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|Title: ||Problem analysis and learning of interpreting : a study in student perception, teacher evaluation and a corpus-based analysis of student performance|
|Other Titles: ||Wen ti fen xi yu kou yi xue xi : xue sheng zi wo ren shi, jiao shi ping gu ji xue sheng kou yi biao xian de yu liao ku fen xi fa|
問題分析與口譯學習 : 學生自我認識, 教師評估及學生口譯表現的語料庫分析法
|Authors: ||Pan, Jun (潘珺)|
|Department: ||Department of Chinese, Translation and Linguistics|
|Degree: ||Doctor of Philosophy|
|Issue Date: ||2012|
|Publisher: ||City University of Hong Kong|
|Subjects: ||Translating and interpreting -- Study and teaching.|
|Notes: ||CityU Call Number: P306.5 .P36 2012|
xi, 353 leaves : ill. 30 cm.
Thesis (Ph.D.)--City University of Hong Kong, 2012.
Includes bibliographical references (leaves 263-292)
|Abstract: ||Problem analysis has played an important role in studies concerning students and
professional interpreters. While problems in interpreting have been investigated by
different schemes and approaches, little consensus has been reached on the paradigm of
analysis. Although interpreters' and trainees' self-perceptions of their interpreting
performance have been reported in previous studies, they are seldom compared with an
evaluation of their actual performance. In interpreter training, learners' self-perceptions
of their problems usually serve as the monitor of their learning process, which makes it
crucial to study learners' perceptions and their relationship to factors associated with the
learning of interpreting. This study thus aims to fill the research gap and make a
significant contribution in this area.
The present study set out to investigate the learning of interpreting from a problem
analysis perspective. A three-level analytical model of interpreting problems was
applied in the study, including problems at the levels of language/form, content/meaning
and presentation/delivery. Participants of the study included 317 undergraduate students
enrolled in interpreting courses (English and Chinese) in a university in southeast China.
In addition, 4 interpreting teachers participated in the research. A combination of
questionnaires, interviews and elicitation interpreting tests was employed. Focus group
interviews were conducted with 45 students who were selected based on parameters of
interest in this study. Students' interpreting scores and language scores were collected as
achievement measures. A group of 77 students participated in the elicitation interpreting
test, the output of which consisted of a small-size interpreting learner corpus.
Findings of the study suggest that students applied meaning-oriented criteria in
their self-evaluation in interpreting. However, they more often seemed to encounter
delivery level problems in their interpreting practice. Deficiency in relevant vocabulary
was also a concern of student interpreters. Many learner variables were found to be
significantly related to students' perceptions of interpreting problems, including dialect,
family background, language competence (Chinese and English), language learning
habits (English), self-training duration, knowledge of, interest and confidence in
interpreting, as well as their multitasking skills and short-term memory. Students' score in English Listening, their self-perceived Chinese writing ability and score in English
Intensive Reading were found to be the top three significant contributors to their
interpreting achievement. Moreover, the comparison between student-perceived and
teacher-evaluated problems in interpreting indicated that students tended to significantly
under-evaluate the problems of "inaccurate pronunciation" and "repetition and self-correction".
A corpus-based analysis of students' interpreting output in the elicitation
test suggested that there were substantial occurrences of both types of problems. The
students' greatest pronunciation problem was segmental error, especially the use of
incorrect consonants. For the second problem, most self-repairs and truncated segments
were finished by students. The former occurred primarily at the lexical level and the
latter at the phonological level, both often resulting in the articulation of relevant
This study provided a three-dimensional way to examine problems in students'
learning of interpreting at the undergraduate level. Learners' self-perceptions, teacher's
evaluation of their actual problems and a corpus-based analysis of their under-evaluated
problems were all included in the picture. Influences from learner variables were taken
into consideration. The impact of these variables and problem perceptions on learners'
achievement in interpreting was also examined. The study indicated the importance of
addressing relevant learner variables in interpreting classrooms, such as learners' sociobiographic
and cognitive-affective factors, language competence and learning habits. It
also called for a supportive classroom environment to help learners examine their
interpreting performance in a more objective way. The subsequent corpus-based
analysis of students' under-evaluated problems provided specific insights to the training
of interpreting students.|
|Online Catalog Link: ||http://lib.cityu.edu.hk/record=b4690783|
|Appears in Collections:||CTL - Doctor of Philosophy |
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