Abstract

English:

This paper focuses on requests for repetition in interpreter-mediated interactions in a teaching/learning context. The analysis is based on a corpus of around twenty role-played interactions recorded during dialogue interpreting courses both with BA and MA students of French-Italian interpreting and concentrates on requests of repetitions performed by student-interpreters as metadiscoursal coordinative acts. Our study highlights the positions, forms and functions of the requests as well as the sequences they trigger, normally inviting a repetition on the part of the addressed recipient of what has been previously said. Our hypothesis is that, for both BA and MA students, requests for repetition fulfil functions which are closely related to their mastery of both the French language and the interactional dynamics of the (simulated) conversation. Their study thus provides a cue into the students’ achievement of interactional coordination dynamics – or lack thereof.

French:

Cet article se focalise sur la requête de répétition dans des interactions avec interprète en situation didactique. L’analyse se base sur un corpus d’une vingtaine d’interactions simulées (jeux de rôle), enregistrées lors de cours d’interprétation de dialogue en troisième année de licence et en deuxième année de master, et vise à mettre au jour la prégnance et la valeur de la requête de répétition dans un contexte d’apprentissage de l’interprétation de dialogue, ainsi que sa portée didactique. L’observation porte sur la place, les formes, les fonctions de cet acte métadiscursif et sur les enchaînements qu’il déclenche lesquels, de manière générale, correspondent à une reprise de ce qui a été dit auparavant. L’hypothèse est que chez les deux groupes d’étudiant·e·s, la requête de répétition remplit des fonctions différentes selon leur maitrise de la langue française et des dynamiques interactionnelles.

Keywords: requête de répétition, interaction avec interprète, jeu de rôle, didactique, interprétation de dialogue, request of repetition, interpreter-mediated interaction, role-play, dialogue interpreting, pedagogy

About the author(s)

Caterina Falbo is full professor of French language in the Department of Legal Studies, Language, Interpreting and Translation (IUSLIT) at the University of Trieste (Italy). She teaches conference and dialogue interpreting between French and Italian. Her research interests focus mainly on the analysis of interpreter-mediated interactions in the legal, healthcare and media settings as well as on the teaching of dialogue and conference interpretation. Among the research projects she participated in, it is worth remembering Avidicus III, TransLaw – Exploring Legal Interpreting Service Paths and Transcultural Law Clinics for persons suspected or accused of crime et TRAMIG – Training newly arrived migrants for community interpreting and intercultural mediation.

Pascale Janot is associate professor in the Department of Legal Studies, Language, Interpreting and Translation (IUSLIT) at the University of Trieste (Italy). She teaches an introductory course on dialogue interpreting, analysing interactions with interpreters in educational settings. Her research also focuses on discourse analysis, specifically the analysis of scientific and economic discourse aimed at a general audience. In this context, she analyses reformulation (metalinguistic escort) around terminology. Through this, she is also interested in the analysis of literary discourse (crime novels) in the French and Italian fields, and their translations. She is also a translator and editor of poetry.

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