This study addresses for the first time on an experimental level the question of whether different modalities of conscious monitoring of attention (normal condition, attention focalization on the input, attention focalization on the output, condition with two voices) may affect the number and the type of mistakes made by simultaneous interpreters in different situations. The major results of the study are the following: (i) While the overall number of mistakes is influenced either by the translation direction, or by any of the four tested attention focalization modalities, a particular type of mistakes, i.e. those leading to loss of information, occur more often during active SI (from L1 into L2, i.e. from A to B) of difficult texts; (ii) during passive SI of difficult texts, missing information mistake are less frequent when interpreters listen to the incoming message with their left ear only; (iii) in active SI of difficult texts, attention should not be focussed on the incoming message in particular, so as to avoid so-called added mistakes. These results show that during simultaneous interpretation, conscious attention focalization on the input or on the output does not influence the interpreter's overall performance, however with an important exception: during active interpretation it could be useful for interpreters to focus their attention on the output, since this may help them to reduce in particular false starts, pauses, hesitations, corrections, additions and morphosyntactic mistakes.
2024. The impact of directionality on interpreters’ syntactic processing: Insights from syntactic dependency relation measures. Lingua 308 ► pp. 103778 ff.
Gierszal, Sylwia & Andrzej Łyda
2023. Exploring the impact of directionality on disfluencies in simultaneous interpreting. East European Journal of Psycholinguistics 10:2
Liu, Zhibo & Juhua Dou
2023. Lexical density, lexical diversity, and lexical sophistication in simultaneously interpreted texts: a cognitive perspective. Frontiers in Psychology 14
Abdel Latif, Muhammad M. M.
2020. Translation/Interpreting Process Research. In Translator and Interpreter Education Research [New Frontiers in Translation Studies, ], ► pp. 85 ff.
K. Pokorn, Nike, Jason Blake, Donald Reindl & Agnes Pisanski Peterlin
2020. The influence of directionality on the quality of translation output in educational settings. The Interpreter and Translator Trainer 14:1 ► pp. 58 ff.
Zheng, Binghan, Sandra Báez, Li Su, Xia Xiang, Susanne Weis, Agustín Ibáñez & Adolfo M. García
2020. Semantic and attentional networks in bilingual processing: fMRI connectivity signatures of translation directionality. Brain and Cognition 143 ► pp. 105584 ff.
Li, Xiangdong
2019. Material development principles in undergraduate translator and interpreter training: balancing between professional realism and classroom realism. The Interpreter and Translator Trainer 13:1 ► pp. 18 ff.
Tzou, Yeh-Zu, Zohreh R. Eslami, Hsin-Chin Chen & Jyotsna Vaid
2012. Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin–English speakers. International Journal of Bilingualism 16:2 ► pp. 213 ff.
This list is based on CrossRef data as of 5 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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