An investigation into the current situation of using short term memory in english vietnamese consecutive interpreting of the third year english majors at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS AN INVESTIGATION INTO THE CURRENT SITUATION OF USING SHORT-TERM MEMORY IN ENGLISH VIETNAMESE CONSECUTIVE INTERPRETING OF THE THIRD-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁT THỰC TRẠNG SỬ DỤNG TRÍ NHỚ NGẮN HẠN TRONG PHIÊN DỊCH NỐI TIẾP ANH - VIỆT CỦA SINH VIÊN NĂM THỨ BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : HOANG THI THUY LINH Student code : 621248 Major : ENGLISH Supervisor : M.A NGUYEN THI HUONG Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled AN INVESTIGATION INTO THE CURRENT SITUATION OF USING SHORT-TERM MEMORY IN ENGLISH - VIETNAMESE CONSECUTIVE INTERPRETING OF THE THIRD-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Linh Hoang Thi Thuy Linh Approved by SUPERVISOR (Signature and full name) Date:…………………… i TABLE OF CONTENTS Page CERTIFICATE OF ORIGINALITY i TABLE OF CONTENTS ii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES vii PART 1: INTRODUCTION 1 RATIONALE FOR THE STUDY AIMS AND OJECTIVES OF THE STUDY 2.1 Aims 2.2 Objectives 3 RESEARCH QUESTIONS SCOPE OF THE STUDY SIGNIFICANCE OF THE STUDY DESIGN OF THE STUDY PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 REVIEW OF PREVIOUS STUDIES (AT HOME/ABROAD) 1.1.1 Vietnamese Research 1.1.2 Foreign Research 10 1.2 REVIEW OF THEORETICAL BACKGROUND 11 1.2.1 Short-term memory (STM) 11 1.2.2 Consecutive interpreting 14 CHAPTER 2: METHODOLOGY 21 2.1 RESEARCH GOVERNING ORIENTATION 21 2.1.1 Research questions 21 ii 2.1.2 Research types: 21 2.2 RESEARCH METHODS 22 2.1.1 Quantitative research methods 22 2.1.2 Qualitative research methods 23 2.1.3 Data analysis method 23 2.3 RESEARCH SETTING/CONTEXT 24 2.4 DATA COLLECTION 24 2.4.1 Data collecting instruments 24 2.4.2 Data collecting procedures 26 2.5 SUMMARY 27 CHAPTER 3: FINDINGS AND DISCUSSION 28 3.1 FINDINGS AND DISCUSSION 28 3.1.1 The student’s personal information 28 3.1.2 The current situation and awareness of short-term in English to Vietnamese consecutive interpreting 31 3.1.3 The difficulties in practicing short-term memory 37 3.1.4 The student’s practice to improve short-term memory 39 3.2 SUMMARY 45 PART 3: CONCLUSION 46 RECAPITULATION 46 CONCLUDING REMARKS 47 LIMITATION OF THE STUDY 50 RECOMMENDATIONS/SUGGESTIONS FOR FURTHER STUDY 50 REFERENCES 51 APPENDIX 54 APPENDIX 58 APPENDIX 59 iii C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ACKNOWLEDGEMENTS During the implementation of this thesis, I received plenty of enthusiastic help and support that guided and encouraged me to overcome all difficulties and finish this hard but meaningful time Firstly, I would like to convey my sincere thanks to my supervisor Mrs Nguyen Thi Huong, M.A, lecturer of the Faculty of Education and Foreign Languages, Vietnam National University of Agriculture, for her whole-hearted guidance and support Without her valuable recommendations, this thesis cannot come to an end Secondly, I sincerely thank all the Faculty of Education and Foreign Languages teachers, Vietnam National University of Agriculture, for their precious lessons during my four-year study, which have been the foundation of this research paper Furthermore, I would like to acknowledge the encouragement and strong support from my beloved family, especially my mother Without their excellent love and dedication, I would not this thesis into reality I also want to express my most profound appreciation to my classmates and friends for their heartfelt assistance and encouragement In short, I really thank all the people helping me to finish this thesis successfully Hanoi, 2021 Hoang Thi Thuy Linh Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn iv C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ABSTRACT This paper discusses the short-term memory in English to Vietnamese consecutive interpreting, intended for English majors at Vietnam National University of Agriculture (VNUA), from the viewpoint of a fourth-year student of the Faculty of Education and Foreign Languages, VNUA The paper aims at pointing out the specific difficulties of VNUA students’ use of short-term memory in English – Vietnamese consecutive interpreting, and through which learners will gain a deeper understanding of short-term memory, the critical role of short-term memory skills; Therefore, several essential techniques to effectively improve short-term memory in English to Vietnamese consecutive interpreting are proposed In achieving these aims, the paper surveys the current situation of VNUA students’ use of short-term memory in English – Vietnamese consecutive interpreting The survey is carried and assessed under in four main areas: The student’s personal