Number training in simultaneous interpreting: A corpus-assisted longitudinal study

Abstract

Numbers are regarded as a common problem trigger in simultaneous interpreting (SI). Their low predictability and high information density can generate additional cognitive loads for interpreters, especially for trainees. The data of this study were collected from the English into Mandarin Chinese SI performances by trainees over a semester-long period of training to explore if there was a correlation between training and the accuracy with which numbers are rendered in SI. Specifically, this study adopts a longitudinal approach to investigate the impact of a 13-week formal training course on trainees’ ability to render numbers, and to determine the accuracy of different number types in renditions using six accuracy indicators. Two research questions were answered: (a) The 13-week formal training course did not significantly improve trainees’ accuracy in rendering numbers; (b) among number types, part of name, ranges, and small and whole numbers led to the poorest performance, which were attributed to source-text factors and lack of visual reference points. These results suggest that SI training could combine numbers with additional challenges, such as accents or fast speech delivery, and focus more on ranges and small numbers. Future studies could further control the influential variables identified in this research to validate their impact on the rendition of numbers.