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The Interpreter and Translator Trainer

Latest articles

注：中文摘要为机器翻译，于2023年2月25日调用Google翻译引擎

专栏介绍：

‘Latest articles’ are articles accepted for publication in this journal but not yet published in a volume/issue. Articles are removed from the ‘Latest articles’ list when they are published in a volume/issue. Latest articles are citable using the author(s), year of online publication, article title, journal and article DOI.

“最新文章”是指已接受在本期刊上发表但尚未在一卷/一期中发表的文章。当文章在一卷/一期中发表时，它们将从“最新文章”列表中删除。最新文章可使用作者、在线出版年份、文章标题、期刊和文章 DOI 进行引用。

Articles

Psychological factors and interpreting competence in interpreting students: a developmental study

Rendong Cai, Jiexuan Lin & Yanping Dong

Published online: 23 Feb 2023

Abstract

Psychological factors may play an important role in interpreting performance and its development during training; meanwhile, the development of interpreting competence may influence psychological factors reactively. We conducted two studies to assess the bidirectional relationship between three psychological factors (self-efficacy, motivation, and anxiety) and interpreting performance in interpreting students. Study 1 was a longitudinal study, assessing 51 undergraduate students of interpreting twice, at the beginning (Time 1) and end (Time 2) of their first training year. Study 2 collected data from 40 Master’s students of interpreting to enable a cross-sectional comparison with Study 1. The correlation analyses and hierarchical regression analyses showed that in Study 1, learning motivation and self-efficacy decreased whereas anxiety remained relatively stable; interpreting-specific anxiety was negatively correlated with concurrent interpreting performance at both times; motivation at Time 1 significantly contributed to the development of interpreting competence. When the two studies were compared, Master’s students had higher learning motivation and self-efficacy but lower anxiety than undergraduate students (at both times). The findings illustrated the differential development of psychological factors and their relations to interpreting competence. The results have implications for research in interpreting competence and interpreting training.

心理因素可能在解释表现及其训练过程中的发展中发挥重要作用；同时，口译能力的发展可能对心理因素产生反应性影响。我们进行了两项研究，以评估口译学生的三种心理因素（自我效能、动机和焦虑）与口译表现之间的双向关系。研究 1 是一项纵向研究，对 51 名本科生进行两次口译评估，分别在他们第一个培训年的开始（时间 1）和结束（时间 2）。研究二收集了40名口译硕士生的数据，与研究一进行横断面比较。相关分析和层次回归分析表明，研究的学习动机和自我效能感下降，而焦虑保持相对稳定；两次口译特定焦虑与同时口译表现呈负相关；时间 1 的动机显著促进了口译能力的发展。比较两项研究时，硕士生的学习动机和自我效能感均高于本科生（两次），但焦虑程度较低。研究结果说明了心理因素的差异发展及其与口译能力的关系。结果对口译能力和口译培训的研究具有启示意义。

Investigating student interpreters’ emotional component of aptitude: a mixed method approach

Wei Su

Published online: 23 Feb 2023

Abstract

Past studies on aptitude for interpreting have investigated the correlation between personal traits and achievement, yet relatively few have singled out students’ emotional state as an important aptitude constituent or tracked its developmental patterns. To address this gap, the present study followed 116 Chinese students of interpreting for five months (one semester) and examined their emotional reports as well as interpreting proficiency. The study differentiated learner-internal (positive and negative emotional traits) from learner-external emotional aspects (positive and negative emotional experiences), then administered questionnaires at three time points (the 1st month, the 3rd month, the 5th month) to determine the emotion-proficiency relations. Based on the regression analysis of the questionnaire data and qualitative analysis of students’ emotion reports, the study found that: 1) As students’ proficiency matured, they experienced growing positive and negative external emotions yet their internal emotions remained relatively stable; 2) While students’ internal emotions were only moderately related to proficiency, their positive emotional experience was always the most reliable proficiency indicator; 3) Positive external emotions could stimulate students’ long-term engagement with learning, and negative emotions such as anxiety could also promote learning by prompting students to use anxiety-reduction strategies. Specific suggestions are thus formulated for interpreter education.

