{"title":"Meta-analysis and replication in interpreting studies","authors":"C. Mellinger, Thomas A. Hanson","doi":"10.1075/intp.00037.mel","DOIUrl":"https://doi.org/10.1075/intp.00037.mel","url":null,"abstract":"","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"22 1","pages":"140-149"},"PeriodicalIF":1.9,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41312502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract We present here an ethnographic study of asylum court interpreting with remote participants and video links. First, we describe the multimodal resources interpreters have at their disposal to manage turn-taking and begin interpreting while an asylum seeker’s answer to a question has not come yet to a recognizable completion point. We distinguish between ‘implicit’ configurations, in which a collaborative turn transition is apparently achieved through reorientations of body and gaze, the use of discourse markers, or other conversational strategies, like overlaps and cases where a turn transition is achieved through the use of ‘explicit’ resources such as instructions to stop and requests to give brief answers. We show that the collaborative production of such long answers is affected by the remote placement of the interpreter, and that recurrent trouble in the management of turn transitions between the asylum seeker and the interpreter during extended narratives may be detrimental to the asylum seeker’s case.
{"title":"The interpreter as a sequential coordinator in courtroom interaction","authors":"C. Licoppe, Clair-Antoine Veyrier","doi":"10.1075/intp.00034.lic","DOIUrl":"https://doi.org/10.1075/intp.00034.lic","url":null,"abstract":"Abstract We present here an ethnographic study of asylum court interpreting with remote participants and video links. First, we describe the multimodal resources interpreters have at their disposal to manage turn-taking and begin interpreting while an asylum seeker’s answer to a question has not come yet to a recognizable completion point. We distinguish between ‘implicit’ configurations, in which a collaborative turn transition is apparently achieved through reorientations of body and gaze, the use of discourse markers, or other conversational strategies, like overlaps and cases where a turn transition is achieved through the use of ‘explicit’ resources such as instructions to stop and requests to give brief answers. We show that the collaborative production of such long answers is affected by the remote placement of the interpreter, and that recurrent trouble in the management of turn transitions between the asylum seeker and the interpreter during extended narratives may be detrimental to the asylum seeker’s case.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"22 1","pages":"56-86"},"PeriodicalIF":1.9,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/intp.00034.lic","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examined the link between listeners’ perceptions of the quality of interpretation and their beliefs about the interpreter. Two groups of Mandarin-speaking participants were shown a video of a speech by President Obama being interpreted into Mandarin Chinese by a non-native Mandarin-speaking interpreter. The participants in one group were shown a photo of a Chinese-looking man alongside the video and those in the other group were shown a photo of a non-Chinese-looking man. The quantitative results showed that those who believed they were listening to a non-Chinese interpreter judged the interpretation more positively than those who believed they were listening to a Chinese interpreter. The qualitative results showed that the participants in the non-Chinese condition attributed the non-native features of the interpretation to the interpreter’s being a foreigner, and that they naturally used the language competence of non-native speakers as the standard of comparison. In this case, the participants’ perceptions of quality could also be explained by the interpreter’s perceived association with a highly esteemed group in China, and his ability to interpret into Chinese generated a sense of national self-esteem among the participants. Overall, the findings show that factors other than the features identifiable in an interpretation can influence the perception of quality of interpretation.
{"title":"Interpreters’ perceived characteristics and perception of quality in interpreting","authors":"A. Cheung","doi":"10.1075/intp.00033.che","DOIUrl":"https://doi.org/10.1075/intp.00033.che","url":null,"abstract":"Abstract This study examined the link between listeners’ perceptions of the quality of interpretation and their beliefs about the interpreter. Two groups of Mandarin-speaking participants were shown a video of a speech by President Obama being interpreted into Mandarin Chinese by a non-native Mandarin-speaking interpreter. The participants in one group were shown a photo of a Chinese-looking man alongside the video and those in the other group were shown a photo of a non-Chinese-looking man. The quantitative results showed that those who believed they were listening to a non-Chinese interpreter judged the interpretation more positively than those who believed they were listening to a Chinese interpreter. The qualitative results showed that the participants in the non-Chinese condition attributed the non-native features of the interpretation to the interpreter’s being a foreigner, and that they naturally used the language competence of non-native speakers as the standard of comparison. In this case, the participants’ perceptions of quality could also be explained by the interpreter’s perceived association with a highly esteemed group in China, and his ability to interpret into Chinese generated a sense of national self-esteem among the participants. Overall, the findings show that factors other than the features identifiable in an interpretation can influence the perception of quality of interpretation.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"22 1","pages":"35-55"},"PeriodicalIF":1.9,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44135557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article reports the findings of an empirical study on the process of note-taking in consecutive interpreting (CI). The focus is on the data collected via digital pen recording and voice recording while professional interpreters performed CI between Chinese (L1) and English (L2). In both directions of interpreting, the study found that the interpreters preferred language to symbol and English to Chinese. It was also found that the physical and temporal demands of symbol and abbreviation notes were lower than those of language and full word notes, respectively, whereas the ear-pen span (EPS) of symbol notes was longer than that of language notes. As to the relationship between note-taking and interpreting performance, the data showed that a higher percentage of English notes was correlated with a worse performance in both directions of interpreting. There were also some differences between the directions: in E-C interpreting, the performance was better when the EPS was shorter, when the participants used more symbol notes, and when they used fewer language notes, but in C-E interpreting, the quality of performance was positively correlated with the quantity of notes.
