1887
Volume 2, Issue 2
  • ISSN 2542-5277
  • E-ISSN: 2542-5285
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This paper takes a process-focused approach to investigating the dialogue interpreting task from the perspective of the task performer. It reports on a portion of a research study aimed at better understanding the cognitive and interactional processes involved in dialogue interpreting. Eight interpreters interpreted a simulated interaction and subsequently completed a retrospective process-tracing session. The results shed light on the complexities of dialogue interpreting performance as experienced by the task performer, specifically with regard to interpreters’ online monitoring of affect, behavior, cognition, and context.

Loading

Article metrics loading...

/content/journals/10.1075/tcb.00030.her
2019-09-06
2025-04-30
Loading full text...

Full text loading...

References

  1. Angelelli, Claudia
    2004Revisiting the Interpreter’s Role: A study of conference, court, and medical interpreters in Canada, Mexico, and the United States. Amsterdam: John Benjamins. 10.1075/btl.55
    https://doi.org/10.1075/btl.55 [Google Scholar]
  2. Bélanger, Danielle-Claude
    2004 “Interactional Patterns in Dialogue-Interpreting.” Journal of Interpretation17: 1–18.
    [Google Scholar]
  3. Bontempo, Karen and Karen Malcolm
    2012 “An Ounce of Prevention is Worth a Pound of Cure: Educating Interpreters about the Risk of Vicarious Trauma in Healthcare Settings.” InIn our Hands: Educating Healthcare Interpreters. Edited byLaurie Swabey and Karen Malcolm, 105–130. Washington, D.C.: Gallaudet University Press.
    [Google Scholar]
  4. Bontempo, Karen and Jemina Napier
    2011 “Evaluating Emotional Stability as a Predictor of Interpreter Competence and Aptitude for Interpreting.” Interpreting13(1): 85–105. 10.1075/intp.13.1.06bon
    https://doi.org/10.1075/intp.13.1.06bon [Google Scholar]
  5. Carver, Charles S.
    2004 “Self-regulation of Action and Affect.” InHandbook of Self-Regulation: Research, theory, and applications. Edited byR. F. Baumeister and K. D. Vohs, 13–39. New York, NY: The Guilford Press.
    [Google Scholar]
  6. Carver, Charles S. and Michael F. Scheier
    2000 On the Structure of Behavioral Self-Regulation. InM. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp.41–84). San Diego, CA: Academic Press. 10.1016/B978‑012109890‑2/50032‑9
    https://doi.org/10.1016/B978-012109890-2/50032-9 [Google Scholar]
  7. 2011 “Self-Regulation of Action and Affect.” InHandbook of Self-Regulation: Research, theory, and applications, 2nd edition. Edited byR. F. Baumeister and K. D. Vohs, 3–21. New York, NY: The Guilford Press.
    [Google Scholar]
  8. Crezee, Ineke, David Atkinson, Robyn Pask, Patrick Au, and Sai Wong
    2015 “Teaching Interpreters about Self-Care.” International Journal of Interpreter Education7(1): 74–83.
    [Google Scholar]
  9. Dean, Robyn K. and Robert Q. Pollard
    2013The Demand Control Schema: Interpreting as a Practice Profession. North Charleston, SC: CreateSpace.
    [Google Scholar]
  10. Dinsmore, Daniel L., Patricia A. Alexander, and Sandra M. Loughlin
    2008 “Focusing the Conceptual Lens on Metacognition, Self-Regulation, and Self-Regulated Learning.” Educational Psychology Review20(4): 391–409. 10.1007/s10648‑008‑9083‑6
    https://doi.org/10.1007/s10648-008-9083-6 [Google Scholar]
  11. Dunlosky, John and Janet Metcalfe
    2009Metacognition. Los Angeles, CA: Sage.
    [Google Scholar]
  12. Englund Dimitrova, Birgitta and Elisabet Tiselius
    2009 “Exploring Retrospection as a Research Method for Studying the Translation Process and the Interpreting Process.” InMethodology, Technology and Innovation in Translation Process Research, Copenhagen Studies in Language, 38. Edited byI. M. Mees, F. Alves, and S. Göpferich, 109–134. Copenhagen, Denmark: Samfundslitteratur.
    [Google Scholar]
  13. 2014 “Retrospection in Interpreting and Translation: Explaining the process?” InMinding Translation. Edited byR. Muñoz, 177–200. MonTI, special issue1. Alicante: Universidad de Alicante. 10.6035/MonTI.2014.ne1.5
    https://doi.org/10.6035/MonTI.2014.ne1.5 [Google Scholar]
  14. 2016 “Cognitive Aspects of Community Interpreting: Toward a process model.” InReembedding Translation Process Research. Edited byR. Muñoz, 195–214. Amsterdam, NL: John Benjamins. 10.1075/btl.128.10eng
    https://doi.org/10.1075/btl.128.10eng [Google Scholar]
  15. Ericsson, K. Anders