过去关于口译能力的研究调查了个人特质与成就之间的相关性，但很少有人将学生的情绪状态作为一个重要的能力构成因素单独挑出来或追踪其发展模式。为了解决这一差距，本研究对 116 名中国口译学生进行了为期五个月（一个学期）的跟踪调查，并检查了他们的情绪报告和口译能力。该研究将学习者内部（积极和消极情绪特征）与学习者外部情绪（积极和消极情绪体验）区分开来，然后在三个时间点（第 1 个月、第 3 个月、第 5 个月）进行问卷调查以确定 情绪-能力关系。通过对问卷数据的回归分析和学生情绪报告的定性分析，研究发现：1）随着语言能力的成熟，学生经历的积极和消极的外部情绪不断增加，但内部情绪相对稳定；2）虽然学生的内在情绪与熟练程度仅适度相关，但他们积极的情绪体验始终是最可靠的熟练程度指标；3）积极的外部情绪可以激发学生长期投入学习，而焦虑等消极情绪也可以通过促使学生使用减少焦虑的策略来促进学习。从而为口译教育制定了具体的建议。

Testing aptitude for simultaneous interpreting: the predictive validity of recall and lexical-syntactic flexibility test

Xinchao Lu & Xiuling Xu

Published online: 23 Feb 2023

Abstract

Developing effective aptitude test batteries for conference interpreting is highly relevant for China given its large and fast-growing interpreting trainee population. This paper reports on the aptitude tests implemented to 23 first-year students at a CIUTI member and UN MOU university in China. We compared the validity of recall, a test commonly used in interpreting aptitude testing, with that of the lexical-syntactic flexibility test (LSFT) newly developed at the university, in predicting the students’ subsequent performance on simultaneous interpreting (SI) exams. The quantitative analyses of recall, LSFT and SI data using correlation and multiple regression analysis were backed up by qualitative analyses of students’ output and interview data. The results suggest that recall, believed or found to be a predictor of interpreting aptitude by some studies, is not predictive of the Chinese (A)-English (B) SI performance, while the LSFT significantly predicts the performance of bidirectional Chinese (A)-English (B) SI and could be a potential SI-specific aptitude predictor and a new testing option to add to the existing pool of text-based tests. The study is expected to inform the discussion and practice of aptitude testing for conference interpreting in China and to shed light on aptitude testing worldwide.

鉴于中国庞大且快速增长的口译受训人数，开发有效的会议口译能力倾向测试组合与中国高度相关。本文报告了对 CIUTI 成员和中国 UN MOU 大学的 23 名一年级学生实施的能力倾向测试。我们比较了回忆的有效性，这是一种通常用于口译能力测试的测试，与大学新开发的词汇句法灵活性测试（LSFT）预测学生随后在同声传译（SI）考试中的表现。使用相关性和多元回归分析对召回、LSFT 和 SI 数据进行的定量分析得到了对学生输出和访谈数据的定性分析的支持。结果表明，某些研究认为或发现回忆是解释能力的预测指标，但不能预测中文 (A)-英文 (B) SI 表现，而 LSFT 显着预测双向中文 (A) 的表现 -英语 (B) SI，可能是一个潜在的 SI 特定能力倾向预测器和一个新的测试选项，可以添加到现有的基于文本的测试池中。该研究有望为中国会议口译能力测试的讨论和实践提供信息，并为全球范围内的能力测试提供启示。