{"title":"The process of note-taking in consecutive interpreting","authors":"Sijia Chen","doi":"10.1075/intp.00036.che","DOIUrl":"https://doi.org/10.1075/intp.00036.che","url":null,"abstract":"Abstract This article reports the findings of an empirical study on the process of note-taking in consecutive interpreting (CI). The focus is on the data collected via digital pen recording and voice recording while professional interpreters performed CI between Chinese (L1) and English (L2). In both directions of interpreting, the study found that the interpreters preferred language to symbol and English to Chinese. It was also found that the physical and temporal demands of symbol and abbreviation notes were lower than those of language and full word notes, respectively, whereas the ear-pen span (EPS) of symbol notes was longer than that of language notes. As to the relationship between note-taking and interpreting performance, the data showed that a higher percentage of English notes was correlated with a worse performance in both directions of interpreting. There were also some differences between the directions: in E-C interpreting, the performance was better when the EPS was shorter, when the participants used more symbol notes, and when they used fewer language notes, but in C-E interpreting, the quality of performance was positively correlated with the quantity of notes.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"22 1","pages":"117-139"},"PeriodicalIF":1.9,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47889247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This experimental study examines whether use of a corpus-based terminological preparation procedure, managed by a term extraction tool (Syllabs Tools) and a concordance tool (on the Sketch Engine platform), enables trainee interpreters (Chinese A, English B) to achieve greater accuracy in a simultaneous interpreting (SI) task on a specialised topic. Twenty-two interpreting students on a one-year MA course in the UK were divided into a test group (10 students) and a control group (12 students). Nine days before the experiment, which involved SI from the A into the B language as well as vice versa, both groups were given preparatory documentation in both languages. In addition, the test group received term lists automatically generated by the extraction tool and used the Sketch Engine concordance tool. The control group extracted terms manually and did not have the concordance tool. Terminological accuracy in SI was found to be significantly higher, with fewer omissions, even when terms occurred in rapid succession, in the test group. All students afterwards participated in focus group discussions, providing feedback on the effectiveness of their preparation and an estimate of the time they had dedicated to it. In addition, their recall of terms was tested two months later by completion of a 15-item quiz and was found to be significantly better in the test group.
{"title":"Corpus-based terminological preparation for simultaneous interpreting","authors":"Ran Xu","doi":"10.1075/INTP.00002.XU","DOIUrl":"https://doi.org/10.1075/INTP.00002.XU","url":null,"abstract":"This experimental study examines whether use of a corpus-based terminological preparation procedure, managed by a term extraction tool (Syllabs Tools) and a concordance tool (on the Sketch Engine platform), enables trainee interpreters (Chinese A, English B) to achieve greater accuracy in a simultaneous interpreting (SI) task on a specialised topic. Twenty-two interpreting students on a one-year MA course in the UK were divided into a test group (10 students) and a control group (12 students). Nine days before the experiment, which involved SI from the A into the B language as well as vice versa, both groups were given preparatory documentation in both languages. In addition, the test group received term lists automatically generated by the extraction tool and used the Sketch Engine concordance tool. The control group extracted terms manually and did not have the concordance tool. Terminological accuracy in SI was found to be significantly higher, with fewer omissions, even when terms occurred in rapid succession, in the test group. All students afterwards participated in focus group discussions, providing feedback on the effectiveness of their preparation and an estimate of the time they had dedicated to it. In addition, their recall of terms was tested two months later by completion of a 15-item quiz and was found to be significantly better in the test group.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"20 1","pages":"29-58"},"PeriodicalIF":1.9,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/INTP.00002.XU","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41503860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past decade, interpretation assessment has played an increasingly important role in interpreter education, professional certification, and interpreting research. The time-honored assessment method is based on analysis of (para)linguistic features of interpretation (including such items as omissions, substitutions, un/filled pauses and self-corrections). Recently, use of descriptor-based rating scales to assess interpretation has emerged as a viable alternative (e.g., Angelelli 2009 ; Han 2015 , 2016 ; J. Lee 2008 ; Tiselius 2009 ), arguably providing a basis for reliable, valid and practical assessments. However, little work has been done in interpreting studies to ascertain the assumed benefits of this emerging assessment practice. Based on 17 international peer-reviewed journals over the last twelve years (2004–2015), and other related publications (e.g., scholarly books, reports, documents), this article provides an overview of practices in scale-based interpretation assessment, focusing on four major aspects: (a) rating scales; (b) raters; (c) rating procedures; (d) reporting of assessment outcomes. Problem areas and possible emerging trends in interpretation assessment are examined, identifying a number of future research needs.
