Indirect object doubling in interpreting learners: redundant structures or discursive information?

Abstract

Interpreting has been an activity carried out since centuries ago, enhancing the development of human relationship regardless language diversity around the globe. Such activity has been studied from different approaches, however, there is an increasing interest to study it as a psycholinguistic and cognitive approach. This research analyzes the rendition from English to Spanish done by interpretation students from a psycholinguistic perspective, integrating theoretical proposals regarding indirect object (IO) doubling in Spanish, as well as theoretical proposals about interpreters’ psycholinguistic processing. Results are discussed in terms of the informative function carried by IO doubling in interpreted discourses and the structural and psycholinguistic conditions prompting the doubling of such syntactic-pragmatic function.