The component processes specific to simultaneous interpreting and common to interpreting and listening were investigated. Experienced conference interpreters and inexperienced bilinguals performed aural-to-oral simultaneous interpreting of a narrative and a procedure from English into French and then gave a free recall of each immediately afterwards. A comparison group of bilinguals performed a simple listening task with the same materials. The texts were on an unfamiliar topic (positron emission tomography) and differed only with respect to frame type. / Experience showed a main effect on interpreting measures, (experienced interpreters performed more accurately), and interacted with text-structure variables that indexed proposition generation, but did not affect recall. Task did not have a main effect on recall and interacted weakly with text-structure variables. Text and Text-structure variables had very strong effects both for the interpreting and the recall measures. / The results were viewed as evidence that interpreting involves the same component processes as normal listening comprehension rather than constituting a specialized comprehension skill. Analyses of text-structure variables provided evidence for influence of high-level conceptual processing and other component processes both on line and off line. Since there was no evidence that interpreting interfered with comprehension, the qualitative on-line measures possible in the interpreting task appear to be generalizable to comprehension under more usual circumstances.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.39215 |
| Date | January 1989 |
| Creators | Dillinger, Michael L. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001066771, proquestno: NN63551, Theses scanned by UMI/ProQuest. |
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