| Self-repair is an important factor affecting the fluency of interpreting output.However,most studies on disfluencies in interpreting are limited in the fields of pause,repetition and so on,leaving little attention to the investigation on self-repair,much less the correlation between directionality and self-repair in two-way Chinese/English（C/E）consecutive interpreting（CI）.This report aims to explore if directionality correlates with Master of Translation and Interpreting（MTI）Grade-2 trainee interpreters’ self-repair behaviors in two-way C/E consecutive interpreting and analyze reasons behind self-repair.Based on the theoretical framework proposed by Willem J.M.Levelt（1983）,Judit Kormos（1999）,Christelle Petite（2005）as well as Zeng Ji and Hong Mei（2012）and studies conducted by Isabelle Chou et al.（2021）and so on,this report has proposed its own tailored taxonomy.In this report,20 student interpreters who have attended at least three semesters of interpreting courses were selected to participate in a two-way Chinese/English consecutive interpreting task based on the official model test materials of CATTI Level-II and a one-on-one retrospective interview.By listening to the audio recordings,checking the original text,transcripts and notes,student interpreters were requested to identify all kinds of self-repair and explain the triggers behind self-repairs.Findings of this report include: 1.In general,despite the fact that trainee interpreters generated more self-repairs in C-E CI than in E-C CI,no significant correlation is demonstrated between directionality and the frequency of main categories of self-repairs,i.e.,appropriacy self-repair（AR）,different self-repair（DR）,error self-repair（ER）and repetition self-repair（RR）.Only the subcategory of phonological error repairs（EFR）shows a significant correlation with directionality.2.Similarity and difference of selfrepair frequency in both directions are found: Regarding the ranking of self-repair frequency,from top to bottom in both directions are RR,DR,ER and AR.Although trainee interpreters made more AR,ER and RR in C-E CI,DR frequents more in E-C CI.3.With respect to reasons for student interpreters’ self-repair,output-generated selfrepairs exceed far more than input-generated self-repairs in both directions.In C-E CI,most of RR,ER,and AR are caused by interpreters’ linguistic incompetence.In the other direction,most different self-repairs are generated due to their memory lapse and notetaking and note-reading inefficiency.To help trainee interpreters reduce their inappropriate self-repairs,suggestions for interpreters’ self-training and CI teaching are provided: 1.Considering that most of selfrepairs in C-E CI are output-generated appropriacy and grammatical error self-repairs,which outnumber those in E-C CI,teachers should offer more training to improve student interpreters’ English proficiency.Meanwhile,trainee interpreters should learn to use juxtaposed paraphrasing or addition,by which their processing efforts can be largely reduced and better subsequent delivery can be achieved.2.In E-C CI,more inputgenerated self-repairs are generated than in C-E CI,particularly self-repairs for different information and syntactic structure.Hence,students are advised to enrich their domain knowledge and to strengthen their capabilities of listening,analysis and comprehension in English.Furthermore,their short memory storage,note-taking and note-reading skills must be enhanced so as to decrease retrospective completion and restarting with different information or syntactic structure.3.Whether in C-E or E-C CI,students should try to disguise their self-repairs,lessen editing terms such as “uh” “um” that signal the potential self-repairs,and make multiple self-repairs as simple as possible,especially in the case of frequently-occurred repetition self-repairs.4.Students should also be trained with the purpose of increasing their self-monitoring awareness and the ability to recognize and repair the trouble items before the utterances. |
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