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- 2.5 Research questions
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2.4.7 Phrasal verbs
There are different kind of verbal formulaic expressions such as prepositional verbs, phrasal verbs, phrasal-prepositional verbs and other multiword verb constructions (Biber et al., 1999: 403-427). However, among these, phrasal verbs are the most frequent forms of multiword verbs. They are formed of a lexical verb in combination with an adverbial particle, and here are some examples (Oluchukwu, 2015): (23) to look up (24) to run into (25) to back out (26) to call round (27) to egg on (28) to brush up They are fairly frequent in the English language, occurring in the British National Corpus at a rate of approximately one every 192 words (Gardner and Davies, 2007: 347). One of the challenges of phrasal verbs is that it is hard to find a phrasal verb in the target language that belongs to the same grammatical category to convey the same meaning as in the source text (Oluchukwu, 2015). In this regard, Baldwin & Kim (2010: 267) state that “the lexical and syntactic and semantic idiosyncrasies of multiword expressions are at the root of translation problems”. To date, the issue of rendering phrasal verbs in interpreting has not been discussed in CIS. Teaching simultaneous interpreting page 37 2.5 Research questions In this dissertation, I would like to address two main research questions. Considering the difficulties inherent in the English language described in Section 2.4., my first research question is the following: Which source linguistic items are the most challenging for interpreter trainees working from English into French? In tackling this question, I also aim to show how it is possible to determine that a specific item is challenging or difficult for an interpreter. Operationalizing interpreting quality as a low number of errors (i.e. divergent renditions), I would like to address a second research question: Does the quality of the trainees’ interpretations improve across time? How can we measure that improvement? Do all trainees improve across time? Teaching simultaneous interpreting page 38 |
