Abbreviations

 

CI .. .consecutive interpreting

 

CA . .processing capacity available for coordination

 

CR . .processing capacity requirements for coordination

 

DF . .degree of freedom

 

EVS …ear voice span

 

GE . .general English

 

IT . ..interpreted text

 

LA . .processing capacity available for listening

 

LR . .processing capacity requirements for listening

 

LTM …long-term memory

 

MI . .multiple intelligences

 

MA .processing capacity available for memory

 

MR .processing capacity requirements for memory

 

N. …number

 

NS ..non-significant

 

P . probability level

 

PA . .processing capacity available for production

 

PR . .processing capacity requirements for production

 

R . …correlation coefficient

 

R2 . ..shared variance

 

S. .. .significant

 

SI .. .simultaneous interpreting

 

SL . .source language

 

SOV . .subject-object-verb

 

ST . .sight translation

 

ST . .source text

 

STM. .short-term memory

 

SVO . .subject-verb-object

 

TL . .target language

 

TA . .total processing capacity available for SI

 

TR . .total processing capacity requirements for SI

 

TS . .translation studies

 

TT . .target text

 

TTS tail-to-tail span

 

Figures and Tables

 

Figure 2.1 Gile’s Effort Model of SI 38

 

Figure 2.2 Processing Capacity Requirements for SI 40

 

Figure 2.3 Necessary Conditions for SI 42

 

Table 4.1 GE Test Scores for Experimental Subjects. 122

 

Table 4.2 GE Test Scores for Control Subjects. 123

 

Table 4.3 Three Raters’ Scores for Control Subjects on SI Pretest 125

 

Table 4.4 Three Raters’ Scores for Experimental Subjects on SI Pretest 126

 

Table 4.5 Three Raters’ Scores for Control Subjects on SI Posttest 127

 

Table 4.6 Three Raters’ Scores for Experimental Subjects on SI Posttest 128

 

Table 4.7 Pearson Correlation for Raters. 129

 

Table 4.8 Z Transformation for Data. 130

 

Figure 4.1 Inter-Rater Reliability Diagram for Control Subjects’ Pretest Scores  131

 

Figure 4.2 Inter-Rater Reliability Diagram for Experimental Subjects’ Pretest Scores  132

 

Figure 4.3 Inter-Rater Reliability Diagram for Control Subjects’ Posttest Scores  132

 

Figure 4.4 Inter-Rater Reliability Diagram for Experimental Subjects’ Posttest Scores  133

 

Table 4.9 Control Subjects’ SI Pretest Scores. 134

 

Table 4.10 Experimental Subjects’ SI Pretest Scores. 135

 

-Test Results for SI Pretest Scores. 138

 

Table 4.12 Control Subjects’ SI Posttest Scores. 139

 

Table 4.13 Experimental Subjects’ SI Posttest Scores. 140

 

-Test Results for SI Posttest Scores. 142

 

Table 4.15 Experimental Subjects’ SI Improvement Rate. 145

 

Table 4.16 Linguistic Intelligence Scores for Experimental Subjects. 147

 

Figure 4.5 Scatterplot Diagram for SI Improvement and Linguistic Intelligence  150

 

Table 4.17 Logical-Mathematical Intelligence Scores for Experimental Subjects  153

 

Figure 4.6 Scatterplot Diagram for SI Improvement and Logical-Mathematical Intelligence  156

 

Table 4.18 Visual-Spatial Intelligence Scores for Experimental Subjects. 157

 

Figure 4.7 Scatterplot Diagram for SI Improvement and Visual-Spatial Intelligence  160

 

Table 4.19 Musical Intelligence Scores for Experimental Subjects. 162

 

Figure 4.8 Scatterplot Diagram for SI Improvement and Musical Intelligence  165

 

Table 4.20 Bodily-Kinesthetic Intelligence Scores for Experimental Subjects  166

 

Figure 4.9 Scatterplot Diagram for SI Improvement and Bodily-Kinesthetic Intelligence  168

 

Table 4.21 Interpersonal Intelligence Scores for Experimental Subjects. 170

 

