Parallel processing of the target language during source language comprehension in interpreting

Dong, Yanping; Lin, Jiexuan

doi:10.1017/s1366728913000102

Cited by 49 publications

(26 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Different lexicons are activated to different degrees to ensure successful rendition (i.e., source language comprehension and target language production, monitoring of ones' own speech, and no interference from source language during target language production). 718 Yanping Dong and Ping Li translation equivalent, which needs little attention and saves resources (Dong & Lin, 2013). But in most cases, the translation of messages requires efforts.…”

Section: Structural Account Of Language Control: Language-modality Comentioning

confidence: 99%

“…During the input phase, apart from the main subtask of comprehending the incoming information, the interpreter generally has to take notes at the same time; during the output phase, apart from the main subtask of producing the TL, the interpreter generally has to consult notes to reconstruct the messages. Compared with simply listening to a segment of speech and taking notes without having to recall it later in another language, the input phase in consecutive interpreting is more multi-tasking because while listening to the input speech, the interpreter is already searching for translation equivalents in the mind (e.g., Dong & Lin, 2013), and notes may be taken in either the input or the output language. What is more, the interpreter is required to be as accurate as possible in the transmission of messages, which puts more demands on the input phase when messages have to be registered either in the mind or in the notes.…”

Section: Processing Control: Divided Attention and Language Processinmentioning

confidence: 99%

See 1 more Smart Citation

Attentional control in interpreting: A model of language control and processing control

Dong

2019

Bilingualism

Self Cite

View full text Add to dashboard Cite

Interpreting is a complex bilingual task, placing high demands on both language control (i.e., source language not interfering in target language production) and processing control (i.e., multi-tasking carried out in concert under time pressure). On the basis of empirical evidence in the literature, we propose an attentional control model to account for both language control and processing control. Specifically, language control in interpreting is achieved by a structural framework of language-modality connections (established in interpreting training and stored as task schema), and by focused attention that helps build, strengthen and adapt the framework through monitoring, target enhancement, task disengagement, shifting, and working memory. In contrast, processing control in interpreting is achieved by divided attention via coordination and working memory, and by language processing efficiency that includes mastery of both languages and the appropriate use of interpreting strategies. Implications of this model for general bilingual language control are discussed.

show abstract

Section: Structural Account Of Language Control: Language-modality Comentioning

confidence: 99%

Section: Processing Control: Divided Attention and Language Processinmentioning

confidence: 99%

Attentional control in interpreting: A model of language control and processing control

Dong

2019

Bilingualism

Self Cite

View full text Add to dashboard Cite

show abstract

“…1. The participants of the present study were exactly the same group of participants as in Dong and Lin (2013) that studied their parallel processing of the target language (TL) during SL comprehension. And the English-to-Chinese CI task was the same as used in Cai et al (2015).…”

Section: Notesmentioning

confidence: 99%

Acquisition of interpreting strategies by student interpreters

Dong

Zhao

2019

The Interpreter and Translator Trainer

Self Cite

View full text Add to dashboard Cite

To explore the acquisition of interpreting strategies by student interpreters, the present study first built a framework of 22 strategies based on a thorough literature review, and then identified and compared 21 strategies adopted by 66 student interpreters in a task of B-to-A consecutive interpreting (CI) between two training stages (2nd month and end of an academic year). Quantitative and qualitative analyses of interpreting performance, substantiated by retrospection and interview data, resulted in two major findings. First, as interpreting training proceeded, these students employed more frequently the strategies that interpreting instructors recommended (Type-A strategies, e.g. explicitation), and less frequently the strategies that the instructors advised them to use with caution (Type-B strategies, e.g. approximation) and the strategies that the instructors did not recommend (Type-C strategies, e.g. guessing). Second, the frequency of Type-A strategies positively correlated with interpreting performance, and that of Type-C strategies negatively correlated, especially at Stage 2. In addition, our retrospection and interview data indicated that, for these unbalanced L2 learners, strategy use mostly aimed for better information accuracy and completeness, especially at Stage 2. These results suggest that strategy training is effective, and strategy acquisition is plausible.

show abstract

“…We thus hypothesized that the updating function of WM was closely related to CI performance, and CI training could help enhance updating . In addition, interpreters may process the source language input in a parallel way, i.e., their processing of the source language may be influenced by the target language (e.g., Dong and Lin, 2013 ), suggesting that interpreters may have a more efficient way processing the source language so that they can recall details better and perform better in tasks of verbal WM spans. Furthermore, Ecker et al (2010) found that WM capacity was a strong predictor of WM updating, suggesting that WM spans and WM updating are closely related.…”

Section: Introductionmentioning

confidence: 99%

How Does Consecutive Interpreting Training Influence Working Memory: A Longitudinal Study of Potential Links Between the Two

2018

Self Cite

View full text Add to dashboard Cite

With an intention to contribute to the issue of how language experience may influence working memory (WM), we focused on consecutive interpreting (CI), analyzed its potential links with WM functions and tested these links in a longitudinal experiment, trying to answer the specific question of how CI training may influence WM. Two comparable groups of Chinese learners of English received either CI or general second language (L2) training for one semester, and were tested before and after the training with the tasks of n-back (non-verbal updating), L2 listening span, and letter running span (verbal spans). CI performance was tested in the posttest. The results showed that (1) updating efficiency in both the pretest and posttest predicted CI performance, and CI training enhanced updating efficiency while general L2 training did not; (2) the relationship between verbal spans and CI performance was weaker (i.e., only pretest L2 listening span correlated with CI performance and predicted CI performance with marginal significance), and CI training did not make a unique contribution to these spans (i.e., no group differences). The results indicated an “interpreter advantage” in updating, which was probably due to that updating was more central in the CI task than WM spans. Theoretically, we believe that updating and CI are closely related because they share the same underlying mechanism, or more specifically updating and the recalling process in the CI task share the same attentional control process, a unique link between updating and the CI task. Methodological implications are discussed.

show abstract

Parallel processing of the target language during source language comprehension in interpreting

Cited by 49 publications

References 27 publications

Attentional control in interpreting: A model of language control and processing control

Attentional control in interpreting: A model of language control and processing control

Acquisition of interpreting strategies by student interpreters

How Does Consecutive Interpreting Training Influence Working Memory: A Longitudinal Study of Potential Links Between the Two

Contact Info

Product

Resources

About