Aptitude for interpreting: the predictive value of cognitive fluency

Shuxian Song & Dechao Li

Published online: 23 Feb 2023

Abstract

Cognitive factors have been recognised as important in the interpreting process, but whether they could serve as valid components of interpreting aptitude still awaits further investigation. This study explores the predictive value of cognitive fluency in the simultaneous interpreting (SI) performance of trainee interpreters. Cognitive fluency measures of lexical access, lexical retrieval, linguistic attention control and working memory capacity were tested at the beginning of SI training. Simulated SI tasks were conducted at the start and the end of an intensive training period of one academic term. Results of the analyses suggest that (1) cognitive fluency measures could predict a large degree of variance in trainee interpreters’ SI performance at the initial stage of SI training, but could only predict the SI performance when the cognitive load was comparatively high after training; and, (2) cognitive fluency constructs that were significantly related to SI performance differed before and after training. It is concluded that constructs of cognitive fluency might serve as predictors for interpreting performance, but the predictive value of cognitive fluency was influenced by cognitive load and interpreter training. Findings of the study provide empirical evidence for the inclusion of cognitive fluency tasks into interpreting aptitude tests.

认知因素已被认为在口译过程中很重要，但它们是否可以作为口译能力的有效组成部分仍有待进一步研究。本研究探讨了认知流畅度对见习口译员同声传译 (SI) 表现的预测价值。在 SI 训练开始时测试了词汇访问、词汇检索、语言注意力控制和工作记忆能力的认知流畅性测量。模拟 SI 任务在一个学期的强化训练期开始和结束时进行。分析结果表明：（1）认知流畅性指标可以预测口译员在口译训练初期的口译表现差异较大，但只能预测训练后认知负荷较高时的口译表现；(2) 与 SI 表现显著相关的认知流畅性结构在训练前后有所不同。得出的结论是，认知流畅性的结构可以作为口译绩效的预测因子，但认知流畅性的预测值受认知负荷和口译培训的影响。该研究的结果为将认知流畅性任务纳入口译能力测试提供了实证证据。

Discourse-based recall, language anxiety and achievement motive: revisiting interpreting aptitude testing in the Chinese context

Yubo Liu & Wei Zhang

Published online: 23 Feb 2023

Abstract

As a replication in the Chinese context of previous aptitude testing validation studies, this research aims at exploring the validity of an interpreting aptitude test battery, composed of the Logical Memory Test (LMT), the Scale of Language Anxiety (SLA) and the Achievement Motivation Test (AMT), in the prediction of consecutive interpreting performance of Chinese interpreting trainees. A quasi-experimental and correlational research design was adopted. The aptitude test battery was administered at the beginning of the first semester for 48 post-graduate interpreting trainees, and English-Chinese (E-C) and Chinese-English (C-E) consecutive interpreting (CI) tests, used to measure the interpreting proficiency of the subjects, were conducted at the end of the semester. Scores from the aptitude tests and consecutive interpreting tests were subjected to parametric correlation analysis as well as multiple linear regression analysis. The results indicated that a) the LMT scores enjoyed a statistically significant positive correlation with C-E CI; b) the SLA scores had a statistically significant negative correlation with both E-C and C-E CI; c) there was no statistically significant correlation between the AMT scores and CI in either direction. Implications of the findings are discussed in relation to interpreting candidate screening and admission testing.

作为以往能力测试验证研究在中国语境中的复制，本研究旨在探索由逻辑记忆测试（LMT）、语言焦虑量表（SLA）和成就动机组成的口译能力测试组合的有效性。测试（AMT），在汉语口译学员交替传译表现预测中的应用。采用了准实验和相关研究设计。第一学期初对48名研究生口译学员进行了能力倾向测试，并进行了英汉（E-C）和汉英（C-E）交替口译（CI）测试，用于衡量口译能力。科目，在学期末进行。对能力倾向测试和交替传译测试的分数进行参数相关分析和多元线性回归分析。结果表明 a) LMT 分数与 C-E CI 具有统计学上的正相关；b) SLA 分数与 E-C 和 C-E CI 均呈统计学显著负相关；c) AMT 得分与 CI 在任一方向上均无统计学相关性。研究结果的含义在解释候选人筛选和入学测试方面进行了讨论。

Exploring individual differences in the prediction of awareness and improvement in trainee interpreters: an aptitude-treatment interaction approach