Figure 4.10 Scatterplot Diagram for SI Improvement and Interpersonal Intelligence  172

 

Table 4.22 Intrapersonal Intelligence Scores for Experimental Subjects. 175

 

Figure 4.11 Scatterplot Diagram for SI Improvement and Intrapersonal Intelligence  177

 

Table 4.23 Naturalist Intelligence Scores for Experimental Subjects. 180

 

Figure 4.12 Scatterplot Diagram for SI Improvement and Naturalist Intelligence  182

 

Table 4.24 Correlation between MIs and SI Improvement Rate. 184

 

 

Table 4.25 Experimental Subjects’ Degree of Extroversion/Introversion. 186

 

Table 4.26 Extroversion Degree and SI Improvement Rate. 187

 

Figure 4.13 Scatterplot Diagram for SI Improvement and Extroversion. 190

 

Table 4.27 Introversion Degree and SI Improvement Rate. 192

 

Figure 4.14 Scatterplot Diagram for SI Improvement and Introversion. 194

 

 

 

Abstract

 

 

 

Conducted within the framework of causal research model in translation studies, the present experimental work addresses the effect of applying certain interpreter-training-specific techniques (e.g. shadowing, improvisation, anticipation, paraphrasing, split-attention exercises, memory enhancement exercises, etc.) on the quality of simultaneous interpretation by the trainees. Prior to the commencement of the experiment, a standard test of General English (IELTS) was administered to ensure homogeneity. The participants (initially 102 who were later reduced to 70) were all undergraduate translation trainees, of whom 35 received the treatment (experimental group) and the remaining 35 did not (control group). Two tests of simultaneous interpretation (a pretest and a posttest) were conducted and then rated by three raters. T-test results for the pretest (t=0.59) showed there was no significant difference between the two groups whereas t-test results for the posttest (t=5.1) indicated that the experimental group outperformed the control group significantly. Such an improvement is believed to be the outcome of the treatment. The possible relation between experimental subjects’ rate of SI improvement and their multiple intelligences was investigated: as to Gardner’s first five intelligences, no statistically significant correlation was found (verbal-linguistic: -0.03, logical-mathematical: 0.178, visual-spatial: 0.26, musical-rhythmic: 0.06, bodily-kinesthetic: 0.02) while the remaining three were observed to correlate significantly with SI improvement level (interpersonal: -0.49, intrapersonal: 0.482, naturalist: 0.446). The possible relation between SI improvement rate and Jung’s two personality types was also probed into: extroversion turned out to have a correlation of -0.08 (near zero) and introversion correlated to the extent of 0.46; a moderate positive correlation, though statistically non-significant.

 

TABLE OF CONTENTS

 

 

 

Dedication . .. .. I

 

Acknowledgments . .. …. ..II

 

Abbreviations .. ……………………………….III

 

Figures and Tables . .. .. V

 

Abstract .. VIII

 

Table of Contents ….. ..X

 

CHAPTER 1: Introduction

 

1.1 Chapter Overview… 2

 

1.2 Introduction.. 2

 

1.3 Background of the Problem… 5

 

1.4 Significance of the Study.. 7

 

1.5 Purpose of the Study.. 9

 

1.6 Research Questions. 9

 

1.7 Research Hypotheses. 10

 

1.8 Theoretical Framework.. 11

 

1.9 Limitations and Delimitations. 13

 

CHAPTER 2: Review of the Related Literature

 

2.1 Chapter Overview… 19

 

2.2 Interpreting: Definition and Modes. 20

 

2.2.1 Simultaneous Interpreting.. 23

 

2.2.2 Consecutive Interpreting.. 26

 

2.2.3 Sight Translation.. 28

 

2.2.4 Simultaneous Interpreting with Text. 31

 

2.2.5 Liaison Interpreting.. 32

 

2.2.6 Whispering Interpreting.. 32

 

2.2.7 Escort Interpreting.. 33

 

2.3 Simultaneous Interpreting.. 33

 

of SI. 38

 

2.3.2 Horizontal vs. Vertical Approaches. 42

 