information; The current situation and awareness of shortterm in English to Vietnamese consecutive interpreting; The difficulties in practicing short-term memory; The students’ practice to improve short - term memory From the received results, this study would be a reference for students and teachers and the library of the Faculty of Education and Foreign Languages at VNUA In particular, it can help improve the effective use of short-term memory in the study and practice of interpreting skills as well as assist their future job related to the interpreting field Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn v C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF ABBREVIATIONS STM Short-term memory CI Consecutive interpreting PC Processing capacity LTM Long-term memory Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn vi C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Page Table 2.1 Reasons for difficulties in short-term memory 37 Table 2.2 Types of information causing difficulty to remember 38 Table 2.3 Self-evaluation of interpreting work 39 Table 2.4 Aids/ Techniques supported for short-term memory when interpreting 41 Table 2.5 The Methods adopted to practice short-term memory in interpreting 42 LIST OF FIGURES Page Figure 1.1: Gile Model for Consecutive Interpreting 19 Figure 2.1 The student’s current level of English 29 Figure 2.2 The student’s English listening skills rate 30 Figure 2.3 Average length of information that can be remembered best 31 Figure 2.4 Percentage of information remembered after the first listening 32 Figure 2.5 Percentage of information remembered after the second listening 33 Figure 2.6 Percentage of information remembered after the third listening 34 Figure 2.7 Time needed to rearrange information before interpreting 35 Figure 2.8 Way of remembering the source information 36 Figure 2.9 The Frequency of practicing short - term memory in interpreting 40 Figure 2.10 The Efficiency of Short - term memory practice 44 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn vii C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART 1: INTRODUCTION RATIONALE FOR THE STUDY With the explosion of science and technology, the 4.0 revolution was born as an inevitable course of global economic development Parallel to the advent of this revolution is the integration of the world In the international integration trend, the need for mutual understanding among countries worldwide has been increasing However, the different languages are a significant communication barrier between countries Being considered a bridge of human communicative interaction, interpreting skills are the key to breaking these barriers Thus, an interpreting career is now becoming increasingly potential and attractive However, the work of interpreting is not only demanding but also challenging Interpreting is a compulsory subject of all English majors globally, especially at Vietnam National University of Agriculture (VNUA) It is considered as a complex and challenging subject To achieve the best results, not only learners need to have good English foundation knowledge such as grammar, vocabulary, … but also possess extensive knowledge and understanding of culture Besides such aspects, it is necessary to have good techniques One of these should be short-term memory, which is a crucial key that decides the interpreting task's success Memory is one of the significant elements affecting the process of storing and conveying information Lack of mnemonic capacities may prevent people from getting access to sources of data quickly and accurately However, due to brain formation, humans cannot remember everything they have heard or read, which is likely to be too complicated Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an or unnecessary for long-term use Generally, there are two forms of memory: long-term memory and short-term memory In this, the role of short-term memory is analyzed and highlighted to encourage the best use of memory in the context of interpreting classes at VNUA Short-term memory is not only necessary but also obligatory for learners of foreign languages After four years of academic training at the University, the target set by the Faculty of Education and Foreign Languages as well as most English majors is to become proficient translators and interpreters However, due to the limitation of interpreting training time which only consists of credits, students not have many chances to practice and improve their short-term memory Although some learners can be aware of its essential role, many of them have not applied this skill effectively Therefore, it is vital to take up a short-term interpreting training course With this regard, the objective of this study is for students of the Faculty of Education and Foreign Languages how to use