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

 

Table 4.11 T-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

Table 4.14 T-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

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 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

2.3.1 Gile’s Effort Model 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