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In:Basic Concepts and Models for Interpreter and Translator Training: Third edition
Daniel Gile
[Benjamins Translation Library 173] 2026
► pp. 244–286

Chapter 8
Working languages in interpreting

A cognitive view

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Article outline
  • Aims of this chapter
  • 1.Introduction
  • 2.Speech comprehension and speech production under high pressure
    • 2.1Discourse comprehension: From word recognition to the construction of meaning
    • 2.2Language errors and infelicities in the interpreters’ output
  • 3.Discourse comprehension and production: A metaphor
    • 3.1Long-term memory and working memory
    • 3.2The speech production process: An outline
      • Production availability
    • 3.3The speech comprehension process: An outline
    • 3.4Linguistic information in long-term memory
      • 1.Lexical units
      • 2.Names
      • 3.Formulaic sequences
      • 4.Compositional rules of general (non-specialized) language
      • 5.Compositional rules of languages for special purposes
    • 3.5What determines language availability?
      • 1.Processing efficiency
      • 2.The volume of information stored in LTM
      • 3.The way information is organized in LTM
      • 4.The effect of stress and ‘parasitic’ information
    • 3.6The consequences of insufficient language availability on speech comprehension and production in interpreting
      • 3.6.1In speech production
      • 3.6.2In speech comprehension
  • 4.The Gravitational Model of language availability
    • 4.1The nature and main features of the Model
      • The distance from the center represents availability
      • Distinct states of availability
      • Availabilities change over time
      • Interpreting-relevant subsets of the LC system
    • 4.2The dynamics of the Gravitational Model
      • Rule 1.The Centrifugal Drift
      • Rule 2.The Centripetal Effect of stimulation
      • Rule 3.Stimulation frequency and the Centripetal Effect
      • Rule 4.The Centripetal Effect of active vs. passive stimulation
      • Rule 5.The Escort Effect and the Interference Effect
        • Silent interference
    • 4.3From production and comprehension to comprehension only?
  • 5.Further points about availability in conference interpreting
    • 5.1General language, sociolects and languages for specific purposes
    • 5.2Testing the language mastery of candidates to admission
      to conference interpreter training programmes
    • 5.3Active languages and passive languages
    • 5.4Oral and written availability: Translators vs. interpreters
    • 5.5Language interference and mono-directional vs. bi-directional interpreting
    • 5.6Translinguistic associations in Translation
  • 6.A-languages versus B-languages and directionality
    • 6.1On the justification of a distinction between A-languages and B-languages
    • 6.2How realistic is the distinction between A-languages and B-languages?
      • 6.2.1Where do the Translators live?
      • 6.2.2Sociolect-specific mastery of languages
      • 6.2.3Relevant and less relevant subsets of LC stocks
    • 6.3Implications: Directionality
  • 7.Language skills enhancement: Materials, principles and techniques
    • 7.1General principles
    • 7.2Learning materials
    • 7.3Language immersion
    • 7.4Practical exercises
    • 7.5How can AI help?
  • 8.Language-specificity and language-pair specificity in interpreting
    • 8.1Possible language-specific differences in speech comprehension
      • 8.1.1Differences in cognitive vulnerability in the perception of words
      • 8.1.2Grammatical redundancies
      • 8.1.3Syntactic structures
      • 8.1.4Sociolinguistic aspects
    • 8.2Language-specific and language pair-specific differences
      in speech production
    • 8.3Culture-specific difficulties
    • 8.4Implications for training
  • 9.Teaching suggestions
  • What students need to remember
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