A study on most common teaching activities of lecturers in interpretation 2 course in the ffl at iuh graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES -@&? - GRADUATION THESIS A STUDY ON MOST COMMON TEACHING ACTIVITIES OF LECTURERS IN INTERPRETATION COURSE IN THE FFL AT IUH STUDENT NAME : NGUYEN THI HIEU HANH ID NUMBER : 17079211 CLASS CODE : DHAV13E COHORT : 2017-2021 SUPERVISOR NAME : LE NGOC DIEP, M.A HCMC, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES -@&? - GRADUATION THESIS A STUDY ON MOST COMMON TEACHING ACTIVITIES OF LECTURERS IN INTERPRETATION COURSE IN THE FFL AT IUH STUDENT NAME : NGUYEN THI HIEU HANH ID NUMBER : 17079211 CLASS CODE : DHAV13E COHORT : 2017-2021 SUPERVISOR NAME : LE NGOC DIEP, M.A HCMC, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES -@&? - Student name : NGUYEN THI HIEU HANH ID Number : 17079211 Class Code : DHAV13E Cohort : 2017-2021 Supervisor Name : LE NGOC DIEP, M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose elsewhere I accept heavy penalty for any cheating or plagiarism Date submitted : 20 June 2021 Signed : ……………………… Word count : 10559 words THE TITLE A study on most common teaching activities of Lecturers in Interpretation course in the FFL at IUH ABSTRACT Interpretation has long been regarded as one of the most challenging courses in the FFL's IUH training program The FFL’s Lecturers have put in a lot of effort to bring quality and exciting lessons in order to train bachelors who are proficient in interpreting to fulfill the demands of society The way they design and implement their teaching activities is essential to creating effective lessons This study conducted under qualitative research, used interview methods to interview five FFL’s Lecturers including Respondent 1, Respondent 2, Respondent 3, Respondent and Respondent the four most common activities are Topic Introducing, VOA Listening, Lesson Reviewing and Video Recording were characterized in detail, and also, the specific purpose for each activity was given This allows future or contemporary teachers to use these activities to build effective classes that strengthen and enhance the skills needed for their students KEYWORDS: interpretation, lecturer, teaching activity ACKNOWLEDGEMENT Throughout the duration of my graduation thesis, I received a great deal of passionate assistance and support, which motivated and encouraged me to overcome all obstacles and complete this challenging but worthwhile time To begin, I would like thank the School Board of the Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for allowing me to my study in the finest possible conditions Second, I want to express my gratitude to Mrs Le Ngoc Diep, my supervisor, for giving me the useful guidance and advices that helped me to complete my graduation thesis satisfactorily Thanks to her advice, I was able to chose an engaging topic She also offered her valuable experience and recommendations, which helped me complete the thesis with less roadblocks In addition, I would like to express my deep and everlasting gratitude to Ms Nguyen Thuy Truc Linh, my homeroom teacher, who has embraced me unconditionally during the long and difficult pathway of four years at university I was able to accomplish this lengthy and tough journey thanks to her help and enthusiastic support In addition, I also want to thank my friends for encouraging me to overcome obstacles and providing me with valuable and relevant advise during my graduation thesis Furthermore, I am grateful to all of the FFL Lecturers who helped me in completing my research They responded to my questions with enthusiasm and honesty, providing me with trustworthy and useful information Last but not least, I want to express my heartfelt gratitude to my parents for always being there for me, making me feel positive and encouraging me to get through this stressful period TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 RATIONALE OF THE STUDY 1.2 RESEARCH GOALS 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY CHAPTER II: LITERATURE REVIEW 2.1 DEFINITIONS OF THE KEY TERMS 2.1.1 Definition of interpreting 2.1.2 Modes of interpreting 2.1.3 Definition of Lecturer 2.1.4 Definition of Teaching activity 2.2 RESULTS OF PREVIOUS STUDIES 2.2.1 Previous studies about teaching strategies 2.2.2 Previous studies about Interpretation/Interpreting teaching Activities 11 CHAPTER III: RESEARCH DESIGN .15 3.1 RESEARCH SITE 16 3.2 PARTICIPANTS 16 3.3 RESEARCH METHODOLOGY AND RESEARCH METHODS 17 3.3.1 Research methodology 17 3.3.2 Research method 17 3.4 PROCEDURE 19 3.5 DATA ANALYSIS 20 CHAPTER IV: FINDINGS AND DISSCUSSION 22 4.1 FINDINGS 23 4.2 DISCUSSION 40 4.2.1 Findings discussion 40 4.2.2 Previous studies comparison 42 CHAPTER V: CONCLUSION 43 5.1 CONCLUSION 44 5.3 RECOMMENDATIONS 45 5.4 FURTHER STUDY 46 REFERENCES APPENDEICES TABLE