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Appendix I:

Barik’s Errors Index

Barik’s Insignificant Omissions

Type of omission Reason Example

Omission of connective Not disruptive and Omission of fillers Superfluous and often

untranslatable

well, now, you see, etc.

Omission of definite articles, etc.

Not disruptive the, a, etc.

Omission of specification Its reference is understood from the context (p. 125)

This young manàThe young man

Skipping omission Does not change the

grammatical structure of the clause and thus loss of meaning is minimal

adjectives, prepositions, conjunctions, etc.

Source: Compiled by this study

Barik’s Omissions that affect the meaning of the original message

Type of omission Reason

Comprehension omission An interruption in translation or a disjointed speech is observed where omissions “involved larger units of material, resulting in a definite loss in meaning.” (p. 123)

Delay omission Some of what the speakers said did not register with the interpreter who would then wait until a new unit comes out or simply bypass what has been lost. A disjointed speech is observed.

Compounding omission Some of what the speakers said did not

register with the interpreter who would

then combined bits and pieces which

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Barik’s inconsequential additions

Type of addition Example/Reason

Qualifier addition adjectives or adverbs

Elaboration addition extraneous but unaffected to the speaker’s intended message.

Addition of connective and

Addition of specification this/thatàthe Addition of preposition Not disruptive Translation of language-specific

items not required in the target language (p. 127)

the

Source: Compiled by this study

Additions that affect the meaning of the original message

Type Definition

Relationship addition Some new meaning or relationship is introduced (i.e. causal relationship) but the gist is kept

Closure addition Insubstantial additions servers to give a closure but its presence may be due to misinterpretation, rephrasing or omission of previous parts of the text that affect the meaning of the message

Source: Compiled by this study

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Barik’s Inconsequential Substitutions

Type Reason

Mild phrasing change The interpretation is slightly changed but the gist of what the speaker said is not affected

Substantial phrasing change Errors of this type create a somewhat different meaning but the overall gist is retained

Mild semantic error Some lexical item was inaccurately translated which only changes the

intended meaning a bit. “The inaccuracy is restricted to the lexical item or expression, and does not affect the rest of the unit which it is part.” (p. 128)

Source: Compiled by this study

Barik’s Substitutions that affect the meaning of the original message at word level Type (at word level) Reason/Definition

Gross semantic error: Error stemming from assumed misunderstanding by the interpreter

The interpreter misunderstood some lexical item due to “a homonym or near homonym, or because of confusion in reporting with a near-sounding word (p. 128)

Gross semantic error: Error of meaning, not caused by confusion

Substantial semantic errors not likely caused by confusion

Gross semantic error: Error of false reference

Errors of this type “possibly stemming from confusion and having its basis in the text.” (p. 128)

Gross phrase change: error due to mistranslation, miscomprehension, lagging or omission of some item

Create a more considerable deviation from the original message (compared to the other type) i.e. “meaningless or confused translation, reversal of meaning,

transforming a question into a statement, etc.” (p. 132)

Source: Compiled by the study

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Appendix Ⅱ:

Questionnaire for the Group of School Directors

Once again thank you for taking time to participate. This questionnaire aims to reveal the opinions as well as the actual practices of professionals and institutes in the field of interpreting worldwide on the issue of

directionality. The responses you made cannot be linked to you in any ways.

Information contained in the reply is solely for the analysis of this research.

An electronic copy of this survey results will be e-mailed to you by simply making the request as indicated at the bottom of this questionnaire.

Research Supervisors: Prof. Chung-tien Chou, Department of English and Director of Mandarin Training Center, National Taiwan Normal University, Taiwan.

Prof. Tze-wei Chen, Graduate School of Translation and Interpretation, National Taiwan Normal University, Taiwan.

Thesis Researcher: Yu-mei Renee Jen

Graduate School of Translation and Interpretation National Taiwan Normal University, Taiwan.

Questionnaire

‘A’ language refers to an interpreter’s mother tongue and ‘B’ language is the second active language with which the interpreter has a perfect command although it is not the mother tongue. Please answer the following questions by inserting an ‘x’ in the bracket while some questions may also require a short answer. Note that the term

“interpreting” in this questionnaire refers to simultaneous interpreting but it can include other interpreting modes in general such as consecutive

interpreting.

1. Have you ever heard of the notion suggesting that interpreting into A language is the standard practice?

( ) Yes ( ) No

( ) Other (Please specify) :

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2. Which interpreting direction does (Name of the School) support?

