The development of coherence and quality of performance in conference interpreter training
Conference interpreters are made not born, as Herbert (1978) and Mackintosh (1999) point out. The increase in the number of interpreting schools worldwide not only demonstrates the demand for qualified interpreters but also highlights the significance of training for ensuring quality service from conference interpreters. The purpose of training, ultimately, is to make competent interpreters who can deliver quality performance. Research on conference interpreting has tended to focus on issues of quality in professional circumstances (Buhler, 1986; Kahane, 2000; Kurz, 1993; Moser, 1996). Training is also one of the most explored fields in the world of conference interpreting research (Gile, 2000). Yet only limited work has been done to investigate quality standards for pedagogical purposes (Gile, 2001). To produce quality interpretations, practice alone is not enough. Being reflective is of prime importance. Trainees' awareness of quality is vital for them to become reflective, yet this issue has not been properly addressed in the literature. In addition, in the trainer-centred approach, trainees acquire not only interpreting skills from their trainers, they also inherit the way trainers describe quality. Yet
Peng, Kuei-Chuan
The development of coherence and quality of performance in conference interpreter training. Conference interpreters are made not born, as Herbert (1978) and Mackintosh (1999) point out. The increase in the number of interpreting schools worldwide not only demonstrates the demand for qualified interpreters but also highlights the significance of training for ensuring quality service from conference interpreters. The purpose of training, ultimately, is to make competent interpreters who can deliver quality performance. Research on conference interpreting has tended to focus on issues of quality in professional circumstances (Buhler, 1986; Kahane, 2000; Kurz, 1993; Moser, 1996). Training is also one of the most explored fields in the world of conference interpreting research (Gile, 2000). Yet only limited work has been done to investigate quality standards for pedagogical purposes (Gile, 2001). To produce quality interpretations, practice alone is not enough. Being reflective is of prime importance. Trainees' awareness of quality is vital for them to become reflective, yet this issue has not been properly addressed in the literature. In addition, in the trainer-centred approach, trainees acquire not only interpreting skills from their trainers, they also inherit the way trainers describe quality. Yet
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