This study examines how source language (SL) duration affects note-decoding effectiveness in consecutive interpreting (CI) among novice interpreters. Grounded in Gile’s Effort Model, we used a mixed-methods within-subjects design with 30 undergraduate interpreting students who interpreted three English segments of different durations (80s, 140s, 200s). Results showed a non-linear effect of SL duration on note-decoding effectiveness, with the sharpest performance decline occurring between the 80s and 140s durations. Longer segments were associated with higher interpreting anxiety, which correlated more strongly with performance decline at extended durations. Qualitative data corroborated these findings and revealed challenges including cognitive overload and note-structure breakdown. The results provide empirical validation of Gile’s tightrope hypothesis for Phase Two of CI and offer practical implications for interpreter training and assessment, particularly regarding duration-sensitive pedagogy and standardized duration classifications in CI examinations.
Tong et al. (Sun,) studied this question.
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