Interpreting Studies (IS) has emerged as an interdisciplinary enterprise, using a diverse array of research methods derived from
postpositivist and constructivist paradigms to investigate interpreting/translational phenomena. Mixed-methods research (MMR),
which should enable both Erklärung (explanation) and Verstehen (understanding), has for some
years been gaining momentum in IS (Hild 2015; Pöchhacker 2011). This article draws upon a collection of 312 empirical studies, sampled from 36 peer-reviewed T&I
journals (2004‒2014), to provide insight into the practice of MMR in IS. The focus is on rationales, MMR designs and associated
characteristics. Major findings are: (a) although over one third (36.2%, n = 113) of the empirical studies used
MMR designs, explicit justification for doing so was lacking; (b) the four prototypical MMR designs identified, accounting for
60.2% of the 113 MMR studies, were parallel, sequential, conversion and Survey (Qual & Quan); (c) the
prototype designs were innovatively combined by researchers, using addition, substitution, and embedment techniques, to form
complex MMR variants suitable for the specificities of different research questions. These findings are discussed in relation to
inference making and compared with MMR practice in cognate disciplines. Finally, the article provides a set of suggestions for
writing and publishing MMR studies in IS.
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2022. Eye-Tracking in Interpreting Studies: A Review of Four Decades of Empirical Studies. Frontiers in Psychology 13
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2022. Mixed methods research in open distance learning: a content analysis of the literature. Open Learning: The Journal of Open, Distance and e-Learning► pp. 1 ff.
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2021. Doing Research on Sign Language Brokering. In Sign Language Brokering in Deaf-Hearing Families, ► pp. 111 ff.
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2020. Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: student views and perceptions of its utility. Perspectives 28:1 ► pp. 109 ff.
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2018. Martín de León, Celia and González-Ruiz, Víctor (2016): From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training. Bern: Peter Lang, 369 p. . Meta: Journal des traducteurs 63:3 ► pp. 832 ff.
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2023. Interrogating the predictive validity of aptitude testing for interpreting: a systematic methodological review. The Interpreter and Translator Trainer 17:1 ► pp. 7 ff.
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