Interpreters can either interpret from the first language (L1) to the second language (L), or in the other direction. Understanding translation and interpreting as a direction-dependent process contributes to a wider and more critical view regarding the role of both languages in the process, as well as the identity, perspectives, and preferences of translators. The effect of directionality primarily weighs on stimulus and individual factors. This study explores the impact of directionality on the performance of trainee interpreters by examining four critical aspects of quality in target speeches, namely: speech rate, information completeness, delivery, and quality of expression. We observed an advantage for L2-L1 over L1-L2 interpreting in the form of interpreting quality (i.e., delivery and quality of expression) but not in content (i.e., the level of information retained in the target language). These effects of interpreting directionality suggest an important role of L2 proficiency in interpreting. Moreover, L1-L2 interpreting is cognitively demanding compared to L2-L1 interpreting for trainee interpreters. This research sheds light on the cognitive mechanisms of interpreting in different directions and provides pedagogical recommendations for training interpreters.
Bilingualism research indicates that verbal memory skills are sensitive to age of second language (L2) acquisition (AoA). However, most tasks employ disconnected, decontextualized stimuli, undermining ecological validity. Here, we assessed whether AoA impacts the ability to recall information from naturalistic discourse in single-language and cross-linguistic tasks. Twenty-four early and 25 late Chinese-English bilinguals listened to real-life L2 newscasts and orally reproduced their information in English (Task 1) and Chinese (Task 2). Both groups were compared in terms of recalled information (presence and correctness of idea units) and key control measures (e.g., attentional skills, speech rate). Across both tasks, information completeness was higher for early than late bilinguals. This occurred irrespective of attentional speed, speech rate, and additional relevant factors. Such results bridge the gap between classical memory paradigms and ecological designs in bilingualism research, illuminating how particular language profiles shape information processing in daily communicative scenarios.
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