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Procedia - Social and Behavioral Sciences 46 (2012) 4253 – 4257

WCES 2012

Evaluation and self-evaluation in simultaneous translation:

assessments methods
Marilena Milcu
10, Victoriei Bd, Sibiu, 550024, Romania

Abstract

The nature of evaluation and self-evaluation in simultaneous interpretation is based on the close connection between

number of variables emerge, that can damage the efficiency and the accuracy of simultaneous interpretation. The
intention of our study is to propose a set of scientific methods and tools in order to offer to the interpreter the
possibility of a self-assessment and the benefit of an appropriate evaluation of his work. In order to achieve these
goals we used several methods, including experiments, case studies, questionnaires, evaluation scales. Research
subjects are 126, students and interpreters. Research results indicate the difficulty of constructing appropriate
assessment tools and self-evaluation tools because of the many components involved in this process: linguistic and
cognitive factors, social and emotional ones. The study concludes that only linguistic analysis of the results of
interpreting activity is not sufficient and does not provide a functional and pragmatic model of assessment and self-
assessment, so we need to create specialized tools in order to realize it.
2012Published
© 2012 PublishedbybyElsevier
Elsevier Ltd.
Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu
Open access under CC BY-NC-ND license.
Keywords: Evaluation, self-evaluation, simultaneous interpretation, assessment methods.

1. Introduction

Conference interpreting deals exclusively with oral communication: rendering a message from one language into
another, naturally and fluently, adopting the delivery, tone and convictions of the speaker and speaking in the first
person. It should not be confused with translation which deals only with written texts. International conferences are
attended by people from different backgrounds and cultures, and speaking different languages. It is the job of an
interpreter to enable them to communicate with each other, not by translating every word they utter, but by
conveying the ideas which they express. Simultaneous interpretation is a highly specialized area of translations,
which requires accurate and complete translation, orally and at the same rate of speech as the speaker, with only a
few seconds of lag time. Simultaneous interpreters must have not only complete mastery of the languages, but also
of their cultures. In addition, they must have technical knowledge of the subject to be discussed, as well as the
required simultaneous interpretation training, skill, and experience.
Interpreting has several modes, each requiring a set of skills that are acquired over time and that must be
maintained. The ability to speak two languages does not ensure that the person can interpret effectively.
Metaphorically speaking, having two hands does not make someone a concert pianist, that expertise depends on how
the two hands are trained (Rainof 1980). Classically speaking, essential skills for interpretation include knowledge of
languages and respective cultures, the ability to listen, a good memory, and note-taking ability.

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu
Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.06.236
4254 Marilena Milcu / Procedia - Social and Behavioral Sciences 46 (2012) 4253 – 4257

2. Interpretation types

Consecutive interpreting. This mode is characterized by rendering spoken messages back and forth after each
person has spoken. It is defined as interpretation of an utterance after it has been completed; one person speaks at a
time. The consecutive mode works well for dialogues or for question and answer sessions. It requires note-taking
skills and good memory. In addition, this mode is recommended for working in educational settings, such as in one-
on-one or small group meetings.
Simultaneous interpreting. This mode is characterized by rendering a message from a source language into a
target language almost simultaneously and slightly behind the speaker. It is defined as interpretation of an utterance
while in progress. The speaker does not stop talking, and the interpreter must not stop either. This mode requires an
excellent command of both languages and highly practiced pacing and memory skills. This system is used in some
educational events with audio equipment for the interpreter and headsets for the target audience.
Sight translation. This mode involves the verbal translation of written text on sight. It might be used for medical
records, foreign birth certificates, foreign school records, or legal documents required of parents or guardians of
English learners. This mode is challenging since there is generally no preparation time or materials.
Paraphrasing. This mode is characterized by simplifying and summarizing what is said. This mode should not be
used because it allows unintended biases, omissions, and inaccuracies to affect the final product and meaning.
Interpreters should completely and accurately interpret everything that is said.
Interpreting is an intense activity that requires not only knowledge and skills in both languages that are being
interpreted and their respective cultures, but also the ability to provide spontaneous responses to information being
exchanged verbally at an unpredictable rate of speed and register. The interpreter serves as a conduit and plays a
critical role in the accurate and complete conveyance of information.

3. I

Interpretation demands special skill sets that are acquired over time, often requiring several months or years of
specialized training. Recruitment and training programs must be developed along with outreach, assessment, and
opportunities for professional development. Specialized glossaries and reference materials in all languages should
be developed or provided.
Although both translation and interpretation require their own set of well-developed skills, there are three
categories of common entry-level, desired qualifications that apply to both:
(1) general Romanian-language literacy and an understanding of the cultural component of Romanian people; (2)
proficiency in a second language (French) and an understanding of cultural aspects of the people who speak that
language; (3) a general knowledge and understanding of the institutions in which the French clients need language
assistance. It is important for interpreters to understand the rules, expectations, and requirements of the institutions
to be served because they need to be able to communicate and work effectively with the people who work in those
institutions (Fradd and Wilen 1990).
extensive vocabulary in both languages,
he interprets the message completely and accurately, he allows parties to speak for themselves, he refrains from
interjecting personal opinions, he does not engage in side conversations, the interpreter is courteous and
professional, he is experienced and able to document his qualifications.