在过去的十年中，口译评估在口译教育、专业认证和口译研究中发挥着越来越重要的作用。历史悠久的评估方法是基于对口译(段落)语言特征的分析(包括省略、替换、未填/未填的停顿和自我纠正等项目)。最近，使用基于描述符的评分量表来评估口译已成为一种可行的替代方案(例如，Angelelli 2009;韩2015,2016;J. Lee 2008;Tiselius 2009)，可以说为可靠、有效和实用的评估提供了基础。然而，在解释研究以确定这种新兴评估实践的假定好处方面所做的工作很少。本文基于过去12年(2004-2015)的17种国际同行评议期刊，以及其他相关出版物(如学术书籍、报告和文件)，概述了基于量表的口译评估的实践，重点关注四个主要方面:(a)评级量表;(b)评级机构;(c)评级程序;(d)报告评估结果。研究了口译评估的问题领域和可能出现的趋势，确定了一些未来的研究需求。
{"title":"Using rating scales to assess interpretation: Practices, problems and prospects","authors":"Chao Han","doi":"10.1075/INTP.00003.HAN","DOIUrl":"https://doi.org/10.1075/INTP.00003.HAN","url":null,"abstract":"Over the past decade, interpretation assessment has played an increasingly important role in interpreter education, professional certification, and interpreting research. The time-honored assessment method is based on analysis of (para)linguistic features of interpretation (including such items as omissions, substitutions, un/filled pauses and self-corrections). Recently, use of descriptor-based rating scales to assess interpretation has emerged as a viable alternative (e.g., Angelelli 2009 ; Han 2015 , 2016 ; J. Lee 2008 ; Tiselius 2009 ), arguably providing a basis for reliable, valid and practical assessments. However, little work has been done in interpreting studies to ascertain the assumed benefits of this emerging assessment practice. Based on 17 international peer-reviewed journals over the last twelve years (2004–2015), and other related publications (e.g., scholarly books, reports, documents), this article provides an overview of practices in scale-based interpretation assessment, focusing on four major aspects: (a) rating scales; (b) raters; (c) rating procedures; (d) reporting of assessment outcomes. Problem areas and possible emerging trends in interpretation assessment are examined, identifying a number of future research needs.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"20 1","pages":"59-95"},"PeriodicalIF":1.9,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/INTP.00003.HAN","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43667029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines interpreted group work situations involving deaf and hearing senior high school students, using Norwegian Sign Language and spoken Norwegian. The research question is: how does the sign language interpreter explicitly coordinate turn-taking in group work dialogues among deaf and hearing students? Video recordings of authentic learning situations constitute the basis for analysis of how a sign language interpreter uses multimodal actions to convey information that is used by the deaf and hearing students in establishing a shared focus of attention and thus coordinating their turn-taking. Five types of actions were recurrently identified: construction of visual gestures; timing of the interpreter’s input; use of gaze to negotiate for the deaf students’ speaking turns; left-right shifts in body position to convey information about which of the hearing students is speaking; and backward-forward shifts in body position to negotiate for shared attention. The analysis draws mainly on concepts developed by Goffman ( 1959 , 1981 ), Goodwin ( 1994 , 2000 , 2007 ) and Wadensjo (1998) . The discussion examines implications for the educational interpreter’s role set ( Sarangi 2010 , 2011 ), and the dual responsibility s/he fulfils by not only interpreting the students’ utterances, but also explicitly coordinating their interaction.
