Promoting Interpreting Competence of Novice Interpreters Through Intensive Input of Formulaic Sequences

Discussion The discussion is focusing on the aim and objectives of the study as they relate to the findings/results. Notably, the primary aim of this research study is to investigate the efficacy of intensive input of formulaic sequences in promoting the interpreting competence of novice interpreters. To achieve the above aim, the study has focused on 3 key objectives that include (1) to examine the impact of formulaic sequence integration on interpretation proficiency of novice interpreters, (2) to assess the challenges that accompany exposure to formulaic sequences in enhancing the fluency and accuracy of interpreting output, and (3) to explore the potential strategies in mitigating cognitive overload and improving real-time processing abilities during interpreting tasks. Each of the above objectives were addressed in the data collection process. Upon analysing the data, the discussion opens a platform for understanding the future application of formulaic expressions in steering interpretation among novices. 6.5. RO1: Language 2 Proficiency and Interpreting into the Native Language Proficiency in languages for interpreters remains an integral component in influencing interpretation outcomes among novices. Proficiency in both languages is crucial for undergraduate students studying interpreting and translation, particularly in the foreign language (Cai et al., 2015:106). This viewpoint aligns with Jiménez Ivars, Pinazo Catalayud, & Ruiz i Forés (2014:171), who emphasized the importance of excellent proficiency in both languages for effective interpreting. Student interpreters with inadequate proficiency in the foreign language tend to lack confidence in their interpreting abilities (Jiménez Ivars, et al., 2014:171). Cai et al. (2015) examined factors influencing individual differences in interpreting competence among student interpreters, using the Test for English Major Band 4 (TEM4) as an indicator for second language (L2) proficiency. In this study, participants' scores on the College Entrance Examination (CEEE) and CET-4 were analyzed to compare English language proficiency between the treatment and control groups (see sections 6.2 and 6.3). The results were consistent with Christoffels et al. (2003), who found a strong correlation between lexical retrieval and interpreting performance. However, Christoffels et al. (2006) suggested that lexical retrieval is not unique to interpreting but is influenced by overall language proficiency. Additionally, Cai et al. (2015) also found significant correlations between English proficiency and consecutive interpreting performance among beginner interpreters. Although lexical retrieval efficiency did not contribute extensively to interpretation, the researchers did not address discrepancies between their findings and those of Christoffels et al. (2003, 2006). In the current study, both the Treatment and Control Groups had similar proficiency levels in the passive language at the pre-test to validate their participation in the assessment. However, after sixteen weeks of training, the Treatment Group showed improved retrieval accuracy in the post-test, indicating the effectiveness of input enhancement. However, their overall English proficiency remained unchanged, suggesting that the storage of formulaic sequences (FSs) and equivalents is particularly relevant to interpreting performance. This does not discount the importance of passive language proficiency, but rather suggests that lexical retrieval efficiency may not significantly impact general language proficiency tests. Based on the alignment between the study findings and those of other researchers, L2 proficiency significantly influences interpreting performance among novice interpreters. However, input enhancement of FSs and equivalents can improve performance to some extent by increasing confidence and the ability to employ appropriate strategies during interpreting as illustrated by the improvements in the Treatment Group relative to the Control Group. Hence, by enhancing the storage of FSs in long-term memory, novice interpreters can enhance overall competence in interpreting. 6.5.1 Assessing Language Proficiency Findings Section 6.4.4 of the study discussed the impact of retrieval accuracy of formulaic sequences (FSs) and their equivalents on interpreting into the passive language. Findings indicated that this impact is less significant when interpreting into the passive language compared to interpreting into one's native language. This complexity is highlighted in Chapter Five's introduction, emphasizing that interpreting into a non-native language is more intricate than the reverse. Hence, Seleskovitch & Lederer (1989) recommended interpreting from the 'B' language into one's native language, considering the opposite direction unsuitable in many professional contexts (Lim, 2005). Interpreting from the active into the passive language poses challenges such as dysfluency, inaccuracy, and incompleteness due to participants' lower proficiency in their second language. Dysfluency in language production is defined as ‘disturbances in the flow of information that result from any one of many languages and non-language behaviors that impair continuity of language sequencing and information content’ (Shadden 1998:52). Tissi (2000) classified dysfluencies in language production into repetitions, corrections, and false starts. Take the interpretation of the source sentence in Test One of Post-test, for the following Treatment and Control respondents: Source S1: 我们花了一上午的时间讨论建立社区图书馆的必要性，实际上，这也符合社区居民的利益。 (Back translation: We spent a whole morning discussing the necessity of establishing community libraries. As a matter of fact, it is also in the interest of community residents.) No. 200731 (Treatment) 1st time: We spend（咳） we额 we spend ... we spend the whole ... we spend the whole morning to...