Contribution of research to interpreter training Helsinki, August 2012 Daniel Gile...

Contribution of research to interpreter trainingHelsinki, August 2012

Daniel Gile

[email protected]

www.cirinandgile.com

D Gile Contrib res Rome 1

mailto:[email protected]

http://www.cirinandgile.com/

Introduction

In this overview and analysis,will include “pre-theoretical”/PRG contributions,theoretical contributions, empirical contributions:

In the field, the boundaries between PRG and “proper research” are often fuzzy

And when focusing on the contribution to training,Information, including information on prescriptive positions,can be valuable regardless of its academic/scientific status.


PRG (1)

Hundreds of publications, including dozens of books.

Well-known examples in the “West”:Rozan 1956 La prise de notes en consécutive

Seleskovitch & Lederer 1989 Pédagogie raisonnée de l’interprétation

Basis for AIIC paradigmTeach interpreting, not languages

(languages supposed to have been mastered fully before admission)Instructors are practicing interpreters

Consecutive before simultaneous, no shorthandWork into A

Ad-libbed speeches with live speakerAuthentic material…


PRG (2)

In Western Europe, this was virtually the training paradigmA number of publications along those lines

Virtually no ‘dissidents’(but for instance Raúl Galer, 1974 on shorthand in consecutive)

In other parts of the world, different practices

Perhaps because different conditions, such as:- Work into B sometimes seen as necessary or even desirable

- Separation between language enhancement and interpreting not always clear

- Different views about consecutive preceding simultaneous

Even in ‘Western’ countriesTrainers did not necessarily follow “the rules”


From the end of the 1980s on

1986 Trieste conf. on interpr. training (Gran and Dodds 1989)

Some aspiration for more ‘scientific’ researchfor interdisciplinary research

The movement included AIIC membersJennifer Mackintosh, Catherine Stenzl, Ingrid Kurz, Barbara

Moser-Mercer (not AIIC at that time?), Daniel Gile…To be joined in the 1990s by others, in particular by

Miriam Shlesinger & Franz Pöchhacker

More info dissemination of between countries and schoolsThe Interpreters Newsletter

LaterInterpretation Research (Tokyo)

Interpreting (Moser-Mercer, now Pöchhacker & Shlesinger)


The literature - Books

TextbooksMore in China, in Russia

Mostly describe, prescribe and suggest for trainingSometimes with some/much backing from PhD researchPhDs: Gile 1984, 1989, Sawyer on curriculum 2001…

Proceedings of conferences on trainingIn particular :

John Benjamins series, 3 volumes with Cay Dollerup + 2nd editor (1992, 1994,1996), Tennent (2005)

Note that in such proceedings, also papers on translator training

…and in Benjamins Translation Library, books on translator training as well


Translator training & Interpreter training

Much common ground:

Acquisition of skills more than contentLanguage-related skills

Sometimes culture-gap related problemsProblems with insufficient language skills of trainees

Role of trainers and training philosophy(prescribers, guides, moderators, catalysts…)

Assessment issuesAdmission issues

Ethics issuesProfessional issues

…


The literature – papers

In proceedings of conferences on trainingBut also in proceedings of general Translation conferences

…. and in journals

(Not only in the specialized journal The Interpreter and Translator Trainer)

Can identify them in online announcements and in online journals

See CIRIN site for list of and links to online journals

www.cirinandgile.com


http://www.cirinandgile.com/

Theses and dissertations

More difficult to find because most often unpublished,Especially MA theses,

but perhaps (at least) just as interesting because often done with considerable investment of time and effort:

MA/graduation theses and doctoral dissertations

Many of those directly related to conference interpreting are listed, and generally micro-reviewed in CIRIN Bulletin.


Bibliographical basis for this analysis

Read systematically CIRIN Bulletins over the past 5 years(focus of seminar being on ‘recent research’)

Picked up a bit over 100 items which I considered relevant to the theme

Classified them under different topicsComments also based on personal knowledge of the topics and

literature

Will mention them briefly as pointers

With a few bits of informationSometimes with comments

The items are identified by date of author(s), date of publication and CIRIN Bulletin number (in parentheses)


Training vs no training (1)

Lederer, Marianne. 2008. (36)“The aim of training courses is to avoid would-be translators having to learn slowly by trial and error while looking for the

most adequate strategies”

Hong, Hsiao-Wen. 2001. (34) MA, Taiwan Normal UniversityTrained and untrained interpreters compared with respect to

fidelity and to delivery.No differences found in fidelityDifferences found in delivery


Training vs no training (2)

What does this tell us? Do we know untrained interpreters?