    2000 “Expertise in Interpreting: An expert-performance perspective.” Interpreting5(2): 187–220. 10.1075/intp.5.2.08eri
    https://doi.org/10.1075/intp.5.2.08eri [Google Scholar]
  16. 2006 “Protocol Analysis and Expert Thought: Concurrent verbalizations of thinking during experts’ performance on representative tasks.” InThe Cambridge Handbook of Expertise and Expert Performance. Edited byK. Anders Ericsson, Neil Charness, Paul J. Feltovich, and Robert R. Hoffman, 223–241. Cambridge: Cambridge University Press. 10.1017/CBO9780511816796.013
    https://doi.org/10.1017/CBO9780511816796.013 [Google Scholar]
  17. Fan, Dinghong
    2012The Development of Expertise in Interpreting through Self-Regulated Learning for Trainee Interpreters. PhD Diss., University of Newcastle upon Tyne. Accessed21 July 2018athttps://theses.ncl.ac.uk/dspace/bitstream/10443/1741/1/Fan%2012%20%2812mnth%29.pdf
    [Google Scholar]
  18. Fontes, Lisa A.
    2008Interviewing Clients across Cultures: A practitioner’s guide. New York: The Guilford Press.
    [Google Scholar]
  19. Gass, Susan M. and Alison Mackey
    2000Stimulated Recall Methodology in Second Language Research. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  20. Gile, D.
    1994 “Methodological Aspects of Interpretation and Translation Research.” InBridging the Gap: Empirical Research in Simultaneous Interpretation. Edited byB. Moser-Mercer and S. Lambert, 39–56. Amsterdam: John Benjamins. 10.1075/btl.3.06gil
    https://doi.org/10.1075/btl.3.06gil [Google Scholar]
  21. Hacker, Douglas J.
    1998 “Definitions and Empirical Foundations.” InMetacognition in Educational Theory and Practice. Edited byD. J. Hacker, J. Dunlosky, and A. C. Graesser, 1–23. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  22. Hansen, Gyde
    2005 “Experience and Emotion in Empirical Translation Research with Think-Aloud and Retrospection.” Meta, 50(2): 511–521. 10.7202/010997ar
    https://doi.org/10.7202/010997ar [Google Scholar]
  23. Harvey, Michael
    2015 “Reaping the Benefits of Vicarious Trauma.” International Journal of Interpreter Education7(2): 5–20.
    [Google Scholar]
  24. Henderson, Lynette D. and Julie Tallman
    2006Stimulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy. Lanham, MD: The Scarecrow Press, Inc.
    [Google Scholar]
  25. Herring, Rachel E.
    2018‘I Could Only Think About What I Was Doing, and That Was a Lot to Think About’: Online self-regulation in dialogue interpreting. PhD Diss., University of Geneva, Switzerland. Last accessed1 May 2019athttps://archive-ouverte.unige.ch/unige:108626
    [Google Scholar]
  26. Ivanova, Adelina
    1999Discourse Processing during Simultaneous Interpreting: An Expertise Approach. Doctoral Dissertation, University of Cambridge, UK.
    [Google Scholar]
  27. Lai, Miranda, Georgina Heydon, and Sedat Mulayim
    2015 “Vicarious Trauma among Interpreters.” International Journal of Interpreter Education7(1): 3–22.
    [Google Scholar]
  28. Lyle, John
    2003 “Stimulated Recall: A Report on its Use in Naturalistic Research.” British Educational Research Journal29(6), 861–878. 10.1080/0141192032000137349
    https://doi.org/10.1080/0141192032000137349 [Google Scholar]
  29. Macnamara, Brooke N., Adam B. Moore, Judy A. Kegl, and Andrew R. A. Conway
    2011 “Domain-General Cognitive Abilities and Simultaneous Interpreting Skill.” Interpreting13(1): 121–142. 10.1075/intp.13.1.08mac
    https://doi.org/10.1075/intp.13.1.08mac [Google Scholar]
  30. Mason, Ian
    2001 “Introduction.” InTriadic Exchanges: Studies in Dialogue Interpreting. Edited byI. Mason, i–vi. Manchester, UK: St. Jerome.
    [Google Scholar]
  31. 1999 “Introduction.” The Translator5(2): 147–160. 10.1080/13556509.1999.10799038
    https://doi.org/10.1080/13556509.1999.10799038 [Google Scholar]
  32. Mason, Ian and Wen Ren
    2012 “Power in Face-to-Face Interpreting Events.” Translation and Interpreting Studies7(2): 233–252. 10.1075/tis.7.2.08mas
    https://doi.org/10.1075/tis.7.2.08mas [Google Scholar]
  33. Metzger, Melanie
    1999Sign Language Interpreting: Deconstructing the myth of neutrality. Washington, DC: Gallaudet University Press.
    [Google Scholar]
  34. Monacelli, Claudia
    2000 “Mediating Castles in the Air: Epistemological issues in Interpreting Studies. InIntercultural Faultlines: Research Models in Translation Studies I: Textual and Cognitive Aspects. Edited byM. Olohan, 193–213. Manchester, UK: St. Jerome.
    [Google Scholar]
  35. Muñoz Martín, Ricardo
