정보 우선순위 설정 역량이 순차통역 충실성과 전달력에 미치는 효과: 관련성 이론을 기반으로
The effect of information prioritization competence on fidelity and delivery in consecutive interpreting: A relevance-theoretic approach
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This study examines how sight interpreting (SI) training develops information prioritization competence and explores its relationship with fidelity and delivery in consecutive interpreting (CI). Based on Sperber and Wilson’s Relevance Theory, information prioritization was defined as the ability to identify, select, and reorganize essential content to achieve optimal relevance within cognitive constraints. The study involved thirty-seven undergraduate students from two intact classes, who were randomly assigned to experimental and control groups. Over a 15-week period, the experimental group (n = 18) undertook SI training with structured practice and guided feedback to strengthen information prioritization strategies, while the control group (n = 19) received conventional CI training. A linear mixed-effects model analysis of 110 recordings from pre-, mid-, and final examinations, which were evaluated by six professional raters, revealed a significant midterm improvement in information prioritization in the experimental group, with an upward trend continuing through the final exam. Information prioritization correlated with overall CI performance, showing greater association with fidelity than with delivery. These findings support the view that interpreting involves meaning-oriented and selective re-structuring of information rather than mere linguistic transfer. They also highlight the value of integrating targeted SI training into CI curricula to develop information prioritization competence.
Abstract
This study examines how sight interpreting (SI) training develops information prioritization competence and explores its relationship with fidelity and delivery in consecutive interpreting (CI). Based on Sperber and Wilson’s Relevance Theory, information prioritization was defined as the ability to identify, select, and reorganize essential content to achieve optimal relevance within cognitive constraints. The study involved thirty-seven undergraduate students from two intact classes, who were randomly assigned to experimental and control groups. Over a 15-week period, the experimental group (n = 18) undertook SI training with structured practice and guided feedback to strengthen information prioritization strategies, while the control group (n = 19) received conventional CI training. A linear mixed-effects model analysis of 110 recordings from pre-, mid-, and final examinations, which were evaluated by six professional raters, revealed a significant midterm improvement in information prioritization in the experimental group, with an upward trend continuing through the final exam. Information prioritization correlated with overall CI performance, showing greater association with fidelity than with delivery. These findings support the view that interpreting involves meaning-oriented and selective re-structuring of information rather than mere linguistic transfer. They also highlight the value of integrating targeted SI training into CI curricula to develop information prioritization competence.