Simultaneous Interpreting with text: training implications for the language pair Chinese - English

Abstract

This research aims to ascertain the interpreting trainees’ perceptions of the language-pair specific difficulties when working from Chinese Mandarin into English in simultaneous interpreting with text (SI with text). Three language-pair specific problem triggers, concerning subject identification, word order adjustment, and set phrases, were recognised in the literature. Eighteen interpreting trainees (Chinese A and English B) were recruited to carry out the SI with text assignment, with 20 minutes to prepare. They were invited to provide retrospective protocols immediately after the simulated task. Three sets of data, including the preparatory actions, the translations, and the comments pertaining to the identified problem triggers, were analysed. The findings have demonstrated the participants’ patterns and idiosyncrasies in perceiving the language-pair-specific problem triggers. It was found following the original syntax and wording without differentiation has triggered grammatical errors and meaning departures in the target text. The participants’ language competence, including comprehension and production, were challenged in the time-constrained tasks and it suggests itself as the overarching factor that affects both preparation and performance. Corresponding pedagogical recommendations could inform the specifics in the training practice and the formative assessment.