Parallel translation process in consecutive interpreting: Differences between beginning and advanced interpreting students

Abstract

This study examines the parallel translation process of 30 beginning and 30 advanced consecutive interpreting students (BISs and AISs). It investigates the characteristics and efficiency of parallel translation processing employed during the comprehension phase across proficiency levels. Quantitative and qualitative analyses reveal AISs demonstrated superior information reformulation capabilities, particularly for high-density content, along with more efficient note-taking and utilization compared to BISs. A key finding is that AISs interpreted more propositions than they recorded in their notes, reflecting stronger encoding and memory retention. In contrast, BISs relied heavily on external notation instead of internal memory retrieval, only interpreting a portion of their notes while failing to decipher the rest. These findings uncover complex yet differentiated parallel processing approaches across skill levels, with more successful comprehension-to-production strategies utilized by AISs. Enhancing students’ metacognitive awareness regarding parallel processing techniques may improve information processing efficiency during source language comprehension, ultimately enhancing target language reformulation accuracy and completeness.

Keywords

• Consecutive interpreting
• Parallel translation process
• Cognitive load
• Interpreting students
• Interpreting pedagogy