Bibliographic record
Abstract
This mixed methods study investigated the effects of directionality (language direction) and age of signed language acquisition on the simultaneous interpreting performance of professional English/Auslan (Australian Sign Language) interpreters, who comprised native signers and non-native signers. Each participant interpreted presentations simultaneously from English into Auslan, and vice versa, with each task followed by a brief semi-structured interview. Unlike a similar study, results reveal no significant differences between the native signers’ English-to-Auslan simultaneous interpreting performance and their Auslan-to-English simultaneous interpreting performance, suggesting that balanced bilingual interpreters are free from the rule of directionality. Although this finding held true for the non-native signers, results indicate a need for the non-native signers to continue to enhance their signed language (L2) competence. Furthermore, although the native signers were similar to the non-native signers in overall simultaneous interpreting performance in each language direction, the native signers were significantly superior to the non-native signers in both the target text features and delivery features of English-to-Auslan simultaneous interpreting performance. These findings also suggest that the non-native signers need to further improve their signed language (L2) proficiency. Nevertheless, an analysis of the qualitative interview data reveals that the professional interpreters perceived distinct challenges that were unique to each language direction.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".