Rethinking Interpreting Training: The Impact of Interpreting Mode on Learner Performance Through Entropy‐Based Measures

ABSTRACT This study investigates the influence of interpreting mode on learner performance and its practical implications for interpreting training. Utilizing a corpus of learners’ performance in Chinese‐English consecutive interpreting (CI) and simultaneous interpreting (SI), this study applies two entropy‐based measures, namely word entropy and part‐of‐speech (POS) entropy, to analyze the linguistic properties of learners’ output and the cognitive processes involved. Results indicate that learners’ output in CI demonstrates a lower level of lexical and syntactic complexity compared to SI, suggesting heightened cognitive saturation that motivates learners to rely on less complex linguistic constructs to manage increased cognitive load. These findings challenge the conventional sequential training approach, which advocates mastering CI before SI due to the latter's greater cognitive demands. A parallel training approach, which allows learners to have simultaneous engagement with both modes, may offer a more effective strategy for addressing the distinct cognitive challenges associated with each interpreting mode.