Consecutive Interpreting in a Nutshell
Subject Areas : Journal of Language, Culture, and Translation
1 - استاد یار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران
Keywords: consecutive interpreting, Note-taking, Short-term memory, interpreting strategy,
Abstract :
Consecutive interpreting is the process of interpreting after the interlocutor has completed his or her speech in the source language and pauses while the interpreter transmits that information (Russell, 2005). Therefore, consecutive interpreting involves a lot of concurrently challenging cognitive and affective processes for the interpreter. However, consecutive interpreting which is commonly employed as one of the major modes of interpreting in different settings appears to be disregarded or unexplored in interpreting research. Hence, the researcher, in this review, provides an in-depth elucidation of certain conspicuous issues within consecutive interpreting, including the revision of certain consecutive models, the significance of cognitive issues within consecutive interpreting, memory training, and using process and product oriented strategies during consecutive interpreting. This review highlights the fact that consecutive interpreting is a complex process in which involves different mental and cognitive operations, comprising consecutive interpreters’ memory and memory-aiding notes in which assist consecutive interpreters’ performance during the rendition and also consecutive interpreters’ strategy exploitation in which derives from his or her competence and sub-competence. Overall, this review might open up the floodgates of research within consecutive interpreting or it might provide certain guidelines and insights for consecutive interpreting trainers and practitioners.
References
Al-Khanji, Raja, Said El-Shiyab, and Riyadh Hussein. 2000. On the Use
of Compensatory Strategies in Simultaneous Interpretation.
Meta,45 (3), 548-557.
Baddeley, A, D. (1997). Human Memory. Theory and Practice. Revised
Edition. Hove: Psychology Press.
Baddeley, A, D. (2000). The episodic buffer: A new component of
working memory. Trends in cognitive sciences, 4, 417–423.
Baddeley, A. D. (2002). Is working memory still working? European
Psychologist, 7, 85–97.
Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower
(Ed.), The psychology of learning and motivation (pp. 47–89). New
York: Academic Press.
Rahmanpanah, H. / Journal of Language, Culture, and Translation 4(2) (2022), 46–65
63
Donato V. (2003). Strategies adopted by student interpreters in SI. The
Interpreters’ Newsletter 12, 101-132.
Gile, D. (1991). The processing capacity issue in conference
interpretation. Babel, 37(1), 15-27.
Gile D. (1995). Basic concepts and models for interpreter and translator
training. Amsterdam, Philadelphia: John Benjamins Publishing
Company.
Gile, D (1.99). Testing the Effort Models' tightrope hypothesis in
simultaneous interpreting-A contribution. Hermes, 23, 153-172.
Gile, D. (2001). Consecutive vs. simultaneous: Which is more accurate?
Interpretation Studies, 1(1), 8 – 20.
Gile, D. (2009). Basic Concepts and Models in Interpreter and Translator
Training (Revised edition). Amsterdam: John Benjamins.
Gile, D. (2015). Effort models. In , F. Pöchhacker (Ed.), Routledge
encyclopedia of interpreting studies (pp.135-137). London, New
York: Routledge Taylor and Francis Group.
Kalina, S. (2000) Interpreting competences as a basis and a goal for
teaching. The Interpreters’ Newsletter,10, 3–32.
Kalina, S. (2005). Quality assurance for interpreting processes. Meta,
50(2), 769–784.
Kalina, S. (2015a). Preparation. In F. Pöchhacker (Ed.), Encyclopedia of
interpreting studies (318-320). New York: Routledge Taylor and
Francis Group.
Kalina, S. (2015b) Compression. In F. Pöchhacker, (Ed.), Encyclopedia
of Interpreting studies (73-75). London, New York: Routledge
Taylor and Francis Group.
Liontou, K. (2012). Anticipation in German to Greek simultaneous
interpreting: A corpus-based approach. Unpublished doctoral
dissertation, University of Vienna.
