Anxiety experienced by student interpreters in consecutive interpreting practice a case study of faculty of english university of foreign languages and international studies hue university

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH  GRADUATION THESIS ANXIETY EXPERIENCED BY STUDENT INTERPRETERS IN CONSECUTIVE INTERPRETING PRACTICE: A CASE STUDY OF FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY ENGLISH LINGUISTICS HO THI PHUONG OANH Supervisor: DR HOANG THI LINH GIANG Hue, 4/2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH  KHÓA LUẬN TỐT NGHIỆP NHỮNG LO LẮNG MÀ SINH VIÊN CHUYÊN NGÀNH PHIÊN DỊCH GẶP PHẢI TRONG QUÁ TRÌNH THỰC HÀNH PHIÊN DỊCH ỨNG ĐOẠN: NGHIÊN CỨU TRƯỜNG HỢP TẠI KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ NGÀNH NGÔN NGỮ ANH Sinh viên thực hiện: HỒ THỊ PHƯƠNG OANH Giảng viên hướng dẫn: TS HOÀNG THỊ LINH GIANG Huế, 4/2023 Statement of Authorship I hereby certify that the work in this thesis has not been submitted to any university for a degree Apart from the reference itself, my thesis is not plagiarized and does not contain any previously published work by others Signed: Ho Thi Phuong Oanh Date: April 17th, 2023 i ABSTRACT The interpreting process is complicated and the interpreters’ performance is affected by many different factors Among various types of interpretation, consecutive interpreting (CI) is being taught most at many universities According to Gile’s (2009) Effort Model for consecutive interpreting, the CI process is divided into two phases, the first one including efforts in note-taking, listening and analysis, and short-term memory, and the second one consisting of remembering, note-reading, and production Hence, the current study adapts Gile’s (2009) Effort Model for CI and seeks to address the sources of anxiety in the two stages experienced by the interpreting students and their strategies for dealing with anxiety in CI practice classes This study adopts a mixed methods research design via the use of a questionnaire and semi-structured interviews to obtain data from 43 interpreting students who are fourth-year English majors at the Faculty of English, the University of Foreign Languages and International Studies, Hue University The results reveal that the students have experienced anxiety regarding the following elements in different stages of the interpreting process: active listening, note-taking skills, and cross-cultural awareness in the pre-interpreting stage, and short-term memory, public speaking skills, and evaluation from classmates in the delivery stage Specifically, the respondents seemed to have most difficulty with their intercultural knowledge or their short-term memory, whereas they were less anxious about their public speaking skills or the production stage in general In addition, the study also found some coping strategies used by the students to overcome stress and boost their confidence in the interpreting classes such as practice, keeping calm and focused, or making careful preparation, etc Besides, the findings also indicate the lack of students’ self-consciousness about the anxiety that they have experienced and the support of interpreting trainers in assisting students to deal with stress in the interpreting process Accordingly, the ii study also provides some pedagogical implications for interpreting students and the interpreter trainers to alleviate students’ anxiety and increase their confidence iii TĨM TẮT KHĨA LUẬN Phiên dịch q trình phức tạp mà theo hiệu suất phiên dịch viên bị tác động nhiều yếu tố khác Trong loại hình phiên dịch, phiên dịch ứng đoạn (CI) loại hình lựa chọn giảng dạy chủ yếu trường đại học Theo Effort Model cho phiên dịch ứng đoạn Gile (2009), trình phiên dịch ứng đoạn chia làm hai giai đoạn: giai đoạn bao gồm nỗ lực việc ghi chú, lắng nghe phân tích, trí nhớ ngắn hạn; giai đoạn thứ hai bao gồm khả ghi nhớ, đọc ghi chú, phiên dịch nội dung sang ngơn ngữ đích Vì vậy, nghiên cứu áp dụng mơ hình Effort Model cho phiên dịch ứng đoạn Gile (2009) để xác định nguồn gốc lo lắng hai giai đoạn trình phiên dịch ứng đoạn (CI) mà sinh viên phiên dịch gặp phải Nghiên cứu tìm hiểu chiến lược mà sinh viên áp dụng nhằm đối phó với lo lắng lớp học phiên dịch Nghiên cứu áp dụng đồng thời hai phương pháp nghiên cứu bao gồm bảng hỏi vấn bán cấu trúc để thu thập liệu từ 43 sinh viên năm ngành Ngôn ngữ Anh, thuộc Khoa Tiếng Anh, trường Đại học Ngoại ngữ, Đại học Huế Kết nghiên cứu cho thấy sinh viên gặp phải lo lắng giai đoạn khác trình phiên dịch liên quan đến yếu tố sau: lắng nghe, ghi chú, ý thức liên văn hóa giai đoạn trước phiên dịch; trí nhớ ngắn hạn, kĩ nói trước đám đơng, đánh giá từ bạn học giai đoạn phiên dịch Cụ thể, sinh viên phiên dịch dường gặp nhiều khó khăn với kiến thức liên văn hóa hay trí nhớ ngắn hạn Trong đó, họ lo lắng kĩ nói trước đám đơng hay q trình phiên dịch nội dung sang ngơn ngữ đích nói chung Bên cạnh đó, nghiên cứu tìm số chiến lược ứng phó sinh viên sử dụng để