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Article published In: Mapping Synergies in Cognitive Research on Multilectal Mediated Communication
Edited by Laura Babcock, Raphael Sannholm and Elisabet Tiselius
[Target 37:2] 2025
► pp. 184–212

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The roles of language proficiency, working memory, and anxiety in speech error repairs in consecutive interpreting

ORCiD logo with link | Hong Kong Baptist University
ORCiD logo with link | New York University
Published online: 26 June 2025
DOI logo with link
https://doi.org/10.1075/target.00032.zha
Abstract
This study investigates the underexplored aspect of how interpreters detect and repair speech errors, focusing on various linguistic levels. We examined how error repairs are influenced by individual differences in language proficiency, working memory, and anxiety levels among student interpreters. Our findings demonstrate that while interpreters effectively detected and repaired lexical, syntactic, and phonological errors, they struggled with conceptual errors. Error detection and repair improved with an increase in the interpreter’s working memory span, whereas heightened anxiety impeded the repair of conceptual errors. Interpreters with superior working memory were more successful in correctly repairing conceptual errors and indeed speech errors in general, and those with better language proficiency also showed more success in error repair. The results highlight the pivotal role of working memory and the influence of language proficiency and anxiety on error correction in interpreting, emphasizing the significance of source language comprehension in avoiding conceptual errors.
Article outline
  • 1.Introduction
    • 1.1Error occurrence and repair in language production
    • 1.2Error occurrence and repair in interpreting
    • 1.3Effects of working memory, language proficiency, and anxiety on interpreting
  • 2.The current study
  • 3.Methods
    • 3.1Participants
    • 3.2Consecutive interpreting from English to Chinese
    • 3.3Transcription and error coding
    • 3.4Test of language proficiency in English (L2)
    • 3.5Test of working memory span
    • 3.6Assessment of anxiety
  • 4.Results
  • 5.Discussion
    • 5.1Effects of language proficiency
    • 5.2Effects of working memory
    • 5.3Effects of anxiety
    • 5.4Pedagogical implications
    • 5.5Limitations and future directions
  • 6.Conclusions
  • References
References (77)
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