Have we observed some things they do not do correctly?(Bill Weber 1984)

Is this perhaps what we need to focus on when training students?

Or do we consider that the main advantage of training is to make them progress faster?

DEBATE


Aptitude testing (1)

Major problem, because high failure rateCan one find reliable indicator for efficient admission?

Special issue of Interpreting 13:1(2011) on the topic

Interesting review and comparisons by Mariachiara Russo 2011, (44)

Paper on SynCloze test by Franz Pöchhacker 2011(44)Auditory cloze exercise + synonimic sentence completions

Moderate correlations found

Rosier et al., Shaw 2011 (44) on soft skills/personality traits

None shows the way to efficient high prediction-rate aptitude testing


Aptitude testing (2)

Suggest that it will be difficult to design aptitude tests with strong predictive power

But that personality and ‘soft skills’ are important

Implications for the classroom?

DEBATE


Testing (1)

Huang, Min. 2005 (32)On accreditation tests in China

Real ‘industry’, more language proficiency than interpreting skills (?)

Chiu, Yu-Hsien. 2006 (34) MA thesis, TaiwanSeveral quantitative approaches to assess difficulty of texts,

Including readability formulas, proposition density, density of new arguments, expert judgment

None of the difficulties assessed by the four approaches correlated with participants’ interpretation scores

Liu, Minhua & Chu, Yu-Hsien. 2009 (40)Same

…D Gile Contrib res Rome 15

Testing (2)

If it is difficult to test the difficulty of materials ‘objectively’ in advance, any other practical way?

DEBATE

Gile suggestion:Interpreting of authentic recorded speeches by panel of

professionals,Each rates the difficulty

If agreement, choose one or several


Training methods. Ideas and findings (1)

Warning:

Not many empirical studiesFew replications

Tendency to report successful operations onlyPossible bias of trainers who present their ‘baby’

So in terms of research ‘proper’, the harvest may look poor…

But interesting ideas to try out


Training and sight translation

Wang, Ying. 2006. (35) MA, GuangdongEffect of sight-translation exercises.Helped a lot in interpreting into English, not much into Chinese

Perhaps because improved production skills?If so, is this the best way to enhance production skills?

18D Gile Scientif interpr intro

Training and shadowing

Peng, Bo. 2008. (36) MA, XiamenEffect of shadowing exercises.Reports shadowing helps, but no details are given in abstract.

Note:Shadowing has been a controversial exercise from the start.Widespread, but reportedly as a short transitional exercise.On the other hand, it could be useful for language enhancement.Empirical studies on the topic would be welcome


Training and summaries

Cheung, Andrew Kay-Fan. 2007. (36)Effect of “summary exercises”Small differences between experimental and control group, but not significant.

Summarizing requires understanding, being able to separate the gist from the less important, and reformulating. Useful skills for interpreters. When and in what form could such exercises be conducted?


Training methods – conference simulation

Lee, Migyong 2005 (31) Benefits of creating actual conference settings (mock conferences)

Point made: Some aspects of conference communication too subtle to explain in traditional classroom situation

Also – concerns about validity of classroom training and lab experimenting as opposed to real-life situations. Clearly, all real-life parameters cannot be replicated in the classroom… but:

Vik-Tuovinen 2011 (44)In lab, professionals referred to clients when commenting on their decisions (similar results in research on translation). So not so problematic?


Training methods – theatrical training

Cho, Jinhyun & Peter Rogers. 2010. (41) In Korea.Training in theatre techniques revealed significant benefits in terms of confidence, delivery and rapid problem-solving activities

If not the full range of ‘theatrical training’, perhaps voice?


Training methods – self-assessment

Lee, Yun-Hyang. 2005. (34). Take home recordings and do self assessment. All students found the exercise useful.

Note: much work, requires a lot of time, painful? Demoralizing?Or particularly useful because students have the opportunity and time to actually listen to themselves? Or useful and potentially demoralizing, in which case these exercises should be handled with care so as to produce the best effect?


