Volume 15, Issue 1
  • ISSN 1598-7647
  • E-ISSN: 2451-909X
Buy:$35.00 + Taxes


The present study investigates the effect of memory training on the quality of interpreting by Farsi-to-English interpreter trainees, with special attention to diminishing the rate of omission of message elements. Participants were assigned to two groups on the basis of their overall performance on a TOEFL test, with equal division between genders. The control group was taught interpreting skills by the routine curriculum, while the experimental, group spent part of the time on memory training exercises, e.g. imagination and story retelling. Three raters assessed the accuracy of interpreting, omissions, additions, grammar, expression, terminology, pace and accentuation in the trainees’ pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpreting, particularly so on decreasing the omission rate. The results have implications for curriculum designers of interpreting programs, material producers and all who are involved in interpreting studies and its pedagogy.


Article metrics loading...

Loading full text...

Full text loading...


  1. Barik, H. C.
    1994 A description of various types of omissions, additions and errors of translation encountered in simultaneous interpretation. In S. Lambert and B. Moser-Mercer (eds.), Bridging the gap: Empirical research in simultaneous interpretation. Amsterdam and Philadelphia: John Benjamins, 121–137. doi: 10.1075/btl.3.12bar
    https://doi.org/10.1075/btl.3.12bar [Google Scholar]
  2. Daro, V. & Fabbro, F.
    1994 Verbal memory during simultaneous interpretation: Effects of phonological interference. Applied Linguistics, 15, 365–381. doi: 10.1093/applin/15.4.365
    https://doi.org/10.1093/applin/15.4.365 [Google Scholar]
  3. De La Iglesia, J. C. F. , Buceta, M. J. & Campos, A.
    2005 Prose learning in children and adults with Down syndrome: The use of visual and mental image strategies to improve recall. Journal of Intellectual and Developmental Disability, 30, 199–206. doi: 10.1080/13668250500349391
    https://doi.org/10.1080/13668250500349391 [Google Scholar]
  4. Engle, R. , Tuholski, S. , Laughlin, J. & Conway, A.
    1999 Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology, 128, 309–331. doi: 10.1037/0096‑3445.128.3.309
    https://doi.org/10.1037/0096-3445.128.3.309 [Google Scholar]
  5. Forte, J. Z.
    2012 Acquiring specific interpreting competence. Linguistica, 52, 113–127. doi: 10.4312/linguistica.52.1.113‑127
    https://doi.org/10.4312/linguistica.52.1.113-127 [Google Scholar]
  6. Gile, D.
    1995Basic concepts and models for interpreter and translator training. Amsterdam/Philadelphia: John Benjamins. doi: 10.1075/btl.8(1st)
    https://doi.org/10.1075/btl.8(1st) [Google Scholar]
  7. Holmes, J. , Gathercole, S. E. & Dunning, D. L.
    2009 Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, 9–15 doi: 10.1111/j.1467‑7687.2009.00848.x
    https://doi.org/10.1111/j.1467-7687.2009.00848.x [Google Scholar]
  8. Kriston, A.
    2012 The importance of memory training in interpretation. Professional Communication and Translation Studies, 5, 79–86.
    [Google Scholar]
  9. Manktelow, J.
    2005Mind Tools. Practical thinking skills for an excellent life. London: Mind Tools Corporation.
    [Google Scholar]
  10. McNamara, D. S. & Scott, J. L.
    2001 Working memory capacity and strategy use. Memory and Cognition, 29, 10–17. doi: 10.3758/BF03195736
    https://doi.org/10.3758/BF03195736 [Google Scholar]
  11. Moser, B.
    1978 Simultaneous interpretation: A hypothetical model and its practical application. In D. Gerver & H. W. Sinaiko (eds.), Language, Communication and Interpretation. New York/London: Plenum Press, 353–368. doi: 10.1007/978‑1‑4615‑9077‑4_31
    https://doi.org/10.1007/978-1-4615-9077-4_31 [Google Scholar]
  12. Pym, A.
    2008 On omission in simultaneous interpreting. Risk analysis of a hidden effort. In G. Hansen , A. Chesterman & H. Gerzymisch-Arbogast (eds.), Efforts and models in Interpreting and Translation Research. Amsterdam/Philadelphia: John Benjamins, 83–105.
    [Google Scholar]
  13. Sawyer, B.
    2004Fundamental aspects of interpreter education. Curriculum and assessment. Amsterdam: John Benjamins. doi: 10.1075/btl.47
    https://doi.org/10.1075/btl.47 [Google Scholar]
  14. Setton, R.
    1999Simultaneous interpretation: A cognitive-pragmatic analysis. Amsterdam/Philadelphia: John Benjamins. doi: 10.1075/btl.28
    https://doi.org/10.1075/btl.28 [Google Scholar]
  15. Shipstead, Z. , Hicks, K. L. & Engle, R. W.
    2012 Cogmed working memory training: Does the evidence support the claims?Journal of Applied Research in Memory and Cognition, 1, 185–193. doi: 10.1016/j.jarmac.2012.06.003
    https://doi.org/10.1016/j.jarmac.2012.06.003 [Google Scholar]
  16. Viaggio, S.
    2002 The quest for optimal relevance: The need to equip students with a pragmatic compass. In G. Garzone & M. Viezzi (eds.), Interpreting in the 21st century: challenges and opportunities. Amsterdam/Philadelphia: John Benjamins, 229–244. doi: 10.1075/btl.43.23via
    https://doi.org/10.1075/btl.43.23via [Google Scholar]
  17. Visson, L.
    2005 Simultaneous interpretation: Language and cultural difference. In S. Bermann & M. Wood (eds.), Nation, language, and the ethics of translation. Princeton: Princeton University Press, 51–64.
    [Google Scholar]
  18. Yenkimaleki, M.
    2017Effect of prosody awareness training on the quality of consecutive interpreting between English and Farsi. PhD dissertation, Leiden University Centre for Linguistics (in preparation).
    [Google Scholar]
  19. Yenkimaleki, M. & Heuven , V. J. van
    2013 The effect of memory training on the quality of interpreting. In L. Gómez Chova , A. López Martínez & I. Candel Torres (eds.), Proceedings of the 6th International Conference on Education, Research and Innovation, November 18–20, 2013, Seville, Spain, 4107–4114.
    [Google Scholar]
  20. Yenkimaleki, M. & Heuven, V. J. van
    2016 The effect of memory training on interpretation performance. International Journal of English Language, Literature and Translation studies, 3, 79–86.
    [Google Scholar]
  21. Zhong, W.
    2003 Memory training in interpreting. Journal of Translation Studies, 6, 45–57.
    [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error