( ) Interpreting into A language ( ) Interpreting into B language

( ) We support interpreting in both directions ( ) We do not take a side on this issue

( ) Other (Please specify) :

Please state the reason(s) for your response in Question 2 in details.

Answer:

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3. Can (Name of the School) put the interpreting direction as supported strictly into all related practices? (Please do not answer this question if the response you made in Question 2 was “We support interpreting in both directions” or “We do not take a side on this issue”).

( ) Yes, we can put it strictly into practice without exceptions.

( ) Yes, we can put it into practice but not strictly without exceptions.

( ) No, we cannot put it into practice.

( ) Other (Please specify):

Please explain and state the reason(s) for your response in Question 3 in details.

Answer:

☆ Would you like to receive a copy of the survey results for your future reference through e-mail when this research is concluded?

( ) Yes, please. ( ) No, thank you. ( ) Other (Please specify):

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Questionnaire for the Group of Organization Presidents/Directors

Once again thank you for taking time to participate. This questionnaire aims to reveal the opinions as well as the actual practices of professionals and institutes in the field of interpreting worldwide on the issue of

directionality. The responses you made cannot be linked to you in any ways.

Information contained in the reply is solely for the analysis of this research.

An electronic copy of this survey results will be e-mailed to you by simply making the request as indicated at the bottom of this questionnaire.

Research Supervisors: Prof. Chung-tien Chou, Department of English and Director of Mandarin Training Center, National Taiwan Normal University, Taiwan.

Prof. Tze-wei Chen, Graduate School of Translation and Interpretation, National Taiwan Normal University, Taiwan.

Thesis Researcher: Yu-mei Renee Jen

Graduate School of Translation and Interpretation National Taiwan Normal University, Taiwan.

Questionnaire

‘A’ language refers to an interpreter’s mother tongue and ‘B’ language is the second active language with which the interpreter has a perfect command although it is not the mother tongue. Please answer the following questions by inserting an ‘x’ in the bracket while some questions may also require a short answer. Note that the term

“interpreting” in this questionnaire refers to simultaneous interpreting but it can include other interpreting modes in general such as consecutive

interpreting.

1. Have you ever heard of the notion suggesting that interpreting into A language is the standard practice?

( ) Yes ( ) No

( ) Other (Please specify) :

(8)

2. Which interpreting direction does (Name of the Organization) support?

( ) Interpreting into A language ( ) Interpreting into B language

( ) We support interpreting in both directions ( ) We do not take a side on this issue

( ) Other (Please specify) :

Please state the reason(s) for your response in Question 2 in details.

Answer:

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3. Can (Name of the Organization) put the interpreting direction as supported strictly into all related practices? (Please do not answer this question if the response you made in Question 2 was “We support interpreting in both directions” or “We do not take a side on this issue”).

( ) Yes, we can put it strictly into practice without exceptions.

( ) Yes, we can put it into practice but not strictly without exceptions.

( ) No, we cannot put it into practice.

( ) Other (Please specify):

Please explain and state the reason(s) for your response in Question 3 in details.

Answer:

☆ Would you like to receive a copy of the survey results for your future reference through e-mail when this research is concluded?

( ) Yes, please. ( ) No, thank you. ( ) Other (Please specify):

(10)

Questionnaire for the Group of Conference Interpreters

Once again thank you for taking time to participate. This questionnaire aims to reveal the opinions as well as the actual practices of professionals and institutes in the field of interpreting worldwide on the issue of

directionality. The responses you made cannot be linked to you in any ways.

Information contained in the reply is solely for the analysis of this research.

An electronic copy of this survey results will be e-mailed to you by simply making the request as indicated at the bottom of this questionnair e.

Research Supervisors: Prof. Chung-tien Chou, Department of English and Director of Mandarin Training Center, National Taiwan Normal University, Taiwan.

Prof. Tze-wei Chen, Graduate School of Translation and Interpretation, National Taiwan Normal University, Taiwan.

Thesis Researcher: Yu-mei Renee Jen

Graduate School of Translation and Interpretation National Taiwan Normal University, Taiwan.

Questionnaire

‘A’ language refers to an interpreter’s mother tongue and ‘B’ language is the second active language with which the interpreter has a perfect command although it is not the mother tongue. Please answer the following questions by inserting an ‘x’ in the bracket while some questions may also require a short answer. Note that the term

“interpreting” in this questionnaire refers to simultaneous interpreting but it can include other interpreting modes in general such as consecutive

interpreting.