short-term memory in English - Vietnamese consecutive interpreting in the most helpful way AIMS AND OJECTIVES OF THE STUDY 2.1 Aims This study mainly focuses on finding the current situation of using short-term memory in English – Vietnamese consecutive interpreting of the third-year English majors at VNUA and giving some solutions to improve short-term memory in English – Vietnamese consecutive interpreting Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an supporting the interpreting process However, basing on the frequency and efficiency of short-term memory practice conducted, it can be said the students haven’t had a strong motivation to use short-term memory in interpreting And most of them are not entirely successful in designing a proper method of training short-term memory to practice their interpreting skills 3.2 SUMMARY The survey and interview investigated the factual state of shortterm memory usage to pursue effective interpreting study, the difficulties posed to students when they use short-term memory, the methods adopted when students practice improving short-term memory in English to Vietnamese consecutive interpreting The data collected from the survey and interview affirmed that although the majority of English students are willing to further practice on interpreting skills in general, most of them haven’t gained considerable success in managing received information from the speakers and rendering it into the target language, which much relies on interpreters’ short - term memory Some difficulties affecting interpreting were also found out The study found that it is rather tricky for the learners to detect the most appropriate methods to memorize items in such a short while of consecutive interpreting Additionally, the realistic results of interpreting are directly revealed by learners themselves Moreover, according to statistics on how frequently students spend time practicing short-term memory, it is possible to say that students should pay more attention to this skill They need to spend more time and work harder to improve their interpreting skills, especially listening skills Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 45 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART 3: CONCLUSION RECAPITULATION This paper has demonstrated the techniques and application of short-term memory in English to Vietnamese consecutive interpreting The study has evaluated the use of short-term memory in English to Vietnamese consecutive interpreting, focused on the application of shortterm memory as an interpreting skill and discussed the most practical suggestions to help students in the Faculty of Education and Foreign Languages fully exploiting the use of short - term memory for interpreting study purposes The current state of implementing this skill of English majors at VNUA is presented In this study, some shortcomings of students were pointed out, and the role of short-term memory is emphasized With all efforts, several techniques were introduced to help learners achieve better results in English to Vietnamese consecutive interpreting as well as other interpretation works Understandably, shortterm memory is a helpful tool to assist students in the process of accumulating interpreting skills Initially, the theoretical background of interpreting and short-term memory was provided Then, based on this foundation, the researcher implemented the study on short-term memory in English to Vietnamese consecutive interpreting with English majors who have learned interpreting lessons at the University After that, some methods for training short-term memory skills that seem suitable with the learners' factual state were analyzed Moreover, the researcher hopes this document would be understandable and readable for students who have studied interpreting subjects Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 46 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CONCLUDING REMARKS Firstly, the current state of implementing short-term memory skills of English majors at VNUA is presented In this study, some shortcomings of students were pointed out Although most English students are willing to further practice on interpreting skills in general, most of them haven’t gained considerable success in managing received information from the speakers and rendering it into the target language, which relies on interpreters’ short-term memory Some difficulties affecting English to Vietnamese consecutive interpreting were also found out The study found that it is rather tricky for the learners to detect the most appropriate methods to memorize items in such a short while of consecutive interpreting Moreover, most of them have problems due to their poor listening skills So, students should spend time practicing shortterm memory, and it