Interpreting Process Analyzed Based on the Multidirectional Reformulation Activities of New Learners

Abstract

Aiming at a comprehensive account of interpreting processing, this paper first examines the efficacy of reformulation activities employed in interpreting classes at a university and then analyzes the reformulating products so as to explore the comprehension and the reformulation phases in line with three distinguished hypotheses. They are the meaning-based comprehension (deverbalization) and the form-based comprehension, both of which have the precedence over reformulation phase, and the TL parallel processing occurring during the SL comprehension, in which language-pair specific process is discussed by investigating multi-directional language combinations: from L1 to L1, L1 to L2, L2 to L2, and L2 to L1 reformulations. The main findings of this study suggest that the process of reformulating varies, depending on specific language pairs, which may shed light on the salient link between language combinations and the interpreting process.