{"title":"How sign language interpreters use multimodal actions to coordinate turn-taking in group work between deaf and hearing upper secondary school students","authors":"Sigrid Slettebakk Berge","doi":"10.1075/INTP.00004.BER","DOIUrl":"https://doi.org/10.1075/INTP.00004.BER","url":null,"abstract":"This study examines interpreted group work situations involving deaf and hearing senior high school students, using Norwegian Sign Language and spoken Norwegian. The research question is: how does the sign language interpreter explicitly coordinate turn-taking in group work dialogues among deaf and hearing students? Video recordings of authentic learning situations constitute the basis for analysis of how a sign language interpreter uses multimodal actions to convey information that is used by the deaf and hearing students in establishing a shared focus of attention and thus coordinating their turn-taking. Five types of actions were recurrently identified: construction of visual gestures; timing of the interpreter’s input; use of gaze to negotiate for the deaf students’ speaking turns; left-right shifts in body position to convey information about which of the hearing students is speaking; and backward-forward shifts in body position to negotiate for shared attention. The analysis draws mainly on concepts developed by Goffman ( 1959 , 1981 ), Goodwin ( 1994 , 2000 , 2007 ) and Wadensjo (1998) . The discussion examines implications for the educational interpreter’s role set ( Sarangi 2010 , 2011 ), and the dual responsibility s/he fulfils by not only interpreting the students’ utterances, but also explicitly coordinating their interaction.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"20 1","pages":"96-125"},"PeriodicalIF":1.9,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45896395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive load is a major source of processing difficulties in both interpreting and monolingual speech. This article focuses on measurement of cognitive load by examining the occurrence rate of the disfluency uh(m) in two corpora of naturalistic language: the EPICG, with specific reference to Dutch interpretations of French source texts in the European Parliament; and the sub-corpus of non-interpreted parliamentary speeches from the Spoken Dutch Corpus. In both corpora, the frequency per utterance of uh(m) was studied, in relation to delivery rate, lexical density, presence of numbers and formulaicity (i.e. the number of N-grams), as a Generalised Additive Mixed-effects Model: the frequency of uh(m) in interpretations increases with the lexical density of the source text, while it is inversely related to the formulaicity of both the source text and the target text. These findings indicate the maintenance of a cognitive equilibrium between input load and output load.
{"title":"The cognitive load of interpreters in the European Parliament: A corpus-based study of predictors for the disfluency uh(m)","authors":"Koen Plevoets, Bart Defrancq","doi":"10.1075/INTP.00001.PLE","DOIUrl":"https://doi.org/10.1075/INTP.00001.PLE","url":null,"abstract":"Cognitive load is a major source of processing difficulties in both interpreting and monolingual speech. This article focuses on\u0000measurement of cognitive load by examining the occurrence rate of the disfluency uh(m) in two corpora of\u0000naturalistic language: the EPICG, with specific reference to Dutch interpretations of French source texts in the European\u0000Parliament; and the sub-corpus of non-interpreted parliamentary speeches from the Spoken Dutch Corpus. In both corpora, the\u0000frequency per utterance of uh(m) was studied, in relation to delivery rate, lexical density, presence of numbers\u0000and formulaicity (i.e. the number of N-grams), as a Generalised Additive Mixed-effects Model: the frequency of\u0000 uh(m) in interpretations increases with the lexical density of the source text, while it is inversely related\u0000to the formulaicity of both the source text and the target text. These findings indicate the maintenance of a cognitive\u0000equilibrium between input load and output load.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"20 1","pages":"1-28"},"PeriodicalIF":1.9,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/INTP.00001.PLE","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Demi Krystallidou, C. V. Walle, M. Deveugele, Evangelia Dougali, Fien Mertens, Amélie Truwant, E. V. Praet, P. Pype
In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.
{"title":"Training 'doctor-minded' interpreters and 'interpreter-minded' doctors : the benefits of collaborative practice in interpreter training","authors":"Demi Krystallidou, C. V. Walle, M. Deveugele, Evangelia Dougali, Fien Mertens, Amélie Truwant, E. V. Praet, P. Pype","doi":"10.1075/INTP.00005.KRY","DOIUrl":"https://doi.org/10.1075/INTP.00005.KRY","url":null,"abstract":"In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.","PeriodicalId":51746,"journal":{"name":"Interpreting","volume":"20 1","pages":"126-144"},"PeriodicalIF":1.9,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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