vượt qua căng thẳng tăng tự tin lớp phiên dịch luyện tập, giữ bình tĩnh tập trung, chuẩn bị kỹ càng, v.v Ngoài ra, kết nghiên cứu cho thấy việc sinh viên thiếu nhận thức lo lắng mà họ gặp phải thiếu hỗ trợ từ người dạy việc giúp đỡ sinh viên ứng phó với căng thẳng q trình phiên dịch Theo đó, nghiên cứu iv đưa số kiến nghị cho sinh viên người dạy nhằm giảm bớt lo lắng tăng tự tin cho sinh viên phiên dịch v ACKNOWLEDGEMENTS First and foremost, I would like to express my great gratitude to Dr Hoang Thi Linh Giang, my thesis supervisor, for encouraging, assisting, and being patient with me in completing this study Her valuable pieces of advice could support me not only with this paper but also with my workings of academic research in the future I also would like to thank the interpreting students at the Faculty of English, University of Foreign Languages and International Studies, Hue University for participating in this study Without their support, I cannot successfully carry out this research Last but not least, I feel truly grateful to my family and friends for their love, support, and encouragement throughout my thesis vi Table of content Statement of Authorship i ABSTRACT ii TÓM TẮT KHÓA LUẬN iv ACKNOWLEDGEMENTS vi Table of content .vii List of Abbreviations x List of Tables xi List of Figures xii Chapter 1: Introduction 1.1 Rationale of the study 1.2 Aims of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Structure of the study Chapter 2: Literature Review 2.1 What Is Consecutive Interpreting? 2.2 Basic Skills in the Pre-interpreting Stage 2.2.1 Active listening 2.2.2 Note-taking skills 2.2.3 Cross-cultural awareness 2.3 Basic Skills in the delivery stage 2.3.1 Short-term memory 2.3.2 Public speaking skills 10 2.4 Evaluation from classmates 10 2.5 Coping strategies 11 2.6 Previous studies 11 vii Chapter 3: Methodology 17 3.1 Research design 17 3.2 Research setting 17 3.2.1 Participants of the study 17 3.2.2 Research instruments 17 3.2.2.1 Questionnaire 17 3.2.2.2 Semi-structured interview 18 3.3 Data collection 20 3.4 Data analyses 21 3.4.1 Questionnaire data 21 3.4.2 Interview data 21 3.5 Reliability of the study 21 Chapter 4: Findings and Discussion 23 4.1 Students’ anxiety in the pre-interpreting stage 23 4.1.1 Active listening 24 4.1.2 Note-taking skills 26 4.1.3 Cross-cultural awareness 28 4.2 Students’ anxiety in delivering stage 30 4.2.1 Short-term memory 31 4.2.2 Public speaking skills 33 4.2.3 Evaluation from classmates 36 4.3 Coping strategies 39 Chapter 5: Conclusion and Implications 43 5.1 Conclusion 43 5.2 Implications 44 5.2.1 For interpreting students 44 5.2.2 For interpreter trainers 44 viii vocabulary for the video and how to interpret it Broaden the knowledge Avoid eye contact with others - Listen to podcasts or news on foreign channels to enrich vocabulary Read more books about culture to understand the nature of language - Improve knowledge by reading newspapers or watching the news - I try to avoid focusing on the eyes of people around me - I take off my glasses so that I cannot see others clearly Accordingly, I can focus better on my interpreting performance First and foremost, most students consider the practice to be the best method in alleviating anxiety that they experience in interpreting As they hold the idea that “practice makes perfect”, they try to practice at home to hone their interpreting skills to consequently boost their confidence in interpreting classes Moreover, the students also practice with their peers so that they can give each other comments to gradually improve their interpretations Hence, being conscious of the importance of practice, the students can not only develop their interpreting competence but also relieve stress in the interpreting process In addition, keeping calm and staying focused is the second most common strategy reported by the students The students may have resorted to this technique to remain composed and concentrated in the interpreting process so that they would not miss any information which could probably create anxiety and a pessimistic mood For example, one respondent commented, “I try to put myself at ease by thinking that I can it, everyone can make mistakes, and this is an opportunity for me to learn”, Accordingly, it is clear that positive thinking helps students enhance their selfassurance which avoids the negative feelings in the interpreting classes Besides, when being worried in the pre-interpreting stage or delivery one, some students also 41 take deep breaths to calm themselves down and to be more confident in their interpreting performance Furthermore, getting well-prepared was also considered to make some students more confident when coming to the interpreting classes For instance, they usually learn the vocabulary related to the topic that they are going to interpret in advance This helps to relieve the worry the students might have in case they come across unfamiliar words What’s more, updating