Herbert, J. (1952). The Interpreter’s handbook: How to become a
conference interpreter. Geneva: Librairie de l’Université Georg.
Mead, P. (2000). Control of pauses by trainee interpreters in their A and
B languages. The Interpreters’ Newsletter 10, 89-102.
Mikkelson, H. (1999). Interpreting is interpreting – or is it? Retrieved
from the AIIC website:http://aiic.net/page/3356/interpreting-isinterpreting-or-is-it/lang/1.
Moser-Mercer, B. (2000). The rocky road to expertise in interpreting:
Eliciting knowledge from learners. In M. Kadric., & K. Kaindl., &
F. Pöchhacker, (Eds.) Translation wissenschaft. Festschrift für Mary
Snell-Hornby zum (239-352). Geburtstag. Tübingen: Stauffenburg.
Rahmanpanah, H. / Journal of Language, Culture, and Translation 4(2) (2022), 46–65
64
Moser-Mercer, B. (2008). Skill acquisition in interpreting: A human
performance perspective. The interpreter and translator trainer
2(1), 1–28.
Moser-Mercer, B. (2015). Venice Symposium. In F. Pöchhacker, (Ed.),
Routledge encyclopedia of interpreting studies (pp.433-434).
London, New York: Routledge Taylor and Francis Group.
Pöchhacker, F. (1994). Quality assurance in simultaneous interpreting.In
C.Dollerup., & A. Lindergaard (Ed.), Teaching Translation and
Interpreting (pp. 232-242). Amsterdam: John Benjamins.
Pöchhacker, F. (2004). Introducing Interpreting Studies. London:
Routledge.
Pöchhacker, F. (2007). Coping with Culture in Media Interpreting.
Perspectives: Studies in Translatology, 15 (2), 123-142.
Pöchhacker, F. (2009). Issues in Interpreting Studies. In J. Munday (Ed.),
The Routledge companion to translation studies (pp. 128-140).
London: Routledge.
Riccardi, A. (2005). On the evolution of interpreting strategies in
simultaneous interpreting. Meta 50(2). 754-767.
Rozan, J. F. (2005). Seven principles of note-taking, interpreter training
resources. Retrieved May 2021 from http:// interpreters. free.
fr/consecnotes/rozen 7 principles.doc
Ribas, M. A. (2012). Problems and strategies in consecutive interpreting:
A pilot study at two different stages of interpreter training. Meta,
57, (3). 812-835.
Russell, D. (2002). Interpreting in legal contexts: Consecutive and
simultaneous interpreting. Burtonsville: Linstok Press.
Russell, D. (2005). Consecutive and simultaneous interpreting. In T.
Janzen (Ed.), Topics in signed Language Interpreting (135-164).
Philadelphia: John Benjamins Publishing Company.
Seeber, K. G. (2011). Cognitive load in simultaneous interpreting:
Existing theories–New Models. Interpreting, 13 (2), 176–204.
Seleskovitch, D. (1975). Langage, langues et mémoire: Étude de la prise
de notes en interprétation consécutive. Paris: Minard Lettres
Modernes.
Seleskovitch, D. (1978): Interpreting for International Conferences.
Washington: Pen & Booth.
Walczyński, M. (2015). Students’ anxiety and stress during a consecutive
interpreting test and their influence on interpreting output quality:
A preliminary small-scale study discussion. In P, Paulina., & D,
Mikołaj (Eds.), Constructing translation competence (pp.177-192).
Rahmanpanah, H. / Journal of Language, Culture, and Translation 4(2) (2022), 46–65
65
Frankfurt am Main: Peter Lang.
Walczyński, M. (2017). The length of language exposure and its
influence on individual factors experienced by interpreting trainees
during an in-class consecutive interpreting test. In M.
Walczyński, (Ed.), Selected aspects of interpreting in the 21st Century
(pp. 91-105). Wrocław: Wydawnictwo Uniwersytetu Wrocławskieg.