Abstract
Interpreted language, referred to as interpretese, represents a distinct linguistic phenomenon shaped by the dynamic process of interpreting. While some research has explored the linguistic features of interpretese produced by professionals, there are significant gaps in characterizing and understanding learner interpretese. In particular, the Chinese-to-English language pair and the into-B (L1 to L2) interpreting by learners remain underexplored. The absence of consistent methodological approaches has presented challenges in systematically examining interpretese and drawing comparisons to related varieties. Moreover, a number of studies in this area have used experimentally elicited data, which fail to capture the authentic features of interpreting as it naturally occurs in real settings. This study thus aims to fill the research gap and make a contribution in this area.This study aimed to identify and analyse the distinctive linguistic features of learner interpretese from Chinese (L1) to English (L2). The study employed a corpus-based investigation method focusing on product and adopting a comparative perspective. Four representative, monolingual comparable corpora were examined: Learner Interpretese (LI) and L2 Learners’ Spoken English (LSE) were self-constructed, while Professional Interpretese (PI) and Native Spoken English (NSE) were derived from existing online sources and curated to meet the study’s needs. Two analyses were conducted. The first employed a unidimensional analysis of linguistic features across the four corpora. Measures such as standardized type-token ratio (STTR), Shannon’s Entropy, lexical density, average word length, frequency of high-frequency words, average sentence length, readability scores, usage of conjunctions, pronouns, and the optional complementizer that were analysed. The second applied a multidimensional analysis approach to explore co-occurring linguistic patterns and variations across Learner Interpretese (LI), Professional Interpretese (PI), L2 Learners’ Spoken English (LSE). This aimed to uncover distinct dimensions that differentiate the three related language varieties by identifying co-occurrence patterns of linguistic features.
The findings of the unidimensional analysis suggested that the linguistic profile of learner interpretese (LI) showed similarities with professional interpretese (PI), L2 learners’ spoken English (LSE), and native spoken English (NSE). However, LI demonstrated syntactic features that closely resemble those of PI, such as longer sentences, lower readability, frequent use of conjunctions, and the optional complementizer that, along with fewer pronouns compared to natural spoken language (LSE/NSE). Lexically, LI aligned with PI by showing a reduced reliance on high-frequency and shorter words. However, LI exhibited less diversity and complexity compared to PI, as indicated by lower lexical density, STTR, and Shannon’s entropy.
The findings of multidimensional analysis revealed the distinct positioning of LI, PI, and LSE across the seven dimensions, which serve as interpretive labels for functionally coherent factors. These dimensions represent unique aspects of linguistic variation, allowing for a comprehensive examination of the language profiles of the different groups. Notably, LI and PI were aligned on Dimension 1, indicating an informational focus in production. LI and LSE aligned on Dimension 3, exhibiting less assertive features. Additionally, they aligned on Dimension 4, displaying interactive persuasive features. The analysis also showed that LI shares all its linguistic feature categories with both PI and LSE. However, variations were revealed in the mean frequency of each linguistic feature within these shared categories. Overall, the multidimensional analysis uncovered similarities and differences in the linguistic profiles of the three language varieties.
This study has addressed gaps in research on learners’ L2 interpretese by analysing the output of interpreting learners from Chinese (L1) into English (L2). Using self-built comparable monolingual corpora, this study has characterized authentic linguistic features of learner interpretese compared to those of professionals and L2 learners’ spoken outputs. The findings, which are significant for highlighting the intersection of interpreting studies and second language acquisition, would enhance the understanding of the similarities and differences between two forms of constrained spoken discourse: interpreted language and natural L2 spoken language. This study provides new insights into interpreter training, learner corpora research, and corpus interpreting studies.
| Date of Award | 11 Sept 2024 |
|---|---|
| Original language | English |
| Awarding Institution |
|
| Supervisor | Xiu YAN (Supervisor) |