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Speech errors in consecutive interpreting: Effects of language proficiency, working memory, and anxiety
Nan Zhao1, Zhenguang G Cai2, Yanping Dong3
1Department of Translation, Interpreting and Intercultural Studies, Hong Kong Baptist University, Hong Kong, Hong Kong.
Plos One
|October 18, 2023
Summary
Interpreter proficiency and anxiety significantly impact speech errors during consecutive interpreting. Higher language proficiency reduces errors, while increased anxiety elevates them, affecting conceptual, lexical, and syntactic levels.
Area of Science:
- Cognitive Psychology
- Linguistics
- Second Language Acquisition
Background:
- Interpreting is a complex cognitive process akin to language production.
- Speech errors occur at multiple linguistic levels during interpreting.
- Factors influencing these errors require further investigation.
Purpose of the Study:
- To examine the influence of language proficiency, working memory, and anxiety on speech errors in consecutive interpreting.
- To analyze these effects across conceptual, lexical, syntactic, and phonological error types.
- To understand the cognitive underpinnings of interpreting and inform training.
Main Methods:
- Consecutive interpreting from English (L2) to Chinese (L1) by student interpreters.
- Analysis of speech errors across different linguistic strata.
- Statistical examination of the correlation between cognitive traits and error occurrence.
Main Results:
- Overall speech errors decreased with higher English proficiency and increased with higher anxiety.
- Conceptual errors were reduced by language proficiency and working memory.
- Lexical and syntactic errors increased with anxiety, while syntactic errors also decreased with proficiency.
- Phonological errors showed no significant correlation with the studied cognitive traits.
Conclusions:
- Language proficiency and anxiety are key determinants of speech error frequency and type in consecutive interpreting.
- Working memory plays a role in reducing conceptual errors.
- Findings have implications for cognitive models of interpreting and pedagogical strategies in interpreter training.
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