1. Have you ever heard of the notion suggesting that interpreting into A language is the standard practice?

( ) Yes ( ) No

( ) Other (Please specify) :

(11)

2. Which interpreting direction do you support?

( ) Interpreting into A language ( ) Interpreting into B language

( ) I support interpreting in both directions ( ) I do not take a side on this issue

( ) Other (Please specify) :

Please state the reason(s) for your response in Question 2 in details.

Answer:

(12)

3. Do you insist on interpreting only in a certain language direction when interpreting assignments are referred to you?

( ) Yes, I do.

( ) No, I do not.

( ) Other (Please specify):

Please explain and state the reason(s) for your response in Question 3 in details.

Answer:

☆ Would you like to receive a copy of the survey results for your future reference through e-mail when this research is concluded?

( ) Yes, please. ( ) No, thank you. ( ) Other (Please specify):

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Appendix Ⅲ:

Overview of Responses from the Group of Schools Directors

Response Question 1: Have you ever heard of the notion suggesting that interpreting into A language is the standard practice?

_____________________________________________________________________

N= 7 Yes (85.7%) No (0%) Other (14.3%)

_____________________________________________________________________

S1 ˇ

S2 ˇ

S3 ˇ

S4 ˇ

S5 ˇ

S6 ˇ

S7 ˇ

_____________________________________________________________________

Source: Compiled by this study

* S1’s reasons for response in Q1 as ‘Other’:

“It is widely accepted in the profession (and specifically by its international

representative organization, AIIC), that the B into A direction offers greater potential for the highest quality interpretation, on the basis of the definitions of A and B

languages. This proviso is key since it assumes that comprehension of the two

languages is virtually equivalent, while production into the A language will always

draw on much richer resources and therefore will be both more elegant and precise,

all other things being equal. Since the difference is mainly due to linguistic resources

available for output, the discrepancy between B>A and A>B will be greater for

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flowery, literary and polemical speeches (oratory) than for technical or factual, informative discourse.”

*S6’s additional comment in Q1: “This is the standard suggested by AIIC, however,

interpreters with small languages work in both directions, so in my country this

requirement has never been a standard.”

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Response to Question 2: Which interpreting direction does your school support?

_____________________________________________________________________

N= 7

Into A(0%) Into B(0%) Both(71.4 %) Do not take a side(14.3%) Other(14.3%)

_____________________________________________________________________

S1 ˇ

S2 ˇ

S3 ˇ ˇ

S4 ˇ

S5 ˇ

S6 ˇ

S7 ˇ

_____________________________________________________________________

Source: Compiled by this study

*S4’s response in Q2 as ‘Other’: “We support interpreting into A and B when the quality of the B language justifies this. Otherwise, we support interpreting into A only (in simultaneous).”

Note: For purpose of convenience, this study is inclined to interpret S3’s indication in

Q2 as supporting both directions

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Reasons for Response in Question 2

_____________________________________________________________________

_____________________________________________________________________

S1: “The market for CH-EN and JA-EN interpretation overwhelmingly requires interpreters to work in both A>B and B>A directions, since unlike the situation with European languages, for example (especially the EU), there is an almost total absence of interpreters with an A in one language (in this case, English). Everything must be done to remedy this imbalance, and to encourage more interpreters to learn additional languages, so that more B>A interpretation can be provided, and relay can be minimised in multilingual conferences (again, a widely shared goal to ensure greater accuracy). However, we are aware that this is a long-term goal.”

S2: “Interpreters in our country mainly work towards their A language (dominant language), but must also be able to work occasionally into their B language. But in our School, we do not expect the same proficiency in B than in A.”

S3: “Our course for Interpreting aims at students who interpret into their A language from a C language. Interpreting into a B language is not a compulsory part of the exam. We offer a short course separately into B as a part of continues further education. We also offer courses for public service interpreters (community

interpreters) who are mainly trained in dialogue interpreting between an A and a B language.”

S4: “Interpreting into B is widely practiced and is acceptable as long as quality is

maintained. The B must be fluent and precise. The interpreter must be able to convey

fully the speaker’s meaning in the target language, whether it is an A or a B.”

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Reasons for Response in Question 2 (Continued)

_____________________________________________________________________

_____________________________________________________________________

S5: “Because the market in our county is small and limited in its financial resources.

Therefore one should be able to interpret into both one's A and B languages.”

S6: “It is a must for a small language. In our market there are very few non-native interpreters who can work into the native language of our country. EU institutions (EC, Parliament… ) try to solve the problem with relay interpreting – which is a method that we also teach in the Institute.”

