| Self-repairs are self-initiated repairs for erroneous or inappropriate output.Self-repairs in interpreting are closely related to interpreting quality and can give us insights into interpreters’ thinking and decision-making procedures.Self-repairs in interpreting have been somewhat neglected,and comparative studies in this field are scarce.The thesis intended to compare self-repair features between first-year and second-year MTI trainee interpreters at CFAU.Based on the analysis of similarities and differences in self-repair,the thesis would reveal problems for trainee interpreters at different stages and provide targeted suggestions.In this study,classifications based on motivations and repair forms were established.The research proceeded with an experiment.Ten first-year trainee interpreters and ten second-year trainee interpreters engaged in the E-C consecutive interpreting experiment and retrospective interviews.Self-repairs totaled 344,with200 made by first-year students and 144 by second-year students.By analyzing repair types,forms,distribution and correction precision,it was concluded that fewer repairs were produced for trainee interpreters with better interpreting competence.Repairs to correct errors(E-repairs)still took up the most significant number,followed by repairs to improve appropriateness(A-repairs).Replacement was the most frequently used form,followed by restart.The share of restart was smaller than that of first-year students.The total correction rate and correction rates for different types of repair were higher,except for that of AL-I-repairs.The two groups registered the same correction rate for AL-I-repairs.Features in self-repairs and participants’ descriptions in retrospective interviews revealed problems for trainee interpreters at different stages and as a whole.Corresponding suggestions were provided. |
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