Pedagogical Considerations of Perspective Coherence Problems in Simultaneous Interpreting as a Result of Linguistic Structure, Illustrated by German-Korean Examples1
Bibliographic record
Abstract
In simultaneous interpreting, if the syntactic structure of the source language (hereinafter SL) and the target language (hereinafter TL) are very different, interpreters have to wait before being able to reformulate the SL segments into a meaningful utterance in TL. It is inevitable to adapt the TL structure to that of the SL so as not to unduly increase the memory load and to minimize the pause. While such adaptation facilitates simultaneous interpreting, it results in damaging the perspective coherence of the text. Discovering when such perspective coherence is impaired, and how the problem can be attenuated, will enable interpreters to enhance their performance. This paper analyses the reasons for perspective coherence damage by looking at some examples of German-Korean simultaneous interpreting, and proposes means of reducing the problem which should be sought out and practised with students during interpreter training.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".