Mona Baker & Gabriela Saldanha. Routledge Encyclopedia of Translation Studies (2nd edition)

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toindicatethatcontrarytowhatwasthoughtinitially,interpretersdonot

developalargerworkingmemoryspacewithexperience,butratheracquire

cognitiveskillswhichmakethemlessdependentonsuchspace.

Someworkonneurophysiologicalaspectsofinterpretingwasalsoinitiatedin

Triesteinthelate1980s(e.g.GranandTaylor1990);followupstudies

focusedtoalargeextentonlateralizationofbrainfunctionsassociatedwith

interpreting.Otherneurophysiologicalstudieslookedatactivationpatternsinthe

brainduringinterpretingandotheractivities,usingvariousindicators(e.g.Kurz

1996).

Intheclusterofresearchonprofessionalaspectsofinterpreting(e.g.Miram

2000;Huittinen2001;Choi2002;Kurz2004;NorainiIbrahim2005),one

importantaspectofconferenceinterpretingwhichhasreceivedconsiderable

attentionisQUALITYmeasurement.Thisisperhapstheareawherethelargest

numberofempiricalstudieshavebeenconducted,focusingmostlyonthe

relativeimportanceofqualitycomponentsinthecontextofuserexpectations

andevaluations.Studiesofuserexpectationsinitiatedthistypeofresearch,one

importantpioneerinthefieldbeingIngridKurz(e.g.Kurz1996).Thesestudies

areproblematicinsofarastheusers’discourseaboutqualitycomponentsmay

overstatetheimportanceofcontentandunderratetheimportanceofform.Later

studieshaveextendedtouserreactions(seeforinstanceColladosAísetal.

2003,2007).Findingsofthesestudiessuggestthatfeaturesofsinglequality

components,andinparticularformrelatedcomponents(terminology,

intonation,etc.),maystronglyinfluencetheusers’perceptionofotherquality

components.

Inthesamecluster,someresearchhasbeenconductedsincethelate1990son

TVinterpreting(BSBroadcastInterpretersGroup1998;Lee2000;Kurz

2002a;Mack2002),stress(Kurz2002a)andremoteinterpreting(Braun

2004;MoserMerceretal.2005;Mouzourakis2005).Someofthisresearch

isdonewithaviewtojustifyingdemandsrelatingtoworkingconditions.The

findingsconfirmthatconferenceinterpretinginvolvesstress,buthowinterpreters

copewithitintheshortandlongertermandhowandtowhatextentitis

affectedbyworkingconditions,includingremoteinterpreting,remainsunclear.

Intheclusteroninterpretertraining(seeTRAININGANDEDUCATION),

thereisanabundanceofprescriptiveliterature(e.g.SeleskovitchandLederer

1989)andofdescriptionsofcoursesandmethods(MoserMercerandSetton

2005)andsomediscussionoftheuseofnewtechnologyintraining(deManuel

Jerez2003;SandrellianddeManuelJerez2007).Withafewexceptionssuch

asSawyer(2004)andSolerCaamaño(2006),however,thereislittleempirical

researchinthefield,inparticularontheactualefficiencyoftheproposed

methodsoftraining.

Developmentssincethelate1990s

Sincethelate1990s,therehasbeenadramaticincreaseinthenumberof

publicationsarisingfromcolloquiaandothermeetingsaroundconference

interpreting(Gambieretal.1997;EnglundDimitrovaandHyltenstam2000;

GarzoneandViezzi2002;ColladosAísetal.2003;ChaiandZhang2006).

Thereisalsomoreglobalinteraction,withincreasinglyactiveAsiancountries,in

particularJapan,KoreaandChina.InJapan,generalinterestinconference

interpretingisasoldasintheWest(seeMeta33:1);whatisnewisJapanese

scholars’growingengagementinacademicresearch.Thishasledtothesetting

upofJAIS,theJapaneseAssociationforInterpretationStudies,which

publishesthejournalTsuuyakuKenkyuu/InterpretationStudies,andtothe

publicationofmorethan100textsonconferenceinterpretingbetween1990

and1999.InKorea,CIresearchismorerecent.Onlyahandfulofpublications

arefoundintheCIRINbibliographyfor1990to1999,buttherearemorethan

60from2000to2006.ThedevelopmentofCIresearchinChinahasbeen

mostspectacular,fromlessthan10publicationsbetween1990and1999to

severalhundreditemssince2000.

