engleski

Characteristics, quality indicators and assessment criteria of simultaneous interpretation by student-interpreters: implications for interpreting theory and teaching practice

The study reported in this dissertation examines characteristics, quality indicators and assessment criteria of simultaneous interpretation by student-interpreters. In particular, it investigates different types of content and presentation departures in the form of omissions, additions and substitutions, as well as culture- bound items, numbers and names, non-fluencies, prosody, and influence of the speed of delivery on the overall performance in SI, both on the intertextual and the intratextual level during three months of training. The study of these characteristics serves to establish the possible criteria for the evaluation of the quality of the rendered text, identification of progress indicators, and as a teaching guideline. In order to do this, it first surveys the existing theoretical viewpoints on different aspects of quality criteria and develops a framework within which the phenomenon of SI can be best described. The description of patterns is based on 19 student-interpreters and 217, 018 analyzed words. The study addresses a number of issues: it first identifies overall patterns of content and presentation departures on the level of the sentence and on the level of the individual lexical items. It then shows the most typical departures in greater detail. Furthermore, it examines additional parameters important for getting an overall picture of the rendered text. The conclusion suggests that progress is individual, but possible under proper guidance and with continuous practice. Numbers and names, culture-bound items, syntactic differences in the structure of the languages are problem triggers, unlike speech rate, which doesn’t seem to influence the success and quality of the rendered text. The criteria used for evaluation of professional interpreters should be applied to student-interpreters, but not all of them at the same time. Phrasing errors signal progress and shift in the student-interpreter’s skill from verbosity and literal word-for-word interpretation to condensation and abstraction. This dissertation captures characteristic of English--Croatian language pair in the field of simultaneous interpreting. Finally, implications for different linguistic disciplines are considered.

simultaneous interpretation; errors; non-fluencies; prosody; speech-rate; quality; evaluation; assessment criteria; progress

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