Training methods – with third language

Pyoun, Hewon. 2006. (34). Students found it difficult to interpret when the screen was in a third language

Note: Specific training required?


Training methods – pronunciation

Cho Junmo, Park, Hae Kyung. 2006. (34). Pronunciation problems and suggestions for pronunciation training.

Note: Pronunciation is very important for comprehension and listener satisfaction. If selection of students with right pronunciation is not possible at admission, perhaps systematic training for those who need it?“Accent trainers”? Might boost considerably chances of success of some graduates whose accent is not very good?


Training methods – textbooks

Wang, Jinbo & Wang, Yuan. 2006. (34). Review of 31 Chinese textbooks. Authors criticize weaknesses in theoretical foundation, methodology, authenticity of material.

Discussion of usefulness of textbooks?In the West, sometimes for conceptual/methodological guidance

(note taking, general advice)In China, Japan, with materials, including language materials

Is it absurd?Perhaps not, if material well chosen

If possibility to listen to good pronunciationTo automate some relevant ‘equivalences’


Technology in training

Blasco Mayor. 2005. (31)General, on technology in the classroom

Sandrelli, Analisa & Jesús de Manuel Jerez. 2007. (35)Description of several tools of CAIT (Computer Assisted Interpreter Training)

Maresova, Julie. 2009. (39)Using PRAAT software and questionnaire, interpreters shown to experience difficulties when prosody in SL is inadequate

Orlando, Marc. 2010. (42)Digital pen technology for monitoring of students’ note-taking skills

DEBATE


Assessment and quality perception (1)

Collados Aís, Prada Macías, Stévaux, Garcia Berrera (eds). 2007. (35), 2011 (43)

Along with individual MA theses and doctoral dissertations by the ECIS group

Manipulation of various parameters.Intonation

TerminologyAccent

Language output quality…

Spill-over effect found regularly



Lee, Jieun. 2008 (37)Study of rating scales. Successful for accuracy,

Not for TL quality and delivery

Li, Ying-Hong. 2008 (40)Research into music performance assessment has been taken to a

greater depth than corresponding research on interpreting assessment.

Learning opportunities

Wang et al. 2008. (36)Survey, followed by in-depth interviews.

Bilinguals and monolinguals have different expectations.Speakers, interpreters and listeners do not agree on the

interpreters’ role either



Ippoliti, Matteo. 2005 (31)Respondents perceived fewer pauses and hesitations in

interpreting than were present

Pradas Macias, Macarena. 2006 (32)Effect of silent pauses on interpreting not significant on quality

perception.

Toyama & Matsubara. 2005. (32)Same.



Previously, evidence suggesting that listeners do not perceive meaning errors accurately (Gile 1995, Collados Aís 1996)

Also previous evidence that language quality perception not uniform (Gile 1985)

Knowledge from the field that expectations diverge greatly in some cases (TV interpreting vs court settings vs conferences)

Findings suggest that there is high variabilityAnd that, importantly, single parameters

(intonation, grammar, accent etc.)Can make a big difference in quality perception.

Implications for the classroom?



1. Awareness that accurate rendition and good output language quality are not the only things that matter to delegates

2. Focus on relevant aspects, including intonation and voice (special voice training?), terminology

3.Teach sensitivity to various norms and expectations, including TV, legal settings etc., and adaptation

OTHER?


General cognitive issues (1)

For a long time, awareness of the fact that besides insufficient language skills and

insufficient general and thematic knowledge,

a major issue in interpreting is the limited availability of attentional resources to meet the high cognitive load associated

with interpreting.

This was present, implicitly or explicitly, in many models/accounts of interpreting…


General cognitive issues (2)

…and was the focal point of the Effort Models, developed in the early 1980s and first described in a publication in 1983.

