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FORUM
Vol. 15:1 (2017) ► pp.157–172

The effect of memory training on consecutive interpreting performance by interpreter trainees

An experimental study

| Leiden University, The Netherlands
| Leiden University, The Netherlands | University of Pannonia in Veszprem, Hungary

The present study investigates the effect of memory training on the quality of interpreting by Farsi-to-English interpreter trainees, with special attention to diminishing the rate of omission of message elements. Participants were assigned to two groups on the basis of their overall performance on a TOEFL test, with equal division between genders. The control group was taught interpreting skills by the routine curriculum, while the experimental, group spent part of the time on memory training exercises, e.g. imagination and story retelling. Three raters assessed the accuracy of interpreting, omissions, additions, grammar, expression, terminology, pace and accentuation in the trainees’ pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpreting, particularly so on decreasing the omission rate. The results have implications for curriculum designers of interpreting programs, material producers and all who are involved in interpreting studies and its pedagogy.

Keywords: memory, interpreting, omission, interpreter training
Article outline
  • 1.Introduction
    • 1.1The role of memory in consecutive interpreting
    • 1.2The omission issue in interpreting
    • 1.3Research questions
  • 2.Methodology
    • 2.1Participants
    • 2.2Procedure
  • 3.Results
  • 4.Conclusion and discussion
  • Notes
  • References


This article is currently available as a sample article.

Published online: 4 September 2017
DOI logo
https://doi.org/10.1075/forum.15.1.09yen
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Lin, Yumeng, Qianxi Lv & Junying Liang
2018. Predicting Fluency With Language Proficiency, Working Memory, and Directionality in Simultaneous Interpreting. Frontiers in Psychology 9 DOI logo
Song, Shuxian & Dechao Li
2020. The Predicting Power of Cognitive Fluency for the Development of Utterance Fluency in Simultaneous Interpreting. Frontiers in Psychology 11 DOI logo
Yenkimaleki, Mahmood & Vincent J. van Heuven
2020. Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees. Interactive Learning Environments ► pp. 1 ff. DOI logo
Yenkimaleki, Mahmood & Vincent J. van Heuven
2022. Comparing the nativeness vs. intelligibility approach in prosody instruction for developing speaking skills by interpreter trainees: An experimental study. Speech Communication 137 ► pp. 92 ff. DOI logo

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