Yi Xu

Published online: 23 Feb 2023

Abstract

The research on interpreting aptitude has focused on the abilities, skills and personal traits of individuals in order to predict their future interpreting performance. However, an important variable between the personal characteristics and success of trainee interpreters in interpreter training, which is instructional practices, is overlooked. Consequently, the different outcomes that were seen in trainees with various characteristics could be attributed to their adaptations to different instructional conditions. In order to address this gap in the literature, this exploratory study used the aptitude-treatment interaction (ATI) paradigm to examine the interactions between individual differences in trainee interpreters and feedback treatment. The findings of regression analyses suggested that working memory capacity predicted interpreting improvement under explicit and mixed feedback conditions rather than implicit conditions, and motivation predicted performance in the mixed group. Working memory capacity also predicted trainees’ awareness in the explicit and mixed feedback groups, but not the implicit group. The results also showed that feedback awareness predicted interpreting progress, and error awareness predicted an improvement in the mixed group. Based on these findings, this study highlighted the importance of instruction-related factors in the relationship between aptitude and interpreter training success.

口译能力倾向的研究主要关注个人的能力、技能和个人特质，以预测他们未来的口译表现。然而，在口译培训中，实习口译员的个人特征与成功之间的一个重要变量，即教学实践，却被忽视了。因此，在具有不同特征的受训者身上看到的不同结果可以归因于他们对不同教学条件的适应。为了解决文献中的这一差距，这项探索性研究使用能力倾向-治疗相互作用 (ATI) 范式来检验实习口译员的个体差异与反馈治疗之间的相互作用。回归分析的结果表明，工作记忆容量预测在显式和混合反馈条件下而不是隐式条件下的解释改进，而动机预测混合组的表现。工作记忆容量还可以预测受训者在外显反馈组和混合反馈组中的意识，但不能预测内隐组。结果还表明，反馈意识预示着口译的进步，错误意识预示着混合组的改善。基于这些发现，本研究强调了教学相关因素在能力倾向与口译培训成功之间关系中的重要性。

Investigating sight translation as a predictor of interpreting performance

Xiaoqi Shang & Guixia Xie

Published online: 23 Feb 2023

Abstract

Sight translation has been widely used in aptitude testing to screen prospective trainee interpreters at leading interpreter training schools, including ESIT, ISIT, and EMCI. However, it has also been criticised for its lack of validity and reliability (e.g.). No empirical study has thus far been conducted to explore its power to predict interpreting performance. To fill this gap, the present study adopts a data-driven approach to explore the predictive validity of sight translation for interpreting performance in both consecutive and simultaneous modes. A total of 33 graduate trainee interpreters (A language: Chinese; B language: English) enrolled in an interpreting programme of a leading Chinese university were tracked over the course of one and a half academic years. Two raters (A language: Chinese; B language: English) were asked to assess their performance based on the criteria of fidelity, language, and delivery. Statistical analyses suggest that, irrespective of language direction, the participants’ performance in sight translation was not predictive of their performance in either consecutive or simultaneous interpreting. This study provides much-needed empirical evidence for the development, administration, and assessment of aptitude testing for interpreting and interpreter training at large.

视译已广泛用于能力倾向测试，以筛选领先的口译培训学校（包括 ESIT、ISIT 和 EMCI）的未来实习口译员。然而，它也因缺乏有效性和可靠性而受到批评（例如）。迄今为止，尚未进行任何实证研究来探索其预测口译表现的能力。为了填补这一空白，本研究采用数据驱动的方法来探索视译对连续和同步模式下口译性能的预测有效性。在一个半学年的时间里，共有 33 名毕业实习口译员（A 语言：中文；B 语言：英语）参加了中国一所领先大学的口译课程。两位评分者（A 语言：中文；B 语言：英语）被要求根据保真度、语言和交付标准评估他们的表现。统计分析表明，无论语言方向如何，参与者在视译中的表现都不能预测他们在交替传译或同声传译中的表现。这项研究为口译和口译员培训的能力倾向测试的开发、管理和评估提供了急需的经验证据。