Also in many other publications since then

Reception + Short-term Memory + Production + CoordinationR + M + P + C → Total ≤ Available Resources

Note: “Reception” as opposed to “Listening” to take on board visual reception by signed language interpreters

Tightrope hypothesis : Interpreters tend to work close to cognitive saturation

How “close” was not quantified,

But close enough to make interpreters vulnerable to- Increase in resource requirements- Errors in resource management


Tightrope Hypothesis and numbers (1)

Many studies testing, on basis of Tightrope Hypothesis,

that numbers would be a problem(in particular those that need conversion for syntactic reasons or

because the systems are different)

Either the numbers are omitted or rendered incorrectlyOr neighboring segments would be affected

Because of carry-over effect(Too much attention focused on numbers, not enough left to deal

with neighboring segment)Mazza. 2000, 2001. (25)

Gotri. 2003. (27)Wang, Hsiu-Yu. 2005. (34)Puková, Zdeňka. 2006. (33)

Pinochi, Diletta. 2006 (33). 2009.(40)


Tightrope Hypothesis and numbers (2)

So idea of training students in number conversion, for instance in Chinese:

Her, Emily. 1995Cheung, Andrew. 2008. (37)

Thirty minutes of training.In context apparently better than in isolation

Moratto, Riccardo. 2011. (44)Various techniques


Translation and interpreting (1)

Interpreting is done under more cognitive pressure than translation,

so presumably less time and resources to produce output of maximum quality

TacticsCognates

More or less literal?



Shlesinger, Miriam & Brenda Malkiel. 2005. (35)Interpreting, Translation after 4 years. More cognates and false cognates in interpreting

***Jakobsen, Jensen & Mees. 2007. (35)Processing of 12 idiomatic expressions in two texts translated into Danish by five professional translators and sight-translated by five professional interpreters.- Translators preferred non cognates, then direct transfer, then paraphraseInterpreters preferred paraphrase, non cognates, direct transfer- Individual variation was “huge”- Direct transfer took interpreters a long time (perhaps avoidance first)



***Dragsted & Gorm Hansen. 2007. (35)Translators translated first part and sight translated second part of speechInterpreters sight translated first part, simultaneous of second partGaze data showed interpreters looked more locally

Sight translation by interpreters was much faster than by translatorsInterpreters turned out to be less literal than translators

The translator’s translations were not better than the interpreters’ sight-translation.

Shlesinger, Miriam. 2008. (37) (same corpus as Shlesinger and Malkiel 2005?)Same source text interpreted, then translated > 3 years laterAnalyzed with software. Richer in translation, more complex structures, fewer imports from English, etc.


Cognitive pressure and directionality (1)

Presumably, interpreters are capable of producing acceptable speech in B under everyday conditions, and even in consecutive.

Otherwise, what is the point of the B language classification?

So why would they not be able to produce a good speech into B in simultaneous?

Because:1. Higher cognitive pressure on production in simultaneous(in consecutive, production of target speech only occurs after

reception of the source speech)


Cognitive pressure and directionality (2)

2. Higher risk of language interference because both source-language and target-language structures are simultaneously

present in working memory/ are highly activated

De Groot, Annette & Ingrid Christoffels. 2007. (38)About processes and mechanisms of bilingual control.

When elements from one language are activated, so are those of the other, but they need to be inhibited,

which has a cost (in attentional resources)


Research on directionality and implications (1)

Bartlomiejczyk, Magdalena. 2006a. (33)English and Polish. Did not find more lexical transfer when working into B than into A (students)

Bartlomiejczyk, Magdalena. 2006b. (33)Strategies different when working into A or into B

Palka, Alina. 2006. (35)Interpretations into B assessed by native user, positive overall evaluation

Chang, Chia-chien & Diane L. Shallert. 2007 (35)Ten professional interpreters, dominant Chinese or English.Interpreters tend to develop different strategies into A and into B

Bartlomiejczyk, Magdalena. 2008. (39)More anticipation into Polish, but more successful into English (questionnaire)



Opdenhoff, Jan-Hendrik. 2011. (44) PhD GranadaWeb questionnaire survey. 2129 respondents (conference interpreters), from 94 countries.