    2016 “Processes of What Models? On the cognitive indivisibility of translation acts and events.” Translation Spaces5(1): 145–161. 10.1075/ts.5.1.08mun
    https://doi.org/10.1075/ts.5.1.08mun [Google Scholar]
  36. Nelson, Thomas O. and Louis Narens
    1990 “Metamemory: A Theoretical Framework and New Findings.” InThe Psychology of Learning and Motivation: Advances in Research and TheoryVol.26. Edited byG. H. Bower, 125–173. San Diego, CA: Academic Press.
    [Google Scholar]
  37. Pintrich, Paul R.
    2000 “The Role of Goal Orientation in Self-Regulated Learning.” InHandbook of Self-Regulation. Edited byM. Boekaerts, P. R. Pintrich, and M. Zeidner, 451–502. San Diego, CA: Academic Press. 10.1016/B978‑012109890‑2/50043‑3
    https://doi.org/10.1016/B978-012109890-2/50043-3 [Google Scholar]
  38. Pintrich, Paul R. and Akane Zusho
    2002 “The Development of Academic Self-Regulation: The role of cognitive and Motivational factors.” InDevelopment of Achievement motivation. Edited byA. Wigfield & J. S. Eccles, 249–284. San Diego, CA: Academic Press. 10.1016/B978‑012750053‑9/50012‑7
    https://doi.org/10.1016/B978-012750053-9/50012-7 [Google Scholar]
  39. Pöchhacker, Franz
    2004Introducing Interpreting Studies. London: Routledge. 10.4324/9780203504802
    https://doi.org/10.4324/9780203504802 [Google Scholar]
  40. 2005 “From Operation to Action: Process-orientation in Interpreting Studies.” Meta: Translators’ Journal50(2): 682–695. 10.7202/011011ar
    https://doi.org/10.7202/011011ar [Google Scholar]
  41. Roy, Cynthia B.
    2000Interpreting as a Discourse Process. Oxford: Oxford University Press.
    [Google Scholar]
  42. Tiselius, Elisabet
    2018 “Exploring Cognitive Aspects of Competence in Sign Language Interpreting of Dialogues: First impressions.” Hermes: Journal of Language and Communication in Business57: 49–61.
    [Google Scholar]
  43. Tiselius, Elisabet and Gard B. Jenset
    2011 “Process and Product in Simultaneous Interpreting: What They Tell us about Experience and Expertise.” InMethods and Strategies of Process Research. Edited byC. Alvstad, A. Hild, and E. Tiselius, 269–300. Amsterdam: John Benjamins. 10.1075/btl.94.20tis
    https://doi.org/10.1075/btl.94.20tis [Google Scholar]
  44. Wadensjö, Cecilia
    1998Interpreting as Interaction. London, NY: Longman.
    [Google Scholar]
  45. 2004 “Dialogue Interpreting: A monologising practice in a dialogically organised world.” Target16(1): 105–124. 10.1075/target.16.1.06wad
    https://doi.org/10.1075/target.16.1.06wad [Google Scholar]
  46. Wilcox, Sherman and Barbara Shaffer
    2005 “Towards a Cognitive Model of Interpreting.” InTopics in Signed Language Interpreting: Theory and Practice. Edited byT. Janzen, 27–50. Amsterdam: John Benjamins. 10.1075/btl.63.06wil
    https://doi.org/10.1075/btl.63.06wil [Google Scholar]
  47. Winne, Philip H.
    2001 “Self-Regulated Learning Viewed from Models of Information Processing.” InSelf-Regulated Learning and Academic Achievement: Theoretical Perspectives, 2nd edition. Edited byB. J. Zimmerman & D. H. Schunk, 153–189. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  48. Zimmerman, Barry J.
    2000 “Attaining Self-Regulation: A social cognitive perspective.” InHandbook of Self-Regulation. Edited byM. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. San Diego, CA: Academic Press. 10.1016/B978‑012109890‑2/50031‑7
    https://doi.org/10.1016/B978-012109890-2/50031-7 [Google Scholar]
  49. 2002 “Achieving Academic Excellence: A self-regulatory perspective.” InThe Pursuit of Excellence through Education. Edited byM. Ferrari, 85–110. Mahwah, NJ: Laurence Erlbaum Associates.
    [Google Scholar]
  50. 2006 “Development and Adaptation of Expertise: The Role of Self-Regulatory Processes and Beliefs.” InThe Cambridge Handbook of Expertise and Expert Performance. Edited byK. A. Ericsson, N. Charness, P. J. Feltovich, and R. R. Hoffman, 421–438. Cambridge: Cambridge University Press. 10.1017/CBO9780511816796.039
    https://doi.org/10.1017/CBO9780511816796.039 [Google Scholar]
  51. 2008 “Investigating Self-Regulation and Motivation: Historical background, methodological developments, and future prospects.” American Educational Research Journal45(1): 166–183. 10.3102/0002831207312909
    https://doi.org/10.3102/0002831207312909 [Google Scholar]
/content/journals/10.1075/tcb.00030.her
Loading
/content/journals/10.1075/tcb.00030.her
Loading

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