Knowledge, skills and abilities (KSAs) as a metric to re-conceptualise aptitude: a multi-stakeholder perspective

Jim Hlavac

Published online: 23 Feb 2023

Abstract

Aptitude is a hypernym used in training and practice-based contexts to refer to a person’s natural or acquired ability to do something. It tends to be an attribute that is ‘forward-looking’, i.e. referring to a person’s probability of achieving success in the future. This paper adopts a retrospective perspective in looking at the ‘success achievement’ of (would-be) interpreters and employs the term knowledge, skills and abilities (KSAs). The research questions that this paper addresses relate to frequency of KSAs referred to across four ‘stakeholder areas’ relevant to interpreter performance: studies from pedagogues on training and (pre-qualification) testing; testing/credentialing authorities; industry-based organisations; and trainee and practising interpreters themselves. Comparison across the four stakeholder areas shows that the training and testing, and credentialing stakeholder areas most frequently identify linguistic and transfer-based KSAs, with moderate attention afforded to intercultural skills, discourse analysis skills, social interactional skills and knowledge bases across different thematic areas, and demonstration of knowledge of ethics. The industry-based stakeholder area records high levels of frequency for KSAs to do with research, terminology, business, self-assessment and ICT skills, alongside linguistic, and interactional KSAs. Overall, however, the broadest spread of frequently identified KSAs is recorded amongst the trainee and practitioner stakeholder group.

能力倾向是在训练和基于实践的环境中使用的上位词，指的是一个人做某事的自然或后天能力。它往往是一种“前瞻性”的属性，即指一个人在未来取得成功的可能性。本文采用回顾性视角来审视（准）口译员的“成功成就”，并使用术语知识、技能和能力（KSAs）。本文解决的研究问题涉及与口译员绩效相关的四个“利益相关者领域”中提到的 KSA 的频率：教师对培训和（资格预审）测试的研究；测试/认证机构；行业组织；以及实习和执业的口译员。四个利益相关者领域的比较表明，培训和测试以及认证利益相关者领域的识别基于语言和迁移的 KSA，并适度关注不同主题领域的跨文化技能、话语分析技能、社交互动技能和知识库， 和道德知识的展示。基于行业的利益相关者区域记录了 KSA 与研究、术语、业务、自我评估和 ICT 技能以及语言和交互 KSA 相关的高频率。然而，总的来说，在受训者和从业者利益相关者群体中记录了最广泛的频繁识别的 KSA。

Introduction to the special issue- revisiting aptitude testing for interpreting

Xiaoqi Shang, Mariachiara Russo & Catherine Chabasse

Published online: 23 Feb 2023

Abstract

Aptitude testing plays an important role in interpreter training as it helps to screen prospective trainee interpreters, ensuring the quality of training. However, there has been scant interest in this line of inquiry among interpreting scholars. This special issue focuses on the conceptualisation of aptitude and exploration of the predictive validity of aptitude testing batteries or components for interpreting performance from multiple theoretical perspectives using a wide array of methodologies. Firstly, Han’s meta-analysis provides a comprehensive methodological overview of the current research on predictive validity of aptitude testing for interpreting. Next, Hlavac’s survey-based study focuses on the conceptualisation of interpreting aptitude by incorporating multi-stakeholder views. The ensuing three empirical studies by Liu and Zhang, Shang and Xie and Lu and Liu have explored the predictive validity of the tests that were replicated, currently used and self-designed respectively. The last three studies by Su, Xu, and Song and Li adopt an aptitude-treatment paradigm to explore the different effects of aptitude components, such as learners’ emotions and cognitive fluency, on interpreting performance under different treatment conditions. These eight articles are expected to stir the research community’s interest in aptitude testing for interpreting, a highly relevant yet significantly under-examined area in interpreting studies.