their knowledge also contributes to reducing the anxiety as this shows their readiness for the interpreting process That is to say, the background knowledge plays an important role in interpreting success as it assists students in case they cannot get the whole information delivered by the speaker Last but not least, to reduce the anxiety during the delivery stage, some students also choose to avoid eye contact with the audiences to avoid being distracted from their interpretation The public speaking issues might be the root of this problem as they might cause the students to worry about being observed or evaluated by others Therefore, if the students have to deliver their interpretation in front of the class, they would try to avoid looking at their classmates and look around instead to better their performance 42 Chapter 5: Conclusion and Implications This chapter presents the conclusion and implications of the current study It will also discuss the limitations of the study, and accordingly provide some recommendations for further research 5.1 Conclusion After collecting and analyzing the quantitative and qualitative data, the study found the results related to the two before-mentioned research questions For the first question, the study identified three main sources of students’ anxiety in the pre-interpreting stage: active listening, note-taking skills, and cross-cultural awareness It is evident that students have most challenges with their intercultural knowledge This reveals that they found themselves under a lot of stress if they came across unknown cultural-specific words or phrases in the speaker’s speech Besides, this finding is also consistent with Chunli et al.’s (2021) study when they addressed culture as an element impacting the interpreters’ performance In addition, the causes of students’ anxiety in the delivery stage: short-term memory, public speaking skills, and evaluation from classmates were also demonstrated Specifically, they seemed to hold a moderate opinion about the anxiety they experienced with their public speaking skills or the evaluation from their classmates This finding is different from what was found in the studies of Ivars and Calatayud (2001) and Arnaiz-Castro and Díaz (2016) which reported that the students experienced a high level of anxiety with their public speaking skills and under the situations related to judgment By contrast, most of the participants in the current study felt worried and anxious about their insufficient memory which means that the students did not get used to quickly recalling a large amount of information and did not acquire the suitable memorization techniques This supports the findings of Lu and Chen’s study (2013) which indicated that failing to remember interrupted most of the students’ performance Last but not least, the current study also reveals some strategies that were used by interpreting students to deal with anxiety including practice, keeping calm and 43 staying focused, taking deep breaths, making careful preparation, broadening their knowledge, and avoiding eye contact with others In particular, most of them believe that “practice makes perfect” and thus a lot of practice at home to improve their interpreting competence 5.2 Implications As it is evidenced that students are faced with anxiety in the interpreting process, some implications for the students and interpreter trainers are proposed to reduce stress and improve the students’ confidence 5.2.1 For interpreting students Firstly, the students need to identify their own sources of anxiety, or in other words, the circumstances that make them anxious in the interpreting process Accordingly, they could develop effective strategies to address their psychologically-related problems Generally, as the findings indicate that the students have most difficulties with their cross-cultural knowledge and their active listening skills, they should more listening practice or adopt new listening techniques, and broaden their intercultural knowledge Additionally, it is fundamental for them to update their linguistic and extralinguistic competence in general Besides, extending their background knowledge by reading or watching daily news could greatly assist students in the interpreting process 5.2.2 For interpreter trainers Apart from training interpreting skills, the trainers also need to support students in coping with anxiety in the interpreting classes They could assist students in enhancing their linguistic and extralinguistic competence by providing some other materials for students’ practice at home Additionally, the teachers should foster students’ awareness about the impacts of anxiety on their interpreting performance and offer them some strategies that could probably alleviate the anxiety and boost their confidence For example, teachers could create learning activities that encourage shared and co-construction of knowledge among students Lastly, there