OF FIGURES Figure 4.1.1 The number of years teaching Interpretation by FFL’s Lecturers Figure 4.1.2 The number of years teaching Interpretation by FFL’s Lecturers Table 4.1.1 Respondent 1’s description of an Interpretation regular lesson Table 4.1.2 Respondent 2’s description of an Interpretation regular lesson Table 4.1.3 Respondent 3’s description of an Interpretation regular lesson Table 4.1.4 Respondent 4’s description of an Interpretation regular lesson Table 4.1.5 Respondent 5’s description of an Interpretation regular lesson Table 4.1.6 Five Respondents’ descriptions of their favorite teaching activities ABBREVIATIONS IUH: The Industrial University of Ho Chi Minh City FFL: The Faculty of Foreign Languages CI: Consecutive Interpreting SI: Simultaneous Interpreting Supervisor’s Appraisal (10) Communication skills (2) Punctuality (2) Continuous improvement (6) CLO (10) Other comments: TOTAL SCORES …… /100 Date: …………………………….…………… Supervisor’s Signature ………………………………… INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES EXAMINER’S EVALUATION FORM Student’s name: NGUYEN THI HIEU HANH Student ID No.: 17079211 Supervisor’s name: LE NGOC DIẸP, M.A CRITERIA Content (6) Performance (6) Time management (10 minutes) (4) Response to questions (4) Format (3) Format and Coherence and Organization (4) Language Use Grammar mistakes (3) Introduction Rationale and research objectives (5) Research questions (5) Literature Definitions of key terms/concepts (5) Review Review of previous studies (10) Research Collecting and analyzing data (5) Design Research Methodology and Methods (10) Findings & Relevance between research findings Discussion and objectives (Findings) (5) Evaluating and discussing the findings (Discussion) (10) Conclusion Conclusion & recommendation (10) SCORE Oral Presentation (20) Written Graduation Thesis (80) CLO CLO (20) CLO (10) CLO (25) CLO (30) CLO (10) CLO (5) Referencing (5) Other comments: TOTAL SCORES ………./100 Date: ………………………… Examiner’s Signature ……………………………… Updated in December 2020 Prepared by: Le Thi Thuy, M.A Head of the Division: Tran Kieu My An, Ph.D 5th March, 2021 Reviewed by: Phan Thi Tuyet Nga, Ph.D Item/ Weight Format (3) 10 Coherence and Organization (4) Grammar mistakes (3) Rationale and objectives of research (5) Introduct ion 10 Research questions (5) Rubrics for Written Graduation Thesis (70%) Unsatisfactory Developing Satisfactory There are There are several There are minor consistent mistakes in the mistakes in the mistakes in required format required format the required format The development of paper is vague; no apparent logical order of presentation There are consistent spelling and grammar mistakes in the paper The research topic area is unclearly described Little evidence shows the significance and objectives of the research topic Research questions are not successfully defined Exemplary 10 There are hardly any mistakes in the required format The paper is presented with connected concept and ideas, clear transitions The paper is presented in logical sequence and well organized The paper is clearly stated, well-developed and well organized There are several spelling and grammar mistakes in the paper There are minor spelling and grammar mistakes in the paper There are hardly any spelling and grammar mistakes in the paper The research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified Research questions are scientifically meaningful and challenging The research topic is presented, and the significance and objectives of the paper is justified Research questions are defined The research topic is adequately defined The significance and objectives of the paper is well justified Research questions are coherently and clearly defined 15(10) 30(25) Definitions of key terms/concepts (5) The literature is defined in an unclear manner Definition of key concepts is insufficient The literature is linked with the research topic Key concepts are recognized The literature is linked with research topic The key concepts related to the research topic are defined Review of previous studies (5) (10) The previous studies are inadequately relevant with the research topic and inappropriately summarized The previous studies are relevant with the research topic and summarized The previous studies are quite relevant with the research topic and appropriately summarized Research Methodology and Methods (10) The author displays such a low level of research methodology that it can be regarded as unacceptable The author correctly presents the research methods and shows good organization and application of research methodology The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology The literature is intricately linked with the research topic and appropriately explained The key concepts related to the research topic are also clearly defined The previous