restarts, repetitions and grammar errors dominate in the consecutively interpreted TL texts of Estrella (Figure 10.5), with false word errors in the recording made after semester two. A similar pattern of grammar errors, repetitions and restarts can be detected in her spontaneous speech, while her extemporaneous speech is characterized predominantly by restarts and repetitions.

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The consecutively interpreted TL texts of Luna are characterized by repetitions, false starts and grammar errors (Figure 10.6). In her spontaneous speech, repetitions, grammar errors and restarts are the most frequent disfluencies. In her extemporaneous speech, only repetitions were found.
 
Figure 10.6
Note: S2: recordings made after semester 2, S3: recordings made after semester 3, S4: recordings made after semester 4, SP: spontaneous speech, EXT: extemporaneous speech.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The disfluency pattern in the consecutively interpreted TL texts and spontaneous and extemporaneous speech of student Matador is illustrated in Figure 10.7. His TL texts are characterized by repetitions, grammar errors, and restarts. In his spontaneous speech, the most frequently occurring disfluencies are restarts and repetitions, whereas in his extemporaneous speech repetitions dominate.
 
Figure 10.7 Disfluencies in the TL texts and in the spontaneous and extemporaneous speech of student Matador
Note: S2: recordings made after semester 2, S3: recordings made after semester 3, S4: recordings made after semester 4, SP: spontaneous speech, EXT: extemporaneous speech.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the TL texts of Senorita, grammar and false start errors can be found, together with restarts. In her spontaneous speech, repetitions and grammar errors are the most frequent, while in her extemporaneous speech, multiple cause errors and repetitions were detected most frequently (Figure 10.8).
 
Figure 10.8 Disfluencies in the TL texts and in the spontaneous and extemporaneous speech of student Senorita
Note: S2: recordings made after semester 2, S3: recordings made after semester 3, S4: recordings made after semester 4, SP: spontaneous speech, EXT: extemporaneous speech.
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