should be more opportunities for students to practice their CI skills to help them to 44 get more accustomed to the interpreting process, which accordingly reduces their anxiety levels 5.3 Limitations of the study First and foremost, due to the rather low number of interpreting students at the time the study was carried out, there were only 43 participants This means that the findings cannot be generalized to the whole sample of interpreting students at HUHUFLIS in particular or interpreting students in general Also, only 10 students were invited to take part in the individual interview, so their responses might not be representative of all interpreting students' experiences related to anxiety and stress during their CI practice Secondly, despite the fact that the current study did provide some significant findings, there remain some issues due to the researcher's limitations in terms of knowledge, time, and experience Particularly, the research only addresses the sources of anxiety without indicating the relationship between anxiety and interpreting performance In other words, it has not empirically investigated how anxiety affects students’ performance in interpreting classes as well as real-life interpreting occasions Next, for the reason that CI is the main type of interpretation that has been taught at HU-HUFLIS, the study only identified the sources of students’ anxiety in the CI process, excluding other types of interpretation Therefore, any conclusions deriving from this research should be taken with some precaution regarding generalizations to other interpreting modes 5.4 Recommendations for future studies Based on the above-mentioned limitations of the study, there are some recommendations for further studies as follows Firstly, future research could be conducted with a larger sample of participants to obtain more general and accurate results about students’ anxiety in CI practice That is to say, the study should be carried out in the second semester so that it could involve the participation from two cohorts of interpreting students at HU-HUFLIS 45 In addition, this current study can be further developed by examining the relationship between anxiety and the CI performance of the students In other words, future studies can investigate the extent to which anxiety levels affect students' ability to perform CI in interpreting classes and other interpreting occasions Besides, other studies outside HU-HUFLIS can research the sources of anxiety in other modes of interpretation such as simultaneous or liaison interpreting which can result in more insightful findings about the impacts of anxiety on diverse interpreting forms, accordingly suggesting practical coping strategies for different types of interpretation Last but not least, apart from looking at the sources of anxiety related to elements involved in the interpreting process, further research can also study anxiety due to other factors such as background noise and the quality of the facility assisting learning and teaching in interpreting classes 46 References Arnaiz-Castro, P., & Díaz, J P.-L (2016) A study on the 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Tzou, Y.-Z., Eslami, Z R., Chen, H.-C., & Vaid, J (2012) Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin– English speakers International Journal of Bilingualism, 213-227 Zhang, X (2011) On interpreters’ intercultural awareness World Journal of English Language, 47-52 Zhao, N (2022) Speech disfluencies in consecutive interpreting by student interpreters: The Role of Language Proficiency, Working Memory, and Anxiety Frontiers in Psychology, 13 50 Appendices Appendix A Questionnaire ANXIETY EXPERIENCED BY STUDENT INTERPRETERS IN CONSECUTIVE INTERPRETING PRACTICE: A CASE STUDY OF FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY The purpose of this study is to investigate the sources of anxiety that interpreter students encounter in the pre-interpreting stage and the delivering stage when practicing consecutive interpreting The pre-interpreting stage is when the interpreters use note-taking, and active listening skills together with their cross-cultural awareness to obtain the main ideas from the speech delivered by the speaker The delivering stage is the time when the interpreters recall the information from their short-term memory to render the main message to the audience In this stage, the interpreters also need to master public speaking skills to perform their interpretation successfully The survey is divided into three main parts The first part is about your personal information The second part is about the anxiety encountered in the preinterpreting stage And the last part is about the anxiety faced in the delivery stage The expected time to complete this survey is about 15 minutes The data from this survey will be used for research purposes only and will be kept confidential Thank you for your time and support! I Personal information Name: Your gender is A Male B Female 51 II Anxiety experienced in the pre-interpreting stage The questions below are - point Likert scale questions used to survey the anxiety that interpreter students face in the pre-interpreting stage To what extent you agree or disagree with the following statements? Strongly Disagree Neutral Agree Strongly disagree Agree I am worried that I cannot concentrate on listening to the messages delivered by the speaker I feel anxious that my active listening skills are not good enough I am confused if I cannot keep up with what the speaker is saying I get anxious when I don't understand the English on tapes and videos I feel uneasy when someone speaks English fast I have not developed an established note-taking system I usually fall behind and cannot follow the speaker if I focus on taking notes I am confused as I not know what to note down when listening to the source speech I think I have not accumulated enough cultural knowledge about the target cultures when interpreting I am afraid that I cannot find the equivalent terms in Vietnamese for culture-specific terms in English when interpreting I am afraid that I cannot find the 52 equivalent terms in English for culture-specific terms in Vietnamese when interpreting I feel anxious when I not understand the culture-specific terms in English I feel anxious when I not understand the culture-specific terms in Vietnamese III Anxiety experienced in the delivering stage The questions below are - point Likert scale questions used to survey the anxiety that interpreter students face in the delivering stage To what extent you agree or disagree with the following statements? Strongly Disagree Neutral Agree Strongly disagree Agree I get nervous when I cannot immediately recall information when delivering my interpretation I am afraid that the information I remember is wrong when delivering my interpretation I get nervous when I cannot remember the links between the ideas when delivering my interpretation I get nervous when I stand in front of the class and deliver the interpretation It is embarrassing to use gestures or exaggerated expressions I get impatient when I can't remember grammatical items in English I get nervous when I speak English aloud in the classroom 53 If English doesn't come out quickly, I'm in a hurry I'm worried about my pronunciation and intonation when I speak English I feel anxious when I can't express what I want to say in English I get anxious when I poorly deliver my interpretation in Vietnamese I’m worried that I might unconsciously use slang and Vietnamese colloquialisms in my interpretation I get nervous when I not use the correct lexical items in Vietnamese in my interpretation I feel embarrassed when I make a mistake in my interpretation in front of other students I'm worried that other students might think my interpretation is bad I feel embarrassed when my mistakes in the interpretation are pointed out Besides the above circumstances, in what situations you feel anxious in the interpreting process? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………… What you to reduce the anxiety you experience in the interpreting process? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 54 Appendix B Semi-structured interview questions Question 1: What are your feelings when listening to the speaker and taking notes? Probe: Do you experience variable feelings depending on who the speaker is? Do you apply the same coding systems whenever taking notes? What you feel if you miss any important information while trying to take note of what the speaker is saying? Question 2: What you feel when you know that you are going to interpret a culture-related topic? What are your emotional responses when encountering culture-specific items in the speaker's speech? Probe: Do you think that your cross-cultural knowledge is good enough? In your opinion, how important is the role of intercultural awareness in interpreting? Question 3: What you feel when trying to remember the information you have heard before delivering your interpretation? Probe: If you are unsure about the information that you tried to remember, what you feel? Question 4: What you feel when standing in front of the class and delivering your interpretation? Probe: Do you prefer standing in front of the class or sitting when delivering your interpretation? Question 5: What is your feeling towards your classmates' opinions during and after you finish your interpretation? Probe: What you feel about your classmates' negative judgments about your interpretation? How classmates' negative judgments affect your emotions the next time you deliver your interpretation? Question 6: What you usually to reduce anxiety in interpreting classes? Probe: Do you use any resources or tools to raise your confidence and reduce anxiety in interpreting classes? Do you apply the same coping strategy to reduce anxiety in different stages of the interpreting process? 55