96,1% of respondents have already worked into B81,2% think it is “absolutely legitimate”; 18% “necessary evil”

40% consider their performance is of equal quality in both directions40% consider it is better in their A language

Respondents say some languages easier to interpret from than others



Implications:Many (most?) graduates will have to work in both directions

Since tactics and strategies may be different, and since developing them takes time,

They should be trained in both directions

DEBATE


Deverbalization (1)

One key idea in interpretive theory,which has been highly influential throughout AIIC

is that the principles of interpreting are the same whatever the working languages

and provided the interpreter has mastered the fundamental deverbalization process and the languages

There are no more difficulties in interpreting between any language pair in any direction

Deverbalization:

After comprehension, all traces of the ST form disappearAnd what remains is only the ‘sense’

on the basis of which the interpreter reformulates the message


Deverbalization (2)

In cognitive terms: in the 1960s, psychologists foundthat after clause boundaries

memory for form faded rapidly in readers

Working memory(where signals are processed until they yield recognition of

language units and meaning)has very limited storage capacity:

perhaps around 7 information chunks, perhaps less

Listeners cannot afford to keep information in WM when it is no longer needed.

Once sense has been extracted, form is no longer neededIn interpreting, ‘deliberate’ forgetting of form also mentioned.

(to fight interference?)


Gile Effort Models 47

WORKING MEMORY AND LONG-TERM MEMORY

A METAPHOR - COMPREHENSION

LONG-TERM MEMORY WORKING MEMORY

EXT. STIMUL.

sensory mem.

Deverbalization (3)

But perhaps form and sense are associated in some cases in long-term memory

Perhaps form helps remember meaning because of its structureSo ‘total’ deverbalization

i.e. complete loss of memory of formis no longer seen as true

Ito-Bergerot, Hiromi. 2006. (33) PhD, ESITDeverbalization only partial

Zhou, Shudan. 2008. MA, Shanghai SISUTest of form recognition by interpreters after interpreting and

listeners after listening to same speech. No difference. So interpreters do not ‘deverbalize’ more than ordinary

listeners?


Language-specificity

But if deverbalization-reverbalization are not the sole key of interpreting…

and meaning can be related to form

Perhaps more attention should be devoted to form during training?

Even comparisons of form in working languages?

Comparative linguistics useful for awareness raising?


Working memory

Known to be heavily involved in cognitive operations, including language comprehension and production

Many studies on the interpreters’ working memoryTwo aspects:- Its storage capacity, measured by various types of ‘memory span’ : in interpreters, does it increase over time?

Köpke & Signorelli 2012 (44)Review results, which contradict each other

It now looks as if it is not storage capacity, but efficiency in the use of resources, which increases with experience(Signorelli, Haarmann & Obler 2011 (44), Timarová 2012 (44))

*50D Gile Scientif interpr intro

Other cognitive issues

Hild 2011 (44)Linguistic complexity has strong effect on students’ performance, not on professionals’

Perhaps better use of cues to construct efficiently a representation of the meaning of an utterance and/or more efficient use of language for production of target utterance?

*


Language specific (1)

Baldaccini, Jessica. 2005. (31)Mean EVS for initial and final segments from German into Italian longer than from French into Italian

Kondo, Masaomi. 2005. (32)QuestionnaireSyntactic differences35% of respondents say Japanese original too vague and ambiguous

Guo, Jiading. 2006. (33)Long experience as diplomatic interpreter, and Chinese ambassador.Importance of political awareness of connotations of Chinese words and idioms

Darwish, Ali. 2006. (34)Standard arabic is a problem for many Arab interpreters



Chang, Chia-chien & Diane L. Shallert. 2007 (35)Interpreters complained of lack of explicitness in Chinese

Guo, Liang Liang. 2007. (38) MA, BFSUOne interpretation of Kofi Annan’s farewell address by students.Considerable effect of word-order in English into Chinese.

Hu, Kaibao & Tao, Qing. 2009. (39)Much explicitation when working from Chinese into English

Bevilacqua, Lorenzo. 2009. (40)Dutch/German into Italian. Longer EVS from German because of rigid word order. (15 professionals)

Chang, Cha-Chien & Wu, Michelle. 2009. (40)Case study, problems with forms of address



Chang, Albert. 2009 (41)Chinese into English, average EVS 4.7-7.1 seconds.Higher rate of errors and omissions when longer lag

Moratto, Riccardi. 2010 (43) Special Chinese expressions.

Seeber & Kerzek 2012 (44)Pupil dilation higher when working into syntactically different structures…and at the end of sentences



Implications

Language-specific issues are important

Training needs to be language-pair specific

And even ordered language-pair specific(which is SL, which is TL is important)

But is it useful / efficient use of time toteach students the linguistics of their working languages?

