Trainee Interpreters’ Comments on Sight Translation Practice Oriented to Simultaneous Interpreting Learning: An Interpretative Phenomenological Analysis

Abstract

Sight translation (ST) practice has been adopted by interpreter trainers to facilitate trainees’ simultaneous interpreting (SI) learning. However, it remains uncertain as to how trainee interpreters perceive the role of ST practice in SI learning and how such practice is carried out in different interpreter training programmes. Therefore, the study sets out to examine how trainee interpreters perceive and experience ST practice tailored to SI learning. In this study, nine trainee interpreters from three training programmes took part in one-to-one interviews about their SI-oriented ST practice, with the interview data subject to interpretative phenomenological analysis (IPA). Following IPA, two major themes occurred: 1) inconsistent perceptions towards ST’s effects on SI and 2) between-programme similarities/differences in arranging ST practice. The study serves to enrich scholarly understanding on SI-oriented ST practice, as well as demonstrating potential issues in ST practice designs.