能力倾向测试在口译员培训中起着重要作用，因为它有助于筛选潜在的实习口译员，确保培训质量。然而，口译学者对这一研究方向兴趣不大。本期特刊侧重于能力倾向的概念化和能力倾向测试电池或组件的预测有效性的探索，以使用多种方法从多个理论角度解释性能。首先，Han 的元分析对当前口译能力测试的预测有效性研究提供了全面的方法论概述。接下来，Hlavac 基于调查的研究侧重于通过整合多方利益相关者的观点来概念化解释能力。刘和张、尚和谢以及卢和刘随后进行的三项实证研究分别探讨了重复、当前使用和自行设计的测试的预测有效性。Su、Xu、Song 和 Li 的最后三项研究采用能力倾向治疗范式来探索能力倾向成分（例如学习者的情绪和认知流畅性）在不同治疗条件下对口译表现的不同影响。预计这八篇文章将激发研究界对口译能力测试的兴趣，口译能力测试是口译研究中一个高度相关但研究不足的领域。

‘To study is not to create something but to create oneself’: an ontological turn in translator education and training

Kelly Washbourne & Yingmei Liu

Published online: 16 Feb 2023

Abstract

In academic environments ruled by managerialist philosophies, learning as doing, as outcomes, prevails. This work complicates the equation by taking up learning as becoming. Through the prism of learning metaphors, which apart from construction and transmission have not been fully explored in our discipline, especially the potential of Bildung, we seek to make a case that naming an ontological turn helps us orient our priorities, even if the turn is already with us in translation and interpreting in such attributes and practices as affect, voice, creativity, identity, subjectivity, and self-reflection.

在由管理主义哲学统治的学术环境中，学习作为结果盛行。这项工作通过将学习视为成为而使方程式复杂化。通过学习隐喻的棱镜，除了构建和传播之外，我们的学科还没有充分探索，尤其是 Bildung 的潜力，我们试图证明命名本体论转向有助于我们确定优先事项，即使转向是 在影响、声音、创造力、身份、主观性和自我反省等属性和实践中，我们已经在翻译和口译中。

The Bergen Translation Corpus and its benefit for training purposes: a case study on legal texts

Ingrid Simonnæs, Jan Roald & Beate Sandvei

Published online: 13 Dec 2022

Abstract

The aim of this paper is to account for a case study based on the Bergen Translation Corpus (BTC), a project launched to identify specific translation challenges in connection with the National Translator Accreditation Exam (NTAE) in Norway. The corpus is made up of translations by candidates entering the NTAE. The exam is held with no requirement to have previously attended a study programme in translation studies. The BTC is a parallel multilingual corpus, primarily compiled for research purposes, but subsequently used for training purposes of candidates in the context of the NTAE. This paper introduces a research-based and training-oriented application, with the aim to identify candidates’ handling of two specific translation challenges in legal texts, viz. culturally bound concepts (cultural references) and modality. The small number of translations included in the BTC allows only for a qualitative analysis. Results of the case study support findings from previous studies on those issues.

本文的目的是解释基于卑尔根翻译语料库 (BTC) 的案例研究，该项目旨在确定与挪威国家翻译认证考试 (NTAE) 相关的特定翻译挑战。语料库由进入 NTAE 的考生的翻译组成。考试的举行不需要之前参加过翻译研究的学习课程。BTC 是一个平行的多语言语料库，主要用于研究目的，但随后用于 NTAE 背景下的候选人培训目的。本文介绍了一个以研究为基础和以培训为导向的应用程序，旨在确定候选人对法律文本中两个特定翻译挑战的处理，即。受文化约束的概念（文化参考）和形态。BTC 中包含的少量翻译仅允许进行定性分析。案例研究的结果支持先前关于这些问题的研究结果。

BOOK REVIEWS

The dark side of translation

edited by Federico Italiano, London, Routledge, 2020, 196 pp.