Afurtherdevelopmentconcernstheincreasingintegrationoftheemerging

disciplineofinterpretingstudiesintothelargerdisciplineoftranslationstudies,as

shownbytheactiveparticipationofscholarsspecializingininterpretinginall

eventsandbodiesinvolvedintranslationstudies,betheyconferences,journals,

editorialandadvisoryboards,learnedsocietieswhereCIscholarsoftenhold

offices,

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ordoctoralprogrammesoftranslation.Thishasperhapsbeensupportedby

anothertrend,namelyCIauthors’growinginterestinothertypesofinterpreting,

inparticularCOMMUNITYINTERPRETING,wherethecentralissuesare

notnecessarilycognitive,butrathersociologicalandethical;onthecoming

togetheroftranslationstudiesandinterpretingstudies,seeSchäffner(2004).

Oneimportanttopicwheretheinterestsofresearchersintointerpretingand

translationconvergeisDIRECTIONALITY:whereasaratherstrongWestern

traditionprescribedinterpretingintoone’sAlanguageandanequallystrong

SovietandEastEuropeantraditionprescribedinterpretingintoone’sB

language,thisisbeingreconsidered,justastheprincipleofworkintoone’sA

languageonlyisbeingreconsideredinresearchintotranslation(Kellyetal.

2003;GodijnsandHinderdael2005).However,thejuryisstilloutonthe

relativemeritsofthetwooptions,becausetheyhavenotbeeninvestigated

empiricallytoasufficientextenttoallowanyclearconclusionstobedrawn.

Finally,itisworthnotingthatsomesectorsofconferenceinterpretingmaybe

losinggroundasanincreasingnumberofpoliticians,internationalandnational

civilservants,medicalandotherscientistsnowuseEnglishininternational

encounters,whileotherformsofinterpreting,whichhavewidersocial

significance,areconstantlydeveloping.

Seealso:

ASYLUM;COMMUNITYINTERPRETING;CONFERENCE

INTERPRETING,SOCIOCULTURALPERSPECTIVES;COURT

INTERPRETING;DIALOGUEINTERPRETING;

PSYCHOLINGUISTIC/COGNITIVEAPPROACHES;SIGNED

LANGUAGEINTERPRETING;TRAININGANDEDUCATION.

Furtherreading

Herbert1952;Gerver1976;Gile1995a;PöchhackerandShlesinger2002;

BaigorriJalón2004;Pöchhacker2004;Schäffner2004;ChaiandZhang

2006.

DANIELGILE

Conferenceinterpreting,socioculturalperspectives

AsaresultoftheboomininternationalmeetingsafterWorldWarII,andwith

theimpactofGLOBALIZATION,simultaneousconferenceinterpreting(SCI)

flourishedasatechnologyassistedsolutiontothegrowingdemandforefficient

crossculturalcontact.Fromthe1950suntilaroundthe1990s,SCIremained

themostvisibletypeofinterpretingandthemainfocusofattentionin

interpretingresearch,withaconsiderableshareofthescholarlyattentionbeing

devotedtothecognitiveprocessesofthetask.Whileresearchinthe

neighbouringfieldofCOMMUNITYINTERPRETINGplacedsignificant

emphasisontheinterpreterasanactiveagentofcommunicationinavarietyof

settings,rangingfromhealthcaresettingstoASYLUMhearings(seealso

DIALOGUEINTERPRETING),researchintoconferenceinterpretinglargely

remainedfocusedondescribingcognitiveprocesses,usingpsycholinguistic

methodstoexploreissuessuchasattention,workingmemoryandmultiple

tasking(seeCONFERENCEINTERPRETING,HISTORICALAND

COGNITIVEPERSPECTIVES).Withinafielddominatedbycognitiveand

psycholinguisticparadigms,markedlylessattentioncametobedevotedtothe

positionofconferenceinterpretersasprofessionalsworkingandsurvivingin

socioculturalcontexts,andtotheinterdependencebetweenthepresenceand

performanceofconferenceinterpretersandthesocialcontextsinwhichthey

operated.

This,however,isnottosaythattheimportanceofviewingsimultaneous

conferenceinterpretingasaformofsituatedactionwasneveracknowledgedby

scholarsinthefield.Asearlyas1976,Andersonarguedthatinterpretingtook

place‘insocialsituations–situationsamenabletosociologicalanalysis’,

contendingthat‘inanysuchsettingtheroleplayedbytheinterpreterislikelyto

exertconsiderableinfluenceontheevolutionofthegroupstructureandonthe

outcomeoftheinteraction’(1976:209).Inapaperexploring‘interpreterroles’