The Interpreters' Newsletter of the Dipartimento di
Scienze del Linguaggio, dell'Interpretazione e della Traduzione and the Scuola
Superiore di Lingue Moderne per Interpreti e Traduttori, University of
Trieste, is an international journal promoting the dissemination and discussion
of research in the field of interpreting studies.
Since the early 1970s, interpreting strategies have aroused much interest among interpreting
research scholars. Strategies should be recommended as components of interpreter
training because they are useful for interpreters to solve or avoid problems resulting from
cognitive and language-specific constraints. This paper reports on a small-scale study, investigating
if undergraduates’ strategy use is positively related to their teachers’ inclusion
of strategy training in the consecutive interpreting classroom. Forty-one undergraduate
trainees and three of their teachers participated in the study. Retrospection was used to
collect data on participants’ mentioning of strategy use immediately after performing
consecutive interpreting from English into Chinese. Questionnaires were administered to
elicit data on teachers’ inclusion of strategies in class. Data analysis shows that sixteen
strategies were used by the students and that those strategies were taught by their teachers.
A correlation analysis shows that there is a moderate correlation between student’s strategy
use and their teachers’ inclusion of strategy training.
According to the AIIC, the forwarding of preparation material to interpreters prior to simultaneous
interpreting (SI) is a contractual term, as it enables interpreters to fully harness their
expertise and provide a better service. Yet, despite being largely acknowledged as a fundamental
support tool and a helpful resource by professional interpreters and students alike,
preparation has been the subject of a limited number of experimental studies. This study
aims to examine the importance of preparation for the SI of speeches including a number of
cultural items, in order to both underline the importance of previous knowledge for achieving
a higher level of proficiency in SI and to raise awareness in speakers and event managers
about the need to provide interpreters with all the relevant documents.
Prosody in simultaneous interpretation (SI) is a recent research field receiving increasing
attention but still insufficiently explored for certain language pairs. The present contribution
discusses the prosodic features of interpreted texts as such and in relation to the
source text (ST) for the German-Italian language pair.
The target texts (TTs) of six professional interpreters were transcribed and analysed
according to the following analysis criteria: speech rate, pauses (filled and unfilled and
their position in the text) and syllable lengthening, intonation and prominence.
The objective of the study was to analyse the prosody of professional interpreters
through the perceptual method, assessing the features of prosody as observed in interpreting
practitioners. Since the ST is an example of impromptu speech, the study also aimed at
understanding the role played by spontaneous speech in the interpreting process.
The results concerning interpreters’ speech rate and intonation confirmed consolidated
theories in SI, whereas categories such as pauses, stress on words and the sub-category
of syllable lengthening raised new points, showing that some specific behaviour is intentionally
produced by interpreters to deal with difficult portions of text through the use of
The issue of quality has been extensively discussed in Interpreting Studies (IS). Quality
is subjective, ineffable and cultural. As the “aspiring-to-science community” (hereafter
“ATSC”1) defines “scientific” as empirical, quantifiable and objective2, it is bound to struggle
when dealing with such a concept. Yet, precisely because it stipulates that a scientific
approach requires a quantifiable dimension, it has to try and define quality in an objective
manner. Shackled by its postulates, the ATSC has drawn upon two approaches
that have predictably come short. One vainly seeks to define quality and subsequently
“objective and quantifiable” criteria to assess it. The other claims to draw on marketing
and strives to measure user satisfaction, primarily through questionnaires. The most
advanced work in marketing, however, has taken on board the findings of cognitive
This paper explores the way in which 10 professional interpreters develop and cultivate
their expert interpreter competence. It draws on semi-structured in-depth interviews and
carries forward the previous process- and experience-based account of interpreter skills
and (sub)competencies based on the same 90,000 word corpus (cf. Albl-Mikasa 2012). The
main points addressed are the requirements that can be learned, the timeline of acquisition
of the various (sub)competences, and the ways in which they are further developed.
These ways include formal continuous professional development, semi-formal assignment-
geared knowledge building, informal off-the-job acquisition of relevant information,
on-the-job learning by doing, and the evolvement of savoir-faire in the course of