Mihaela Marieta Damian

Published online: 13 Dec 2022

Review

Research on translator and interpreter training: a collective volume of bibliometric reviews and empirical studies on learners

by Jackie Xiu Yan, Jun Pan and Honghua Wang, Singapore, Springer, 2018, xvi + 200 pp.

Haoda Feng & Feng Shi

Published online: 13 Dec 2022

Review

Articles

Training transversal competences in a bachelor’s degree in translation and interpreting: preliminary evidence from a clinical trial

Luis Cásedas, María J. Funes, Marc Ouellet & Mercedes García de Quesada

Published online: 22 Nov 2022

Abstract

Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands. The clinical trial was registered with www.clinicaltrials.gov (NCT04392869).

现在，横向能力不仅对就业能力至关重要，而且对学生的福祉乃至整个社会都是必不可少的。然而，这些能力通常不作为高等教育学位课程的一部分进行教授或研究。这显然导致理想的教学目标与学生在本科学习中实际学到的东西之间存在差距。为了满足这一需求，在教学创新项目的框架内，在翻译和口译本科课程中设计并实施了心理教育干预。测试了这种干预对情商和调节、创造力、心理困扰和文化智力等横向能力的影响。这项平行的探索性研究比较了两种基于正念的计划的有效性。在这两个基于正念的培训项目中，初步结果似乎表明这些横向能力有所提高。该研究的局限性在于设计、样本量和 COVID-19 大流行带来的限制。我们的研究结果为学位课程设计提出了建议，并为高等教育、基于能力的培训和社会需求之间的关系提供了一个讨论和辩论的平台。临床试验已在 www.clinicaltrials.gov (NCT04392869) 注册。

Ethical dilemmas in community interpreting: interpreters’ experiences and guidance from the code of ethics

Loene M. Howes

Published online: 29 Oct 2022

Abstract

Community interpreters (or public service interpreters) work in a variety of contexts, including health, legal, and governmental service provision. Although the field is characterised by diversity, community interpreters may be unified by the relevant professional code of ethics. Previous studies have shown that case deliberation in educational settings can be valuable to practitioners in developing the skills to resolve ethical dilemmas in practice. This study explored ethical dilemmas experienced by community interpreters working in policing and other contexts. Transcripts of interviews with 20 Australian community interpreters were analysed to document the types of ethical dilemmas discussed and the salience of ethical principles in resolving them. Participants referred to all ethical principles from the Australian Code of Ethics. Four themes were identified in the types of dilemmas that participants reported: wanting to help one of the parties, not wanting to say what the parties said, pressure to take on another professional’s role, and disagreeing with another interpreter’s choices. Participants’ resolutions of ethical dilemmas mostly aligned with principles from the Code. The study highlights the significance of professional ethics to community interpreters and provides examples from practice that may be valuable in community interpreter education, training and professional development contexts.

社区口译员（或公共服务口译员）在各种环境中工作，包括健康、法律和政府服务提供。尽管该领域具有多样性的特点，但社区口译员可能会被相关的职业道德规范所统一。先前的研究表明，教育环境中的案例审议对于从业者培养解决实践中的道德困境的技能很有价值。本研究探讨了在警务和其他环境中工作的社区口译员所经历的道德困境。对 20 名澳大利亚社区口译员的访谈记录进行了分析，以记录所讨论的道德困境的类型以及解决这些问题时道德原则的重要性。参与者提到了澳大利亚道德规范中的所有道德原则。在参与者报告的困境类型中确定了四个主题：想要帮助其中一方、不想说出当事方所说的话、承担另一名专业人士角色的压力以及不同意另一名口译员的选择。参与者对道德困境的解决方案大多与准则中的原则一致。该研究强调了职业道德对社区口译员的重要性，并提供了可能对社区口译员教育、培训和专业发展环境有价值的实践示例。

Walking along the same path, or going in different directions? A comparison between the perceptions of translators and clients of translator professionalism in Asia