4. Research methodology

4.1. Sample

In our research we selected a group of 126 participants (students of French language), 19 to 30 years age. They
study the French language at the University, in Modern Language Department, bachelor and master degree.

4.2. Other participants

 Marilena Milcu / Procedia - Social and Behavioral Sciences 46 (2012) 4253 – 4257 4255

In order to accomplish our study targets, we asked the collaboration of the teachers in conference interpreting (for
university professors) and of the freelance interpreters (for freelancers). They are interested in this study, because
they have encountered difficulties in offering correct evaluation tools in interpreting business, due to the oral and
evanescent component of this activity.

4.3. Methods

Our research is based on a several methods and instruments, as follows: experiments, case studies,
questionnaires, evaluation scales.

4.3.1. Research Procedure

The research involved six steps:

a. The experts recommend a list of twenty documentary films (10 minutes each, French to Romanian) form various
fields: European politics, geopolitics, social issues, health, education and engineering.
b. They selected a list of ten documentary films, based on several criteria: topics, general vs. technical language,
semantically and lexically complexity,
c. The experts organized the films from the most difficult to the easiest one.
d. The students interpreted the films in simultaneous way. Each student had to translate three films (low, medium
and high difficulty).
e. The first evaluation: the experts evaluated the quality of the simultaneous interpretation, on the base of several
classic assessment methods: fidelity to the original, formal accuracy, fluency in translation, meaning of the text, its
intelligibility and intrinsic content.
f. The second evaluation: the experts evaluated the quality of simultaneous interpreting using a new scale of
evaluation.
g. The students compare their results after the first and the second evaluation.
h.
Our research took six weeks.

5. Results

Classical approach in simultaneous interpreting assessment does not offer to our student the possibility of a real
evaluation of their work performance. After our research, we recommend a new set of methods and techniques of
evaluation (table 1 and table 2).
Table 1. Evaluation scale in simultaneous interpreting

ERROR EVALUATION
No METHODS TECHNIQUES INDICATORS Major errors Minor errors
1.1. Inappropriate omission
interpreting addition
loss of meaning
1. Error analysis unresolved references
in simultaneous inappropriate linguistic variation
interpreting low velocity
no technical skills in the cabin
high stress in the cabin
1.2. Interpreting which affect spelling
the expression in the target lexical items
language grammar
text and style
2. Errors in 2.1. Negative effect of errors interpreting mistakes
simultaneous on the quality of
interpreting simultaneous interpreting
2.2. Language errors language mistakes
4256 Marilena Milcu / Procedia - Social and Behavioral Sciences 46 (2012) 4253 – 4257

Holistic method 3.1. Aspects of the student's competences in correct interpreting

3. of assessment performance knowledge of grammar
lexical problems
general vs. technical language
4. Simultaneous 4.1. Language variables from the foreign language into the native
interpreting language
competence from the native language into the foreign
language

We recommend this evaluation scale for training in simultaneous interpreting, its complexity needs a high level
of knowledge held by the teachers and freelance interpreters. An excellent experience is necessary.
Table 2. Brief evaluation form

Difficulty of films Rendering the Fluency No lexical Proficiency in the Coping to the
message from one and second language cabin stress interpreter
language to grammar
another mistakes
Low
Medium
High

The brief evaluation form is recommended for students in their evaluation and self-evaluation. This instrument is
easy to apply and offer a quick response when simultaneous interpreting assessment is required.
Table 3. Research results: Performance in interpreting

Difficulty Rendering the Fluency Lexical Proficiency in Coping to

of films message from one % and the second the cabin interpreter %
language to another grammar language % stress %
% %
Bachelor Low 21 32 18 24 48 82
degree Medium 63 47 56 55 41 15
High 16 21 36 21 11 3
Master Low 16 22 15 12 36 74
degree Medium 59 41 41 54 43 23
High 25 37 44 34 21 3

We observed a significant dissimilarity of the performance in interpreting between the bachelor degree and the
master degree, due to different time experience in the field of interpreting, but also due to different level of practice.

6. Conclusions

Assessment methods in simultaneous interpretation are various and not always very appropriate. We are usually
tempted, even in academic field, to use a subjective perception of this activity, based on a classical approach: the
as a good knowledge of the
the teachers helps the student in the cabin, etc. However, in order to satisfy the clients who need a good interpreter
in a company and to reduce any level of subjectivity in academic evaluation, which needs to be close to the market
labour, we have to apply other assessment methods in interpretation.
Our study aims to offer two specific evaluation scales, which are providing a good support for interpreting
training.

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