Chapter 5

Experiential explicitations

Moser-Mercer et al. (2000: 109) claims that “experts’ semantic interpretation almost always being tied to the context of a speech or a text, whereas students’ semantic interpretations are often entirely unrelated to the context”. This statement indicates that the professional group would make more experiential explicitations than their student counterparts. Is there any difference between these two groups’ performance on experiential explicitations or any difference between the experiential explicitation patterns if the CI task is in two opposite interpreting directions? These questions are addressed in this chapter. To be specific, differences in professional and student interpreters’ experiential explicitation patterns in C-E CI are reported in Section 5.1; differences in their experiential explicitation patterns in E-C CI are reported in Section 5.2 and effects of interpreting direction on interpreters’ experiential explicitation patterns are reported in Section 5.3.