Christy Fung-Ming Liu

Published online: 23 Jun 2022

Abstract

Translator professionalism is seldom studied in an empirical way in Asia, not to mention the similarities and differences in the perception of the topic as exhibited by practitioners versus clients. The present study examines translator professionalism as a multidimensional term covering practitioners’ language competency, translation skills, ethics, attitudes, and behaviour in and outside the workplace setting. It compares the viewpoints of 425 practitioners and 72 clients in Asia. Data suggest that both parties have a rather positive attitude towards the professional status of translators although significant divergent viewpoints were found on whether the occupation is vital to society; whether becoming a translator requires a high degree of expertise and knowledge; and whether translators can exercise their own judgment in their jobs. However, both practitioners and clients have similar opinions on translators’ proactive behaviour at work. Moreover, they attach great importance to translators’ adherence to the principles of ethical practice. The findings not only contribute to research on the client-translator relationship but also provide translation teachers and students with knowledge of the latest development of translator professionalism as well as current and upcoming challenges in the industry.

在亚洲，很少有人以实证的方式研究译者的职业精神，更不用说从业者与客户在对主题的看法上的异同了。本研究将译员专业精神作为一个多维术语进行检验，涵盖从业者的语言能力、翻译技巧、道德规范、态度以及工作环境内外的行为。它比较了亚洲 425 名从业者和 72 名客户的观点。数据显示，双方对翻译的职业地位持相当积极的态度，但对于该职业是否对社会至关重要存在重大分歧；成为一名翻译是否需要高度的专业知识；以及翻译人员是否可以在工作中运用自己的判断力。然而，从业者和客户对译员在工作中的主动行为都有相似的看法。此外，他们非常重视译者遵守道德实践原则。研究结果不仅有助于研究客户-译者关系，还为翻译教师和学生提供了翻译专业化的最新发展以及行业当前和即将面临的挑战的知识。

Where do translation students go? A study of the employment and mobility of Master graduates

Yu Hao & Anthony PymSchool of Languages and Linguistics, University of Melbourne, Melbourne, Australia

Published online: 02 Jun 2022

Abstract

Faced with technological disruption, the employability of translation graduates demands careful analysis. Interpretations of major previous surveys suggest that only about one third of graduates find employment as translators or interpreters, although about half of them tend to find employment using multilingual communication skills in various capacities. This reality check has major implications for any attempt to adjust training programmes to the demands of translation companies: it becomes very important to assess the wider range of jobs and the transferable skills that they require. A survey of graduates from the Chinese-English Master of Translation at the University of Melbourne offers detailed insight into the wider range of employment but differs from previous surveys in two respects. First, the international mobility of students means that multiple national differences have to be taken into account. And second, the 20% of graduates that undertook further study after the Master justifies part of the training being to meet the criteria of academic institutions. These two aspects may be generalisable to other training programmes and should help revise the way curricula are conceptualised.

面对技术颠覆，翻译专业毕业生的就业能力需要仔细分析。对以往主要调查的解释表明，只有大约三分之一的毕业生找到了笔译或口译员的工作，尽管其中约有一半倾向于以各种身份使用多语言交流技能找到工作。这种现实检查对于任何根据翻译公司的需求调整培训计划的尝试都具有重大意义：评估更广泛的工作范围和他们所需的可转移技能变得非常重要。一项针对墨尔本大学汉英翻译硕士毕业生的调查提供了对更广泛就业范围的详细洞察，但在两个方面与之前的调查不同。首先，学生的国际流动性意味着必须考虑多个国家的差异。其次，20% 的毕业生在硕士毕业后继续深造，证明部分培训是为了满足学术机构的标准。这两个方面可以推广到其他培训计划，应该有助于修改课程的概念化方式。

BOOK REVIEWS

Teaching translation: programs, courses, pedagogies

edited by Lawrence Venuti, New York, Routledge, 2016, xv + 259 pp.

Liu Lisheng

Published online: 11 Sep 2017

Review

转载来源：The Interpreter and Translator Trainer

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