DEBATE


Foreign accent (1)

According to the Tightrope Hypothesis, any increase in attention resource requirements may bring about cognitive saturation.

Foreign accent potentially problematic,Because it takes more time to process the signal and decide what

language unit it corresponds to


Foreign accent (2) Kurz, Ingrid. 2008 (37)Interpreting students complained about difficulty when non native in English. Also accuracy was lower

Kurz, Ingrid & Elvira Basel. 2009. (40)English by Spanish & French speakers. Knowledge of native language of speaker by interpreters led to better rendition of information.

Albl-Mikasa, Michaela. 2010. (43) Global EnglishGlobish by non-natives causes difficulties and dissatisfaction

Implications?For practice material, get speeches with foreign accents, prosody and

faulty grammar (gradually)Speeches on the internet are a good resource


Remote interpreting

Poor sound was one problem of remote interpreting

Mouzourakis, Panayotis. 2005 (32)Sound is now OK.

Visual problems are more difficult to deal with

ButRennert, Sylvie. 2008. (38)

Speakers seen in one condition, booth covered in another.No significant difference in performance found,

But questionnaire indicated more stress when speaker not seen.

More work on TV, more work with monitorsHave to get used to it.

Videos from the internet are useful


Television interpreting

Liao, Hsing-Hsien. 2004 (34) MA TaiwanQuestionnaire, filled out by TV news translators and interpreters

Recommend specific training

Gile. 2011. (44)Obama inaugural speech

Many errors and omissionsMore when working into Japanese

Personal preferences for completeness vs. language output quality?


Consecutive and note-taking (1)

Consecutive has been proposed as a mandatory and useful exercise in training:

Besides its professional use (challenged by some)

It is said to be a very useful didactic exercise:

Training in careful, analytical listeningTraining in public speaking

Diagnosis of comprehension problems, production problems, separation problems which is more difficult to conduct in

simultaneous

Recent research:



Dam et al. 2005. (31)Higher ratio of SL/TL notes in more accurate renditions

Abuín González. 2012 (44)Students tend to use source language, professionals target language

Ersöz Demirdag (ongoing)Students use more SL and more mixed langu., then TL and less mixed

Yang, Chengshu. 2005. (32)Analysis of her own consecutive notes. Even notes representing ca. 15% of the information in the source speech can be enough to reformulate the whole speech.

Yang, Xuan. 2006. (35) MA, GuangdongTraining in symbols over 2 months vs none for control groupBetter performance in experimental group

Gumul, Ewa. 2007. (35)More explicitation in consecutive than in simultaneous



Xu, Haiming & Dai, Weidong. 2007. (35)A comparison, apparently between students of professional interpreting programs and language learning programs. Students in professional programs wrote fewer notes, more single words and more symbols, more target-language in notes.

Albl-Mikasa, Michaela. 2008.Students tend to note along the same micropropositional forms as ST

Gumul, Ewa. 2008.Conjunctive cohesion markers tend to be kept in simultaneous, changed in consecutive



Anything useful for the classroom?

Perhaps about language of note-takingNot to force students to write in a particular way

Anything else?

DEBATE


Professional issues

We train interpreters for the marketplace

What happens in the marketplace is relevantand should help design/adapt

- the curriculum- training methods


Research on the role of the interpreter

Wang et al. 2008. (36)Survey, followed by in-depth interviews.Speakers, interpreters and listeners do not agree on the interpreters’ role.

Note: Interesting insights from Signed-Language Interpreting

ZHAN 2011(44)In political interpreting in China, some mediation found (!)


Cultural role?

Al Zahran, Aladdin. 2008. (37) Aleppo, SyriaElectronic questionnaire, 295 responses, 87% from AIIC.Suggest that interpreters consider that intercultural mediation is part of their job.No details

Eraslan Gercek, Seyda. 2008. (37)Questionnaire based. Many Turkish users expect interpreters to do more than translate and also explain (in consecutive)


Technology in practice

Pöchhacker, Franz. 2007. (36)Hybrid recording and then simultaneously interpreting instead of consecutive

Fantinuoli, Claudio. 2006. 2011.(43)Specialized Corpora from the Web and Term Extraction for Simultaneous Interpreters.Reportedly very useful in the booth

Honegger, Monica. 2006. MA ZurichTerminology extraction

IMPLICATIONS?