嗯 to discuss the necessary of building the 嗯 digital ... em, digital li library嗯什么... 084219 (Control) 1st time: We took, em, we took, we took half day to talk about it built community. 社区什么，community, Community library, the importance of community em library, 实际上 in fact, it后面半句是什么…… The above respondent (No. 200731) has showcased various limitations due to lowered fluency. For respondent 200731, dysfluency is a noticeable challenge. The respondent fails to complete the sentences and manifests impaired continuity of language sequencing. The problem extends beyond the Treatment group. 084219 (Control) showcased similar challenges of dysfluency and incompleteness coupled with repetitions. The outcomes were noticeable different in the second attempt as illustrated in the following responses: No. 200731 (Treatment) 2nd time:嗯... we spent the whole morning to ... we spent the whole morning discussing ... discussing to built community li library额..which ... which is ... which should for the ...The ... 嗯... the 嗯... 居民... the community em, community people’s benefits. No. 084219 (Control) 2nd time: We took a half day to talk about the importance of built building build em co, community library. In fact, it is em benefit to community em civilization citizen. In the second attempt, the Treatment respondent, 200731, showcases improvement in the flow and fluency of the interpretation. Conversely, 084219, largely stays static in lexical arrangements with a notable stagnation in interpretation. The same responses mirror the transitions through control and treatment groups as showcased by the following respondents: 201555 (Treatment) 1st time: 嗯... we spend ... the the morning to discuss the necessary to ... 嗯... to establish the library 2nd time: we spend the whole morning to嗯 discuss the necessary to rebuilt 嗯不to establish the community library，嗯。In fact, it, it, em it ... it can em em meet the people of the community. 084718 (Treatment) 1st time: We .... we spend a.. we spend a lot of time to discuss... 额， to discussing the ..... em. the building of the library. In fact，嗯....好， pardon? 2nd time: We spent a lot, em, a lot of time to discuss the essential of the building of the library. 085938 (Treatment) 1st time: 嗯...It takes our...It takes our us em em one em one morning to em discuss the importance of designing the library.后面半句 2nd time: Em..It takes us a morning to discuss the importance of em designing em designing the community library. In fact, it’s beneficial to em to ..to the people in the community. 093820 (Treatment) 1st time: 我们花了一上午，We spent,额,一上午，we spent a half-day, we spent half day to discuss, 建立图书馆的必要性discuss the nece,必要性，the importance， the importance of er building library,社区图书馆，额,社区图书馆so, society, society library. In fact,额,……it’s....什么的利益。 2nd time: 符合…….In fact, it 什么the interest of the 居民，社区居民怎么说来着，不知道。 191314 (Control) 1st time: It takes us a morning to discuss the necessity of build community library . 2nd time: It takes us a morning to discuss the possibility of build, of build building society’s library. In fact it is to, it meet the benefit of the residents. 194307 (Control) Emm we have spend the whole morning to discuss the problem about to about the feasible to establish the community library. And in fact, this also keep up with the people’s needs. 082548 (Control) 1st time: We spend whole morning to discuss the ... this community’s building,  2nd time: We spend whole morning to discuss the the necessary of built a library which is benefits for em citizens. 084219 (Control) 1st time: We took, em, we took, we took half day to talk about it built community. 社区什么，community, Community library, the importance of community em library, 实际上 in fact, it后面半句是什么…… 2nd time: We took a half day to talk about the importance of built building build em co, community library. In fact, it is em benefit to community em civilization citizen. From the responses above, various conclusions could be reached based on the provisions of different findings. Primarily, it is notable that the lexical sequence changes in the treatment group are more pronounced compared to the control group. The above findings match the inputs by Nattinger and DeCarrico (1992) who emphasized that mastering formulaic sequences can have a significant positive impact on interpretation skills, leading to smoother, more accurate, and more efficient renditions. Further, Shin and Nation (2012) found that mastering FSs can make interpretation more efficient by reducing processing time. Instead of translating each word individually, interpreters can recognize and reproduce entire phrases or expressions, speeding up the interpretation process. Also, understanding and using FSs effectively can also improve interpreters' comprehension of the source language, as they become more familiar with common linguistic patterns and expressions. By mastering frequently used sequences, interpreters can access them automatically with minimal conscious effort, freeing up cognitive resources for other aspects of interpreting, like understanding the speaker's meaning and reformulating it in the target language. It can be seen from the back translation that the target version of the sentence consisted of such FSs as ‘spend time doing something,’ ‘a whole morning,’ ‘the necessity of doing something,’ ‘community library,’ ‘as a matter of fact’ or ‘in fact,’ and ‘in the interest of’ or ‘be beneficial to.’ The interpreted texts revealed that in addition to ‘in fact,’ which was rendered correctly by almost all participants from both groups, very few of them produced more than two FSs wholly and accurately. Furthermore, unfamiliarity with grammar displayed participants’ low proficiency in the passive language. It can be concluded from the a...