is possible to say that students should pay more attention to this skill They need to spend more time and work harder to improve their interpreting skills, especially listening skills To this end, it is essential to map out the ideal way of exploiting short-term memory to get more successful in English to Vietnamese consecutive interpreting Secondly, from the situation of students when using short-term memory in English – Vietnamese consecutive interpreting, the researcher proposed some solutions to help students improve these skills more effectively Some students admitted that listening skills and the external environment are the reasons for reducing their short-term memory capacity Consequently, short-term memory training with listening improvement is an important method to remove these barriers in the interpreting process, so some techniques for improving listening skills were proposed In addition, some practical techniques can assist in Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 47 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an training short-term memory, such as listening improvement, memory training games, retelling in the source language, and mnemonic to memory:  Listening Improvement: To improve listening skills, two fundamental approaches of auditory short-term memory training are comprehensive listening and intensive listening About comprehensive listening, the appropriateness of the tapes is determined by the individual as much as the input must be of high interest The purpose of this approach is to help listeners remember as many details as possible There is no pause or stop during the listening process to attract listeners' concentration to encode information and summarize the content after And about intensive listening is listening to specific information, then repeating the items as exact as possible This approach aims to encourage a quick response to the received information and the accuracy of language expression Only when listeners can properly understand and recall what has been heard can they overview the whole passage  Retelling in source language (English) According to this method, the instructor reads or plays a recording of a text of about 200 words for the trainees to retell in the same language The trainees should not be allowed to take any notes In the first instance, trainees should be encouraged to retell the text in the same words as the original to the most significant extent There are four types of tactics should be used by the trainees when retelling in the source language: Categorization: Grouping items of the same properties; Generalization: Drawing general conclusions from particular examples or message from Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 48 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an the provided text; Comparison: Noticing the differences and similarities between different things, facts, and events; Description: Describing a scene, a shape, or size of an object, etc Trainees are encouraged to describe, summarize, and abstract the original to a large extent in their own words  Mnemonic to memory Mnemonics are methods for remembering information that is otherwise quite difficult to recall The basic principle of Mnemonics is to use as many of the best functions of the human brain as possible to encode information There are Mnemonic Techniques and Specific Memory Tricks to improve short-term memory: Acronyms (Formed by using each letter from the group of words to form a new word); Sentences/ Acrostics (Like acronyms, the first letters of each word are used to make a sentence in the easiest way to remember); Rhymes and songs ( Use Rhyme, repetition, melody, and rhythm to memory); Method of Loci (combine the use of organization, visual memory, and association); and Chunking (decrease the number of items held in memory by increasing the size of each item) Besides, students can play memory training games such as making up story In addition, students can play other games about memory on the Internet or game apps like Game Elevate, Brain Training, Lumosity, Sudoku, Or read some very useful books on memory such as "Secrets of a super memory - Eran Katz"; "The big book of brain games – Ivan Moscovich" To sum up, the mentioned suggestions give learners some ways to enhance their ability in the short-term memory process More importantly, the methods are provided in order to prevent information loss in the Short-Term Memory These are very effective methods to enable Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 49 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an the students to concentrate and thus strengthen their short-term memory duration Finally, it will bring about better results in interpreting lessons LIMITATION OF THE STUDY The thesis, however, is