studies are adequately relevant with the research topic and appropriately summarized The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology Collecting and analyzing data (5) The author describes the data collecting and analyzing stages, but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods The author correctly presents the data collecting and analyzing stages and outlines the analysis The analysis demonstrates a good command and reliable use of the method The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the information provided by the data The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best summarize the information provided by the data Relevance between research findings and objectives (Findings) (5) The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study The author demonstrates satisfactory understanding in the analysis of the research findings The research findings may be adequate but not as described The author demonstrates adequate levels of understanding in the analysis of the research findings The research findings are adequate relevant to the objectives of the study The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study The thesis fails in making contribution to the knowledge base of the The research findings make a minor contribution to the knowledge base The research findings make a good contribution to the knowledge base of the The research findings make a significant contribution to the knowledge Evaluating and discussing the findings (Discussion) (5) (10) discipline and field of study 10 Conclusions &recommendati on (10) Referencing (5) No logical conclusions are reached Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research References are of poor quality The format and layout are inconsistent and not in line with APA style of the discipline and field of study discipline and field of study The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicates thepurpose and findings ofthe study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research The referencing is in a proper manner, but the layout of the bibliography is consistent with APA style There are, however, a few inconsistencies The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style base of the discipline and field of study The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and communicates the objectives and findings of the study The author demonstrates good understanding of the strengths and weaknesses of his/her own research The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style Item/ Weight Content (3) Rubrics for Oral Presentation (10%) Unsatisfactory Developing Satisfactory Organizational Organizational Appropriate structure present structure present organizational but unclear with clearly with pattern used and underdeveloped introduction, easy to follow introduction, body and with developed body and conclusion A introduction, conclusion few transitions understandable Transitions are body part and awkward satisfying conclusion Main points are smoothly connected with transitions Performance (3) Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Time management (10minutes) (2) No regard for time constraints six or seven minutes above or below the allotted time Unable to respond many questions Response to questions (2) Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunciatio ns are frequent and cause some difficulty for the listener Presentation given within four or five minutes above or below the allotted time Most questions are responded competently 10 Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features Exemplary 10 Organizational pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal distractions Clear pronunciation Presentation given within two or three minutes above or below the allotted time Presentation given within time constraints (from 9-11 minutes) Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight 10 Communic Students show a weak Students show an Students show Students show a ation skills communication skill in adequate a good very good (2) meetings with the communication skill communication communication supervisor and group in meetings with the skill in members supervisor and group meetings with with the members the supervisor supervisor and and group group members skill in meetings members Punctuality Students are always late Students are Students are Students are (2) in meetings with the sometimes late in usually always punctual supervisor meetings with the punctual in in meetings with supervisor meetings with the supervisor the supervisor Continuous Students show an Students show a Students show Students show a improveme unwilling attitude positive attitude a positive willing attitude nt towards assigned work, towards assigned attitude towards assigned (6) complete work late often