Other professional issues (1)

Choi, Jungwha. 2005. (32)Studied demand for conference interpreting

Wang, Enmian. 2005. (32)Survey on the demand for interpreting in China

Chen, Yue-Chen. 2005. (34)Sought correlation between personality traits and job satisfaction. Only found correlation with openness

Salmon, Ine. 2008. (37) MA, BrusselsAudio and video recording of interaction in the booth. Technical cooperation between boothmates.

Falk, Stefanie. 2009.(38) MA, GrazQuestionnaire on professional experience of graduates in Austria and Germany



Chen, Kai-Yi. 2007. (40) MA National Taiwan UniversityQuestionnaires, work values and job satisfaction

Ageiwa, Veronika. 2010. (41) MA, Charles University, PragueInterpreting in European institutions, with a focus on Czech

Tseng, Jente. 2004. (41) MA, Fu Jen.Market research. Survey. Shows inter alia much customer loyalty, price is not first concern of clients. Cutting prices by interpreters did not generate an increase in revenue.

Brandstötter, Maria. 2009. MA, ViennaJob satisfaction

Fox, Brian. 2010. (42)Satisfaction survey. Strong correlation between overall satisfaction and satisfaction with terminology. Also shows remarkable integration effort.



Scheible, Daniela. 2011. (42) MA GermersheimInterpreting for courts. Historical evolution.

Haas, Nicole. 2011. (43)Legal, Rwanda.

Schützler, Anne. 2011. (42) MA GermersheimDiplomatic interpreting, with a focus on Germany

Jüngst, Heike Elisabeth. 2011. (43)Film interpreting. Descriptive, but rare topic

Císlerová, Eva. 2011. (43)Film interpreting. Czech Republic.

Verhoef, Marlene & Theodorus du Plessis (eds). 2008. (43)Educational interpreting, South Africa


A bit more on cognitive issues

B. Moser-Mercer and others have been working on the expert-novice paradigm

In cognitive psychology, having to do with automation of processes over years

Beginners go through several stages with typical features, and become ‘experts’ after a number of years.

This means that at graduation after two years of training,They are still at a stage where a lot can improve.

If they fail to reach the required level of expertise at graduation,does this mean they will never make it?No – many examples show the opposite.

Any implications on policy of training programs?


Missing

It would have been nice to see some research/more research

on the following


1. Language skills and interpreter training

Little research on language skills

Theoretically, students master their languages when they reach the interpreter training program

but it is a well-known fact among trainers that there are often weaknesses in their language skills

What to do about it?Is it possible to teach interpreting skills when language skills are

not up to professional level yet?

Previous experience suggests this is possibleGile at INALCO with 3rd year students of Japanese

Experience at Univers. Central de Venezuela… and elsewhere ?Ongoing research in Turkey by Hande Ersöz Demirdag


2. The discrepancy between the ideal target speech and reality in terms of accuracy and completeness

There is ample evidence of the fact that there areMany errors and omissions in our renditions of speeches

How much is lost?How aware of this are clients?

Implications:What we tell clients is one thing

What do we tell students?


3. Missing: research on trainer attitudes

The interpreting classroom is a stressful environmentbecause of the difficulty of the task of interpreting

To what extent can trainer attitudes mitigate the stress

turn it into a productive element?

Socio-constructive attitude useful?(Look at literature on training in translation, inter alia

books by Donald Kiraly)

Perhaps surveys-based researchSeeking correlation between trainer attitudes and student

motivation


4. Missing: research on the usefulness of theory in training programs

Personal opinion: students would like to be able to understand what is happening to them

(apparent loss of linguistic mastery, large performance fluctuations)

Why they encounter difficulties,Why they are given the advice they are given,Why such advice is sometimes contradictory

They would like some theoretical/conceptual guidelinesfor decision-making

Some basic theoretical concepts and models may helpDo they?

Surveys: questionnaires, interviews?(there are some on translations students)


Contribution of research to interpreter training Helsinki, August 2012 Daniel Gile...

Documents

Transcript of Contribution of research to interpreter training Helsinki, August 2012 Daniel Gile...