Progress in Simultaneous Interpreting - an Evaluation of the Development of four Students
DOI:
https://doi.org/10.7146/hjlcb.v8i14.25095Abstract
This article describes an analysis of students’ simultaneous interpreting performance. The interpreting performance of four students was recorded in the beginning and at the end of their interpreting training. The performances were then analysed by using a modified version of a model of analysis presented by Kopczynski (1980 and 1981). Factors paid attention to in the analysis were equivalence, linguistic competence, linguistic performance and style. The analysis shows that equivalence improves during the period of training but does not achieve the level of equivalence of professional interpreters. In the area of linguistic competence, progress can be noticed as well, but in the area of linguistic performance the students only progress slightly.
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