subjected to some limitations First, due to the time limit and the humble experience of the writer, the study was merely carried out within the campus of Vietnam National University of Agriculture Studies, and it may limit the extent to which the thesis can be generalized to other populations Moreover, it only focuses on one mode of memory and one aspect of interpreting RECOMMENDATIONS/SUGGESTIONS FOR FURTHER STUDY The study helps students recognize the demand and importance of short-term memory in interpreting With helpful information, this document is helpful for every English major, particularly those who are learning interpreting subjects After reading this paper, the students can apply some suggestions that can improve their short-term memory, especially in terms of English to Vietnamese consecutive interpreting Moreover, this study can suggest and reference further researchers who will build up more useful documents for English majors I hope that the following researchers will deal with more techniques to improve shortterm memory in interpreting or some related issues such as long-term memory In short, this is a readable document, so I am looking forward to hearing feedback from all readers, including English majors and teachers at the Faculty of Education and Foreign Languages Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 50 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCES Atkinson, R.L & Stiffrin, R.M (1968) Human memory: A proposed system and its control processes, in K.W Spence and J.T Spence (eds.), The psychology of learning and motivation Vol.2 London: Academic Press Baddeley, A.D (1966) "The Influence of Acoustic and Semantic Similarity on Long-term Memory for word sequences", in Quarterly Journal of Experimental Psychology, 18, 302-309 Baddeley, A.D., Thompson, N &Buchanan, M (1975) "Word Length and the Structure of Memory", in Journal of Verbal Learning and Verbal Behavior, I, 575-589 Baddeley, A.D (1990) Human memory: theory and practice Hove: Erlbaum Associates Bernard, H (1988) Research Methods in Cultural Anthropology Newbury Park, CA: Sage Publications Cannell, C F., & Kahn, R L (1968) Interviewing In G Lindzey & E Aronson (Eds.), The Handbook of Social Psychology (Vol 2, p.526595) Duong, Tran Thuy (2006) How to Improve Short-term Memory in Interpreting Vietnam: Hanoi University Gile, D (1992) Basic Theoretical Components in Interpreting and Translator Training In Dollerup, C and Loddegaad, A (eds), 185-194 Gile, D (1995) Basic Concepts and Models for Interpreter and Translator Training Amsterdam & Philadelphia: John Benjamins 10.Goode, William, J & Hatt, Paul K (1968) Methods in Social Research, McGraw-Hill: New York Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 51 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 11 Goodhead, J (2006) Difference Between STM and LTM http://www2.ntu.ac.uk/bscpsych/memory/goofhead.htm 12.González, R.D., Vásquez, V.F and Mikkelson, H., 1991/2012 Fundamentals of Court Interpretation: Theory, Policy, and Practice Durham, NC: Carolina Academic Press 13 Herbst, F & Coldwell, D (2004) Business Research, Juta and Co Ltd, p.13-15 14 Hue, Le Thi (2018) How to use short-term memory in English to Vietnamese Consecutive Interpreting effectively Vietnam: Hanoi University of Business and Technology 15.Keppelk, G & Underwood, B (1962) "Proactive Inhibition in Shortterm Retention of Single Items", in Journal of Verbal Learning and Verbal Behaviour, 1, 153-161 16 Mahmoodzahed, K (1992) Consecutive Interpreting: Its Principles and Techniques In Dollerup, C and Loddegaard, A (eds.), 231-236 17 Miller, G (1956) "The Magic Number Seven, Plus or Minus Two: Some Limits of our Capacity for Processing Information" in Psychological Review, 63, 81-97 18 Partington, G (2001) Qualitative research interviews: identifying problems in technique Issues in Educational Research, 11(2) 37- 42 19.Pedersen, E S., & Dam, H V (2017) Short-Term Memory in the Production Phase of Sight Translation HERMES - Journal of Language and Communication in Business, 27(52), 93–105 20 Posner, M.I & Keele, S.W (1967) "Decay of Visual Information From a Single Letter" in Science, 158, 137-139 21 Robert G Crowder Memory & Cognition, 1993 21 (2), 142-145 Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 52 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 22 Russell, D (2005) Consecutive and simultaneous interpreting In: T.Janzen (Ed.) Topics in signed language interpreting (pp 135-164) Amsterdam: John Benjamins Publishing 23 Seleskovitch, D & Lederer, M (2002).Pedagogie raisonnee de l’interpretation Paris: Didier Erudition 24 Squire, L R (2009) Memory and brain systems: 1969–2009 J Neurosci 29, 12711–12716.doi: 10.1523/jneurosci.3575-09.20099 25 Sternberg, R J (1999) Cognitive psychology (2nd ed.) Fort