S7: “We do not take a side on this issue because we have different practices for different languages. For European languages, people usually work into their A languages, particularly at international organizations or at conferences in Europe, but even for these interpreters, there are more and more conferences where they are asked to work into both directions. At our school, all students, regardless of their language combinations, work into both directions for consecutive interpretation.

For Asian languages, the usual practice is to work into both directions, either for consecutive or simultaneous interpretation.”

_____________________________________________________________________

Source: Compiled by this study

Note: For purpose of convenience, this study is inclined to interpret S3’s indication in

Q2 as supporting both directions

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Responses to Question 3: Can your school put the interpreting direction as supported strictly into all related practices?

_____________________________________________________________________

N= 7 Yes (0%) No (0%) Other (0%)

_____________________________________________________________________

S1 (Answer not required because of response made in Q2) S2 (Answer not required because of response made in Q2)

S3 ˇ

S4 (Answer not required because of response made in Q2) S5 (Answer not required because of response made in Q2) S6 (Answer not required because of response made in Q2) S7 (Answer not required because of response made in Q2)

_____________________________________________________________________

Source: Compiled by this study

*S3’s reasons for response in Q3: Not provided. Further information is added by S3:

“Within the framework of the consortium for the European Masters in Conference Interpreting (EMCI) there has been study concerning “interpreting into B” led by a school in Paris. One can also add that the interpreting services within the European Union emphasis interpreting into A as the main type of interpreting. But they also encourage their interpreters to acquire a B language strong enough to function in interpreting into that B language. It makes it easier to compose interpreting teams that can cover a wide range of languages.”

Note: For purpose of convenience, this study is inclined to interpret S3’s indication in

Q2 as supporting both directions thus S3’s response in Q3 as ‘Yes’ can be seen as ‘not

required’ as the rest of the respondents in this group.

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Overview of Responses from the Group of Conference Interpreters

Responses to Question 1: Have you ever heard of the notion suggesting that interpreting into A language is the standard practice?

_____________________________________________________________________

N= 3 Yes (66.7%) No (33.3%) Other (0%)

_____________________________________________________________________

I1 ˇ

I2 ˇ

I3 ˇ

_____________________________________________________________________

Source: Compiled by this study

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Responses to Question 2: Which interpreting direction do you support?

_____________________________________________________________________

N= 3

Into A(33.3%) Into B(0%) Both(33.3%) Do not take a side(33.3%) Other(0%)

_____________________________________________________________________

I1 ˇ

I2 ˇ

I3 ˇ

_____________________________________________________________________

Source: Compiled by this study Reasons for response in Q2:

_____________________________________________________________________

_____________________________________________________________________

I1: “As a general rule it is always better to interpret into the A language.

Exceptions to this rule are:

- interpreting into a strong B, but only from the A language (as opposed to C into B) - interpreting in both directions in the case of languages for which there are no interpreters who can provide interpretation from a given language into the required A language”

I2: “In my work as interpreter this is not and has not been an issue in that there has never been any demand/need for Conference interpreting. The nearest to it is

whispering interpreting in Court, which I do not equate with Conference interpreting.”

I3: “I was taught to interpret in both directions, and it has always been the practice in Mandarin/English interpreting. It is the only way that one would be accepted in the practice.”

_____________________________________________________________________

Source: Compiled by this study

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Responses to Question 3: Do you insist on interpreting only in a certain language direction when interpreting assignments are referred to you?

_____________________________________________________________________

N= 3 Yes (33.3%) No (66.7%) Other (0%)

_____________________________________________________________________

I1 ˇ

I2 ˇ

I3 ˇ

_____________________________________________________________________

Source: Compiled by this study

Reasons for response in Question 3

_____________________________________________________________________

_____________________________________________________________________

I1:“In simultaneous interpreting the language combination should always correspond to the cases mentioned above. An exception can be made for liaison interpreting, for example, one-to-one conversations during coffee breaks or meals.”

I2:“In interviews with professionals eg doctors, lawyers, social workers, psychologists etc, where most/all my work is done, it would not be practicable to be a uni-directional interpreter. Even if you feel that you are much more comfortable/confident in interpreting in a particular direction, assisting with communication in these situations would be impossible if you were not bi- directional.”

I3: “It is not possible to insist a certain direction in the market. There is market mechanism and as a service provider, one should follow the practice.”

_____________________________________________________________________

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