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Volume 19, Issue 1
  • ISSN 1384-6647
  • E-ISSN: 1569-982X
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Abstract

Strategies have been far more widely researched in conference interpreting than in the interactional setting of public service interpreting (PSI), although studies of the latter by Wadensjö and other authors suggest a strategic rationale for certain types of rendition (especially ). The present article describes an exploratory, qualitative study, based on roleplay, to identify strategies in PSI: the roleplays were designed to incorporate a variety of ‘rich points’, coinciding with peak demands on the interpreter’s problem-solving capacities and therefore particularly relevant to empirical study of interpreting strategies. Five interpreter-mediators with the Chinese–Spanish/Catalan language combination were each asked to interpret three different dialogues, in which the primary participants’ input was a re-enactment of real situations. Analysis of the transcribed video recordings was complemented by a preliminary questionnaire and by retrospective interviews with the interpreters. Their strategies, classified according to whether the problems concerned were essentially linguistic or involved the dynamics of interaction, in some cases reflect priorities typically associated with intercultural mediation. The advantages and limitations of using ‘rich points’ and roleplays in the study of interpreting strategies are briefly discussed

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/content/journals/10.1075/intp.19.1.06aru
2017-05-08
2024-12-09

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/content/journals/10.1075/intp.19.1.06aru
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Strategies in public service interpreting
Interpreting 19, 118 (2017); https://doi.org/10.1075/intp.19.1.06aru
/content/journals/10.1075/intp.19.1.06aru
/content/journals/10.1075/intp.19.1.06aru
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  • Article Type: Research Article
Keyword(s): educational context; intercultural mediation; interpreting strategies; interpreting ‘rich points’; Public service interpreting

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