The interpreter needs a good short-term memory to retain what s/he has just heard and a good long-term memory to put the information into context. Phelan states: “Interpreting is a demanding job. When mentioning the qualifications an interpreter needs with regard to memory and concentration M. In this respect, academics and practitioners suggest working hard on the level of attention and concentration from the very beginning of the development of one’s interpreting competences. Memory and concentration play a crucial role in the process of CI. translation ability (with reference to interpreting) Terminological variations of the notion of interpreting competence Authorsĭenominations proposed for the notion of interpreting competence in the published literature In order to prove the broad interlinguistic spectrum of denominations for the notion under study we outlined a timeline analysis of the terminology used for the notion of interpreting competence used in the scientific literature which is presented in Table 1. Hairuo), curriculum design, consecutive interpreting and consecutive skills (P.
Riccardi), interpretation quality assessment (H.
Zhe), types of abilities that one should possess in order to perform his/her activity at a high level standard (D. At the same time there is a wide variety of interpretations that cover the notion in question and many more studies carried out equally by scholars and practitioners in the field of interpreting competence and interpreter training (D. But due to the diversity of ideas and approaches to the notion of interpreting competence it is difficult to state one definition and determine a common thinking of the skills that make it up.
In this study the notion of interpreting competence has a central role because it represents the object of study of this research. General notions on competence of consecutive interpreting and error analysis We intend to uphold or reject the stated hypothesis by comparing error rates in the EG and CG. This assumption originates in personal didactic observations during classes of consecutive interpreting. The main hypothesis to be tested in this paper is formulated as follows: Students in the EG will prove better performance results when applying the memory, attention and concentration exercise prior to the discourse interpretation compared to the students in the CG who do not have the exercise prior to discourse interpreting. To determine whether the strategy of applying the memory, attention and concentration exercise prior to CI of the discourse will improve the quality of interpretation in the EG in terms of number and types of errors.To establish the prevalence of CI categories and number of errors in the EG and the CG.To identify and analyse the types of errors that students make.The study was carried out in the first semester of students’ classes of Consecutive interpreting (CI). The participants in the study are second year BA students whose mother tongue is Romanian and who study English as a first foreign language. This paper aims at determining the quality of the interpretation versions provided by BA students from the Department of Translation, Interpretation and Applied Linguistics (Department TIAL), Moldova State University. The main hypothesis we put forward in this paper is whether and to what extent the translation exercise applied to the EG prior to discourse interpreting improves the quality of the CI product compared to the group of students who do not have any CI exercise before interpreting the same discourse.Īim, objectives and hypothesis of the study It looks at two samples of students that represent the experimental group (EG) and the control group (CG). It focuses on determining the number and types of errors that students make during CI from English into Romanian, the possible causes of such errors and relevant exercises to train memory, attention and concentration competences. The study was conducted at the Department of Translation, Interpretation and Applied Linguistics, Moldova State University. Moldova State article aims at assessing second year undergraduate students’ memory, attention and concentration skills in classes of consecutive interpreting (CI) by means of applying a Distributed attention exercise. Department of Translation, Interpretation and Applied Linguistics
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