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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10.5 Summary

10.5 Summary

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Chapter ten dealt with the error-type disfluencies, repetitions and restarts observable in the consecutively interpreted Hungarian target language texts. The results related to disfluencies in the consecutively interpreted target language texts indicate that the frequency of incidence of ETDs, repetitions and restarts is not a function of the development stage students are in their interpreter training.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Comparisons with the spontaneous and extemporaneous speech samples of the interpreter trainees show a higher frequency of incidence of ETDs, repetitions and restarts in the consecutively interpreted Hungarian target language texts than in the extemporaneous and spontaneous speech of the interpreter trainees. This indicates the complexity of the interpreting task, even in the consecutive interpreting working mode. However, the averages hide considerable individual differences.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As concerns the most frequent types of ETDs, in all three speech conditions (CI, spontaneous and extemporaneous speech), grammar errors were the most frequent, followed by false word and false start errors. Grammar errors signal malfunctions during grammatical encoding, while false word errors can be related to lexical access issues (Gyarmathy, 2015). The origin of false start errors might be a bit more difficult to pinpoint, however, a possible explanation can be found in Petite (2005), namely that false starts might be connected to style or appropriateness repairs during consecutive interpreting.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

When examined together with restarts and repetitions, and excluding multiple cause errors, a similarly consistent pattern emerged across the semesters and speech conditions: repetitions were the most frequent, followed by grammar errors, with restarts ranking third. Repetitions and restarts are rooted in the uncertainty of the speaker (Gyarmathy, 2015), however, repetitions can also be used as a tool for gaining time during speech planning.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

These patterns suggest that speech type is a stronger factor determining their occurrence than expertise in interpreting. The content analysis of the Hungarian target language texts revealed that recordings made after semester two of the interpreter training were less faithful to the original than the target language texts produced after semesters three and four, however, producing more faithful texts after semesters three and four might have required more mental energy from the students, which might explain why there was no change in the frequency of occurrence of disfluencies signalling speech planning difficulties.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It has been shown that problem triggers also have an impact on speech production, in the light of ETD and disfluency data.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The results are in line with the results of Melicherčíkova (2020), who found in a one-semester longitudinal study that the proportion of hesitations, lengthenings and repairs did not change as students progressed in their interpreter training. The results are also in line with those of Bakti and Bóna (2023), who examined a longitudinal corpus of target texts (the target language texts of the four students participating in the study presented in this volume included), and looked at the frequency of occurrence of silent and filled pauses, and the duration of silent and filled pauses. They found that the frequency of occurrence of silent and filled pauses did not change as students progressed in their interpreting training. The average duration of silent pauses in the Hungarian target language texts did not change significantly as students progressed in their training, the average duration of filled pauses, however, decreased significantly between recordings made after semesters two and three and semester four.
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