work, complete towards work, complete and make no reference work late sometimes assigned work, work on time or from the supervisor and can make a complete work make alternative relevant reference on time or arrangement and from the supervisor make make a good alternative reference from arrangement the supervisor and make a good reference from the supervisor 11 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: NGUYEN THI HIEU HANH Item/ Weight Group Planning & Decision Unsatisfactory Developing There is no planning & decision making process, decisions are made by individuals A procedure for planning & making decisions is established by the group, but it is not clear and/or it focuses on individuals The group establishes informal roles for each member The workload could be distributed more equally Scheduled meetings minutes Scheduled meetings are often recorded minutes are rarely and the recorded and the contribution of efforts are each team scattered members are NOT identified The group does not establish roles for each member Roles & and/or the Distribution workload is unequally distributed Meeting Minutes 12 Student code: 17079211 Satisfactory A clear procedure for planning & making decisions in research work is informally established by all members of the group Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usually recorded and the contribution of each team members are identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: NGUYEN THI HIEU HANH Item/ Weight Unsatisfactory Does not collect Contribution any relevant to the team information; no project useful suggestions to address team's 10 points needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Does not perform assigned tasks; often misses meetings and, Taking when present, does responsibility not have anything constructive to 10 points say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Rarely listens to, shares with, and supports the efforts Working with of others; often others uses inappropriate language; often is 10 points not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Final score: 10 points Evaluator's name: LE HOAI BAO Date of evaluation: 19 June 2021 13 Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Name of member: NGUYEN THI HIEU HANH Item/ Weight Unsatisfactory Does not collect Contribution any relevant to the team information; no project useful suggestions to address team's 10 points needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Does not perform assigned tasks; often misses Taking meetings and, responsibility when present, does not have anything constructive to points say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Rarely listens to, shares with, and Working with supports the efforts others of others; often uses inappropriate language; often is 10 points not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Final score: 9.6 points Evaluator's name: NGUYEN NGOC MINH Date of evaluation: 19 June 2021 Updated in July 2019 Prepared by: Le Thi Thuy, M.A Head of the Division: Tran Kieu My An, Ph.D 14 Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES PROGRESS FORM GRADUATION THESIS RESEARCH TITLE: A STUDY ON MOST COMMON TEACHING ACTIVITIES OF LECTURERS IN INTERPRETATION COURSE IN THE FFL AT IUH Student name: NGUYEN THI HIEU HANH Student ID No.: 17079211 Supervisor name: LE NGOC DIEP, M.A Week Date 10/11/2020 Content - Forming a group for graduation the thesis on Zalo 23/11/2020 - Supervisor’s comments & Signature Ms Lê Ngọc Diệp Meeting the Supervisor to discuss the research topic - Assigning the Research Ms Lê Ngọc Diệp topic, Research questions 26/11/2020 Check Progress 15/01/2021 21/01/2021 and Reseach goals - Work completion: 10% - Continue the thesis - Changing the Research Topic 23/02/2021 05/03/2021 - Having Research layout - Completing Chapter I - Writing Chapter II - Searching for previous studies 15 Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp - Designing Interview questions Check Progress 08/04/2021 06/05/2021 17/05/2021 - Work completion: 40% - Continue the thesis - Completing Chapter III - Fixing Chapter I, II errors - Contacting FFL’s Lecturers - Interviewing the Lecturers (17/05- 22/05) - Writing and nalyzing the Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp transcriptions Check Progress 26/05/2021 11 01/06/2021 12 16/06/2020 - Work completion: 65% - Continue the thesis - Completing Chapter IV, V - Translating the transcriptions - Review for submission Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp Ms Lê Ngọc Diệp The supervisor’s approval of the students’ submission (Yes/ No): Yes Date: 19 June 2021 Supervisor (Signature & Full name) Ms Lê Ngọc Diệp, M.A Updated in July 2018 August 29, 2020 Prepared by: Le Thi Thuy, M.A Second Revision Head of the Division: Tran Kieu My An, Vice Dean: Ph.D Phan Thi Tuyet Nga, Ph.D 16