순차통역에서의 휴지 원인 연구
Exploring Reasons for Pauses in Consecutive Interpreting
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As fluency is considered an important part of interpreting quality, it is important for interpreters to be able to control pauses and hesitations. In this context, this study investigated patterns of pauses and motivations for pauses in consecutive interpreting into Korean and English. In the study, ten first-year students in a graduate program of interpretation and translation performed consecutive interpreting in both directions and participated in retrospective interviews to comment on reasons for pauses in their performance. The findings suggest that there were more occurrences of pauses in unnatural places in interpreting into English than the other direction. As for the motivations for pauses, in the K-E direction, linguistic difficulties, such as searching for appropriate expressions in English and restructuring target language outputs, were most frequently cited by the participants. In the E-K direction, not only linguistic factors but also extra-linguistic factors, including note-reading and checking for logical flows, caused the participants to pause and hesitate during interpreting. The paper discusses major findings and their pedagogical implications.
Abstract
As fluency is considered an important part of interpreting quality, it is important for interpreters to be able to control pauses and hesitations. In this context, this study investigated patterns of pauses and motivations for pauses in consecutive interpreting into Korean and English. In the study, ten first-year students in a graduate program of interpretation and translation performed consecutive interpreting in both directions and participated in retrospective interviews to comment on reasons for pauses in their performance. The findings suggest that there were more occurrences of pauses in unnatural places in interpreting into English than the other direction. As for the motivations for pauses, in the K-E direction, linguistic difficulties, such as searching for appropriate expressions in English and restructuring target language outputs, were most frequently cited by the participants. In the E-K direction, not only linguistic factors but also extra-linguistic factors, including note-reading and checking for logical flows, caused the participants to pause and hesitate during interpreting. The paper discusses major findings and their pedagogical implications.
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