Explicitation and cognitive load in sight interpreting/translation (SiT): a study into explicitating behaviour of English-Spanish trainee interpreters

Abstract

This study investigates the relationship between cognitive load and explicitation strategies employed by trainee interpreters during sight interpreting/translation (SiT). Using a mixed-methods approach, the study analysed interpreting outputs, retrospective verbal reports, interviews and self-assessments using the NASA Task Load Index (TLX). It explores how variations in task-induced cognitive load influence explicitating behaviour of trainee interpreters. The main research questions address (1) the correlation between cognitive load and explicitation frequency, and (2) the impact of varying load conditions on the nature of explicitating shifts. Eleven interpreting trainees performed SiT tasks with two texts of differing readability, designed to elicit high (T1) and low (T2) cognitive load. Quantitative analysis revealed moderate but statistically significant correlations between explicitations and both disfluency frequency and NASA TLX scores. Qualitative findings indicated that under high cognitive load (T1), explicitation served primarily as a coping mechanism to manage lexical or structural challenges. In contrast, under lower load (T2), explicitation was used more strategically to enhance textual cohesion and clarity. These findings highlight the dual function of explicitation: as a coping, process-oriented strategy under cognitive strain, and as a product- and audience-oriented tool when cognitive resources are less taxed, offering insights for interpreter training and cognitive processing research.