2.3.3 EVS and TTS.. 45

 

2.4 Interpreter-Training Techniques. 52

 

2.4.1 Shadowing.. 54

 

2.4.2 Sight Translation.. 59

 

2.4.3 Consecutive Interpretation.. 60

 

2.4.4 Split-Attention.. 62

 

2.4.5 Anticipation.. 68

 

2.4.6 Improvisation.. 74

 

2.4.7 Memory-Enhancement. 74

 

2.4.8 (Simultaneous) Paraphrasing.. 78

 

2.4.9 Condensation/Compression.. 82

 

2.5 Multiple Intelligences. 84

 

2.5.1 Verbal-Linguistic. 86

 

2.5.2 Logical-Mathematical 87

 

2.5.3 Visual-Spatial 88

 

2.5.4 Musical-Rhythmic. 88

 

2.5.5 Bodily-Kinesthetic. 89

 

2.5.6 Interpersonal 90

 

2.5.7 Intrapersonal 90

 

2.5.8 Naturalist. 91

 

2.6 Extroversion/Introversion.. 92

 

CHAPTER 3: Methodology

 

3.1 Chapter Overview… 97

 

3.2 Type of Research.. 97

 

3.3 Experiment. 99

 

3.3.1 Participants. 99

 

3.3.1.1 Experimental Group   99

 

3.3.1.2 Control Group   100

 

3.3.2 Treatment. 100

 

3.3.2.1 Memory-Enhancement  102

 

3.3.2.2 Condensation/Compression   103

 

3.3.2.3 Improvisation   104

 

3.3.2.4 Consecutive Interpretation   105

 

3.3.2.5 Sight Translation   106

 

3.3.2.6 Split-Attention   107

 

3.3.2.7 Shadowing   108

 

3.3.2.8 Anticipation   110

 

3.3.2.9 (Simultaneous) Paraphrasing   111

 

3.3.3 Instruments. 112

 

3.3.3.1 General English Test  112

 

3.3.3.2 SI Pretest and Posttest  113

 

3.3.3.3 Multiple Intelligences Test  114

 

3.3.3.4 Personality Type Test  115

 

3.4 Data Collection and Analysis. 116

 

3.4.1 General English Test. 116

 

3.4.2 SI Pretest and Posttest. 116

 

3.4.3 Multiple Intelligences and Personality Type Tests. 118

 

CHAPTER 4: Research Findings, Data Analysis, and Discussion

 

4.1 Chapter Overview… 121

 

4.2 GE Test Scores. 121

 

4.3 SI Test Scores. 124

 

4.3.1 Inter-Rater Reliability.. 124

 

-test. 134

 

-test. 138

 

. 142

 

4.4 MI and SI Scores Correlation.. 144

 

4.4.1 Linguistic Intelligence and SI Improvement Rate.. 147

 

4.4.2 Logical-Mathematical Intelligence and SI Improvement Rate   153

 

4.4.3 Visual-Spatial Intelligence and SI Improvement Rate.. 157

 

4.4.4 Musical Intelligence and SI Improvement Rate.. 161

 

4.4.5 Bodily-Kinesthetic Intelligence and SI Improvement Rate.. 165

 

4.4.6 Interpersonal Intelligence and SI Improvement Rate.. 170

 

4.4.7 Intrapersonal Intelligence and SI Improvement Rate.. 174

 

4.4.8 Naturalist Intelligence and SI Improvement Rate.. 179

 

4.5 Personality Type and SI Scores Correlation.. 185

 

4.5.1 Extroversion and SI Improvement Rate.. 187

 

4.5.2 Introversion and SI Improvement Rate.. 192

 

CHAPTER 5: Conclusion

 

5.1 Chapter Overview… 199

 

5.2 Research Questions Revisited and Answered.. 199

 

5.4 Pedagogical Implications. 204

 

5.5 Suggestions for Further Research.. 207

 

References .. 211

 

Appendices .. …221

 

CHAPTER 1

 

INTRODUCTION

 

 

 

 

1.1 Chapter Overview