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Most interpreting theories claim that different interpreting types should involve varied processing mechanisms and procedures. However, few studies have examined their underlying differences. Even though some previous results based on quantitative approaches show that different interpreting types yield outputs of varying lexical and syntactic features, the grammatical parsing approach is limited. Language sequences that form without relying on parsing or processing with a specific linguistic approach or grammar excel other quantitative approaches at revealing the sequential behavior of language production. As (...) a non-grammatically-bound unit of language sequences, frequency motif can visualize the local distribution of content and function words, and can also statistically classify languages and identify text types. Thus, the current research investigates the distribution, length and position-dependent properties of frequency motifs across different interpreting outputs in pursuit of the sequential generation behaviors. It is found that the distribution, the length and certain position-dependent properties of the specific language sequences differ significantly across simultaneous interpreting and consecutive interpreting output. The features of frequency motifs manifest that both interpreting output is produced in the manner that abides by the least effort principle. The current research suggests that interpreting types can be differentiated through this type of language sequential unit and offers evidence for how the different task features mediate the sequential organization of interpreting output under different demand to achieve cognitive load minimization. (shrink)

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Foreign language anxiety has been identified as a crucial affective factor in language learning. Similar to the situation in language classes, university students in interpretation classes are required to perform in a foreign language when their language skills are inadequate. Investigations are needed to determine the specific impact of FLA on interpretation learning. This study investigated the effects of the specific interpretation classroom FLA on interpretation learning and dependency distance as an indicator of learners’ cognitive load. The participants were 49 (...) undergraduate and graduate students enrolled in English–Chinese interpretation classes at a university in Hong Kong. The results showed a significant negative correlation between ICFLA levels and consecutive interpretation achievement scores. ICFLA was also negatively correlated with DD in consecutive interpretations. Four factors underlying ICFLA were identified. The findings of this study would provide useful insights for researchers and educators to understand the nature and effect of FLA in different settings. (shrink)

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Remote interpreting via video-link is increasingly being employed in investigative interviews chiefly due to its apparent increased accessibility and efficiency. However, risks of miscommunication have been shown to be magnified in remote interpreting and empirical research specifically on video-link remote interpreting is in its infancy which greatly limits the evidence base available to inform and direct evidence-based policy and best practice, particularly in the identification of the optimal mode of interpreting to be used, namely consecutive and simultaneous. Consecutive interpreting refers (...) to a process in which the interpreter transfers short segments of speech from one language into the other as each person speaks in managed turn-taking, while simultaneous interpreting refers to the transfer of natural speech from one language into another in a concurrent manner without the need for speakers to segment their speech. This study provides novel empirical evidence by using eye tracking to compare the overt visual attention of interpreters working in a remote setting in which an English-speaking Interviewer interacts with a non-English-speaking Suspect in person, for whom interpretation is provided via video-link in real time. Using a within-subject design, we analyze eye-movement data from 28 professionally accredited interpreters who interpreted via video-link an investigative interview in which consecutive and simultaneous interpreting modes were counterbalanced. Taking interpreting performance into account, our results showed that, the consecutive mode yielded significantly less gaze time and therefore significantly less on-screen overt visual attention due to off-screen notetaking, an essential component of the consecutive interpreting mode. Relative to gaze time, the consecutive mode also resulted in significantly more and longer fixations and shifts of attention. Participants also allocated significantly more overt visual attention to the Interviewer than the Suspect, particularly in the consecutive mode. Furthermore, we found informative significant correlations between eye tracking measures and interpreting performance: accuracy, verbal rapport, and management. Finally, we found no significant differences between the three language pairs tested. We conclude with a discussion of limitations and the contributions of the study and an outline for future work on this topic of growing importance. (shrink)

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Previous studies that explored the impact of task-related variables on translation performance focused on task complexity but reported inconsistent findings. This study shows that, to understand the effect of task complexity on translation process and its end product, performance in translation tasks of various complexity levels needs to be compared in a specific setting, in which more factors are considered besides task complexity—especially students’ translating self-efficacy belief. Data obtained from screen recording, subjective rating, semi-structured interview, and quality evaluation were triangulated (...) to measure how task complexity influenced the translation performance of Chinese students with high and low TSEB. We found that the complex task led to significantly longer task duration, greater self-reported cognitive effort, lower accuracy, and poorer fluency than the simple one among students, irrespective of their TSEB level. Besides, the high-TSEB group outperformed the low-TSEB group in translation accuracy and fluency in both tasks. However, the interaction effect of task complexity and TSEB was not significant, due possibly to weak problem awareness among students. Our study has implications for effectively designing task complexity, getting the benefits of TSEB, and improving research on translation performance. (shrink)

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