Worth, TX: Harcourt Brace College Publishers 26 Van, Hoang Thi Thanh (2013) Short-term memory in English to Vietnamese consecutive interpreting Vietnam: Hai Phong University 27.Waugh, N & Norman, D (1965) "Primary Memory", in Psychological Review, 72, 89-104 28 Zhong, W, 2003, "Memory Training in Interpreting", in China Translators' Journal, Vol.7 “Short-term memory.” Merriam Webster.com Dictionary, Merriam-Webster https://www.merriamwebster.com/dictionary/short-term%20memory Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 53 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX QUESTIONNAIRE Survey on the factual awareness and using short-term memory in English – Vietnamese consecutive interpreting of English majors at Viet Nam National University of Agriculture Personal information: Question 1: What is your gender? A Male B Female Question 2: Which class of English Majors are you studying at Viet Nam National University of Agriculture? A K63ENGA B K63ENGB D K63ENGD E K63ENGE C K63ENGC Question 3: What level of English you currently have? A.Beginner (A1) B Elementary (A2) C Intermediate (B1) D Upper Intermediate (B2) E Advanced (C1) F Proficient (C2) Question 4: How would you rate your English listening skills? A Very good B Good C Normal D Not good Your current situation and awareness of short-term in English to Vietnamese consecutive interpreting Question 5: What is the average length of information that you can remember? A A clause/ a phase B A sentence C 2-3 sentences D A paragraph (of 5-7 sentences) Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 54 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Question 6: Which percentage of information you can remember after the first listening? A 10% - 20% B 20 – 50 % C 50 - 70% D 70 - 100% E No answer Question 7: Which percentage of information you can remember after the second listening? A 20 – 50% B 50 – 70% C 70 - 100% Question 8: Which percentage of information you can remember after the third listening? A 20 – 50% B 50 – 70% C 70 - 100% Question 9: How long you need to rearrange information before interpreting from English to Vietnamese? A 0s B – 5s C – 15s D 15 – 30s E About minute Question 10: How can you remember the information? A Key words, numbers, figures, etc B Every word C No answer Your difficulties in practicing short-term memory Question 11: What are the causes of your difficulties in short-term memory? E Brain structure F External environment G Topic of source language Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 55 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an H Your listening ability Question 12: What types of information you find difficult to remember? A Numbers, private names, dates B List of items C Signal/ Abbreviation D Terminology Your practice to improve short-term memory Question 13: How you evaluate your rate at English - Vietnamese consecutive interpreting? E 30% G 70% F 50% H 100% Question 14: How often you practice to improve short-term memory? E Always F Sometimes G Rarely H Never Question 15: Could you tell me the name of any books or reliable websites which you usually practice short-term memory in English - Vietnamese consecutive interpreting? …………………………………………………………………………………… … Question 16: What are the aids for short-term memory when interpreting? A Glossary (on topics) B Outline (delivered before start) C Pre-discussion (with the speaker) Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 56 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an D Letter Question 17: What are your methods adopted to practice short-term memory in English – Vietnamese interpreting? A Object Listing B Story summarization C Peer Interpreting Practice D Tape Interpreting E Do online exercises that strengthen memory F Improve listening E Other solutions Question 18: How effective are your short-term memory training measures? E Very effective F Quite effective G Somewhat effective H Ineffective Thank you for your co-operation! Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 57 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX INTERVIEW QUESTIONS FOR STUDENTS Do you use short-term memory in English to Vietnamese consecutive interpreting? How you use it? What is the average length of information that you can remember? Are you having trouble using your short-term memory in English to Vietnamese consecutive interpreting? How often you practice short-term memory? What are your methods adopted to practice short-term memory in English – Vietnamese interpreting? Could you tell me the name of any books or reliable websites which you usually practice short-term memory in English - Vietnamese consecutive interpreting? Is it effective or not? Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 58 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn