A pilot study on the use of short term memory for the third year interpretation study at hue university college of foreign languages

TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES ABSTRACT CHAPTER INTRODUCTION 1.1 Background and Rationale of the Study 1.2 Aims of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Organization of the Study CHAPTER LITERATURE REVIEW AND THEORATICAL BACKGROUND 11 2.1 Previous Studies Related to the Study 11 2.2 Human Memory 12 2.2.1 Definition of Memory 12 2.2.2 Types of Memory 13 2.2.3 Information Processing Model of Human Memory 13 2.2.4 Memory Strategies 14 2.3 Short-Term Memory 16 2.3.1 Definition of Short- term Memory 16 2.3.2 Definition of Long term Memory 16 2.3.3 Differences between Short-Term Memory and Long-Term Memory 17 2.3.4 Major Characteristics of Short-Term Memory 18 2.4 Interpreting 20 2.4.1 Definition of Interpreting 20 2.4.2 Modes of Interpreting 20 2.4.3 Interpreting Process 21 2.4.4 Qualities for a Good Interpreter 22 2.5 Short-Term Memory in Interpreting 23 2.5.1 The Phases of Short-Term Memory in the Interpreting Process 23 2.5.1.1 Simultaneous Interpreting 24 2.5.1.2 Consecutive Interpreting 25 2.5.2 Roles of Short-Term Memory in Interpreting 26 2.6 Chapter Summary 28 CHAPTER METHODOLOGY AND PROCEDURES 29 3.1 Overview 29 3.2 Research Design and Approach 29 3.3 Subjects 30 3.4 Instrument for Data Collection 30 3.4.1 Questionnaire 30 3.4.2 Interview 31 3.4.3 Observation 32 3.4.4 Pre-test and Post-test 32 3.5 Pilot Study 33 3.6 Procedures 34 3.7 Data Analysis 35 3.8 Summary of the Chapter 36 CHAPTER FINDINGS AND DISCUSSIONS 37 4.1 The Reality of Using Short-term Memory in Interpreting Classes at Hue College of Foreign Languages 37 4.1.1 Students‘ Understandings of STM 37 4.1.2 Students‘ Perceptions on Using STM in Interpretation Work 38 4.1.3 The Frequency of Practicing STM in Interpreting 39 4.1.4 The Students‘ Application of STM in Interpreting Classes 40 4.1.4.1 Times of Listening Needed to Remember a Piece of Information 40 4.1.4.2 Time Needed to Rearrange Information before Interpreting 41 4.1.4.3 Time to Forget Information 42 4.1.4.4 Ways to Catch Information while Listening 43 4.1.4.5 The Percentage of Information Students Remember when Interpreting 45 4.2 The Difficulties and Challenges Faced by Teachers and Students in Terms of Using STM for Interpretation 46 4.2.1 STM Process Difficult for Students 46 4.2.2 The Obstacles Students Encounter When Using STM as an Interpreting Skill 47 4.2.3 Reasons for Difficulties in STM 48 4.3 Ways to Help the Third Year Students Effectively Use STM in Their Interpreting Work 50 4.3.1 Some Mnemonic Devices Used to Improve Students‘ Memory 50 4.3.2 Activities Organized to Help Students Practice STM in Interpreting Classes 51 4.3.3 The Frequency of Using Activities in Interpreting Classes 53 4.3.4 The Aids for STM in the Interpreting Process 55 4.4 Students‘ Evaluation on the Effect of Using STM in Interpreting Class 56 4.4.1 Students‘ Self-evaluation about Their Interpreting Work 56 4.4.2 The Importance of Applying Mnemonics Devices 57 4.4.3 Effect of Using Various Activities to Practice STM in the Interpreting Training Program 58 4.5 The Result of Pre-test and Post-test 59 4.5.1 Pre-test on Interpreting 59 4.5.2 Post-test on Interpreting 60 4.5.3 Pre-test and Post-test Analysis 61 4.6 Chapter Summary 62 CHAPTER CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 63 5.1 A Summary of Key Findings 63 5.2 Implications 64 5.2.1 For the Teachers 65 5.2.2 For the Students 66 5.2.3 For the educational administrators 66 5.3 Limitations of the Study 67 5.4 Recommendations for Further Study 67 5.5 Conclusion 68 REFERENCES 69 APPENDICES LIST OF FIGURES Figure 2.1: Atkinson and Shiffrin Memory Model 13 Figure 2.2: Interpreting Process 21 Figure 2.3: Gile Model for Simultaneous Interpreting 24 Figure 2.4: Gile Model for Consecutive Interpreting 26 Figure 4.1: Students‘ Understandings of STM 37 Figure 4.2: Students‘ Perceptions on Using STM in Interpretation Classes 38 Figure 4.3: The Frequency of Practicing STM in Interpreting Classes 40 Figure 4.4: Times of Listening to Remember a Piece of Information 40 Figure 4.5: Time Needed to Rearrange Information before Interpreting 42 Figure 4.6: Time to Forget Information 43 Figure 4.7: Ways to Catch Information from the Speaker 44 Figure 4.8: STM Process Difficulty for Students 47 Figure 4.9: Obstacles Students Faced During the Process of Interpreting 48 Figure 4.10: Causes of Difficulties in Short-Term Memory 49 Figure 4.11: Students‘ Self-evaluation about Their Interpreting Work 57 Figure 4.12: The Importance of Applying Mnemonics Devices 58 Figure 4.13: Effectiveness of Using STM Activities 59 Figure 4.14: Distribution of Scores before Doing the Treatment 60 Figure 4.15: Distribution of Scores after Doing the Treatment … 61 LIST OF TABLES Table 3.1: A Summary of Data Collection Instruments 35 Table 4.1: The Percentage of Information Students Remember 45 Table 4.2: Some Mnemonic Devices Used to Improve Students‘ Memory 51 Table 4.3: Activities Organized to Help Students Practice STM 52 Table 4.4: Kinds of Exercises Used for Improving STM 53 Table 4.5: The Frequency of Using Activities in Interpreting Classes 54 Table 4.6: Aids for STM in the Interpreting Process 56 Table 4.7: Scores of the Pre-test on interpreting 60 Table 4.8: Scores of the Post-test on Interpreting 61 Table 4.9: The Results of Pre-test and Post-test 62 ABSTRACT This study focused on analyzing and presenting the survey results on the use of short-term memory to train interpreting skills for the third-year English major students at College of Foreign Languages, University of Hue The subjects of this study comprised of the third 30 students and teachers in charge of teaching interpreting skill Both qualitative and quantitative approaches were employed for the project Most of the data coming from analyzing the results of questionnaires, interviews, class observation, pre-test and post-test were presented in tables or figures according to percentages Some exercises for improving short-term memory were designed and piloted to examine the effectiveness of applying shortterm memory to interpreting course The finding showed that most of the students and the teachers were had optimistic attitudes towards the important role of using short-term memory Finally the thesis presented the students of English Department the most practical implications on using of short-term memory in support of effective interpreting CHAPTER INTRODUCTION 1.1 Background and Rationale of the Study English is a language used worldwide People use it as a tool in trade and economy, politics, journalism, science and technology, and so on Moreover, in Vietnam, the recent open-door policy and the integration into the WTO have undoubtedly given impetus to the economic, political, cultural and social exchange with foreign countries all over the world, which creates considerable increase in the interpreting need Over the past years, translation and interpreting market has been expanded in an unprecedented way, with the emergence of the various registered translation and interpreting agencies nationwide Indeed, every interpreting activity has one or more specific purposes and whichever they maybe, the main aim of interpreting is to serve as a cross-cultural bilingual communication vehicle among people In the past few decades, the development of international trade, increased migration, globalization, integration process and the expansion of the mass media and technology have made the interpreting market become more and more essential, because in such activities the role of interpreters is undeniable They play an important role as multi-lingual cross-cultural transmitters by attempting to transfer the information from this person to another one as faithfully and accurately as possible To meet the requirements of the society, it is necessary to train wellqualified interpreters Professional training programs appropriate with the requirements of respective translation and interpreting markets should be supplemented and updated However, this subject exposes a lot of challenges to both students and teaching staff The traditional curricula of foreign majors lay a particular emphasis on linguistic knowledge and academic training, without constant updating and with old-fashioned ideals separate from the demand of employment market Teaching content and methodology also lacks constant innovation and new conceptualization which is responsible for the insufficient education of translation and interpreting professionals And one of the defects faced by students in interpreting class is that they find it difficult to remember the information content and thus, the necessity of having a good memory capacity is extremely indispensable Uncovering the mystery of the brain and memory mechanisms will help us to understand the cognitive and psychological processing of linguistic information Exploring the importance of memory, especially short – term memory will help train interpreters This will create more high-quality interpreters to bridge peoples The success of an interpreter is partly decided by memory capacity Lack of mnemonic capacities may prevent people from getting access to sources of information quickly and exactly If there is so much information being stored in the brain, human cannot remember allcomplicated information they have heard In such cases, the role of short-term memory is amplified to stimulate the use of memory Taking advantages of short-term memory will help interpreters catch the speaker‘s messages effectively and quickly ―Inability to store a certain amount of information for a short time leads the interpreter to inaccurately turn the sources storing into another language‖ (Caroll, 2005) Therefore, the urgent issue today is how and what teachers and students should to make the best use of short-term memory to enhance language learning It can be said that, good short-term memory is considered the first quality all translation and interpreting students need to have to become professional interpreters in the future Used to be a translation and interpreting major student at Hue College of Foreign Language in the past years, I encountered difficulty and challenges in learning interpreting Therefore, through this research entitled “A Pilot Study on the Use of Short-Term Memory for the Third Year Interpretation Study at Hue University College of Foreign Languages”, I strongly desire to help students of English Department deal with mnemonic problems and find out more useful techniques to activate short-term memory in the process of interpreting 1.2 Aims of the Study The main aim of this thesis is to examine students‘ perception about using shot-term memory, help students understand the important role of short-term memory for interpreting study and find out a number of techniques for improving a better STM for third-year students at Hue University, College of Foreign Languages Furthermore, this thesis is carried out to present the students of English Department the most practical implications of using short-term memory in support of effective interpreting Thanks to the findings from this research, it is hoped that the EFL third-year students can continually improve themselves to be proficient interpreters in the future 1.3 Research Questions This research tries to answer the following questions: What is the reality of using short-term memory in interpreting classes at HUCFL? What are difficulties and challenges faced by teachers and the third-year EFL students of HUCFL in terms of using STM for interpretation? What are the ways to help the third-year students effectively use short-term memory in their interpreting process? What is the students‘ evaluation on the effects of using STM? 1.4 Scope of the Study This paper is carried out at Hue University, College of Foreign Language The subjects of the study are the EFL third year‘s students of interpreting class Besides, teachers of translation and interpreting division from this college also participate in the study This paper only focuses on investigating how the third year students use shortterm memory and the way to help them effectively get access to short-term memory in their interpreting process 1.5 Organization of the Study This paper is divided into five main chapters as follows: Chapter 1: Introduction provided the background, aims, objectives, research questions as well as organization of the study Chapter 2: Literature Review and Theoretical Background presented the definitions of key terms, integral concepts, involved matters and previous studies related to this topic Chapter 3: This chapter was concerned with Methodology and Procedures; the issues such as research method, subjects – the population that the study focuses on, procedures of the research and instruments for data collection, how data was analyzed as well as explanations for the researcher‘ employment of those instruments in the research were also discussed Chapter 4: Findings and Discussion concentrated mainly on what has been collected from students‘ tests, questionnaire, interviews and class observations to answer the four research questions, and then a discussion was conducted based on the data collected in the study Chapter 5: Conclusion and Implications presented a brief summary of the study, achievements that researchers have accomplished, limitations that need improving, implications of the study results and suggestions for further researches 10 restaurants and 22 sit-down restaurants What about entertainment? Mall of America has nightclubs and a 14-screen movie theatre You can see fish in a aquarium or play miniature golf Mall of America also has the world‘s largest amusement park inside a building- CampSnoopy  The speaker provided lists of place, the listeners can use short-term memory to rearrange the figures and categorize them in sequence adequately  Stores:………………………………… …………………………  Restaurants:………………………………………… ……….…  Places of entertainment:……………………………………… … Activity 6: Shadow Exercise Shadowing is considered as a method of training simultaneous interpreters in terms of listening concentration and short-term memory China is Okay Tape: Concern is growing that China‘s economy could be headed for a hard landing The Chinese stock market has fallen 20% over the past year, to levels last seen in 2009 Interpreter: Concern is growing that China‘s economy could be headed for a hard landing… Tape: Continued softness in recent data – from purchasing managers‘ sentiment and industrial output to… Interpreter: The Chinese stock market has fallen 20% over the past year, to levels last seen in 2009… Tape: retail sales and exports – has heightened the anxiety… Interpreter: Continued softness in recent data – from purchasing managers‘ sentiment and industrial output to …… Tape: Long the global economy‘s most powerful engine, China, many now fear, is running out of fuel … Interpreter: to retail sales and exports – has heightened the anxiety… (Visual short-term memory improvement) Activity 1: Look and response The teacher asks students to have a quick look for three seconds at the picture and then say the objects they see in the picture Aims: - to check students‘ memory ability - to ask students to list as many things as possible Short Term Memory Test - Pictures Here are the items  Listing name of the objects: house, clock, telephone, kite, scissors, hammer, plane, cake, vase, globe, computer, apple, guitar, light bulb, swivel chair The objects will be gradually increased in number and complexity of word meaning Activity 2: imagination training The teacher will make a speech describing the scene in the mountain Students imagine in their mind the scene where the events happen After finishing, students are asked to try to remember the details appear in the speech and describe again Aims: - to use visual image strategy to remember the information Listen and use your visual imagination to remember the speech High up in the mountains You are very relaxed and are ready to think about being high up in the mountains You are sitting under a huge pine tree and leaning against the trunk of the tree It is very peaceful and quiet where you are You can smell the earth, the sweet with the odour of the forlorn pine needles There are other pine trees around you and they smell sharp and sweet As you relax there you can see the bright blue sky with fluffy white clouds floating slowly across the blue The sun is shining and the clouds cast a shadow on the mountain tops far away on the horizon The mountains are beautiful And there are spots of shiny snow on the peaks It is very clear up there and you can see many pine trees and other mountain peaks with snow on the tops You are very relaxed, calm and quiet as you smell the pines and watch the clouds float by and see the purple mountain peaks so far away You can hear the buzzing of the bees and flies Amountain bird is calling high up in the trees You can hear the soft switch off the pine needles as the breeze blows gently through the pine branches It is peaceful and comfortable where you are You decide to get up and take a walk to the grasses and bright little mountain flowers You look down and see that the grasses cover your shoes as you continue walking You are the only person up there in the mountain Activity Procedure:- Ask students to read the passage the first time Rewrite the new discoveries of Rodale Institute in Pennsylvania Ask students to read the second time - List name of each kind of fruits and vegetables that need little or much sun - Check how much they can remember Aims: - ask students categorize types of information VOA SPECIAL ENGLISH AGRICULTURAL REPORT Farmers often feel they need a lot of sunshine to produce good crop The Rodale Institute in Pennsylvania, however, says lots of vegetables grow well without much sun The research center published a report about this subject a few years ago in its magazine Organic Gardening The report said many different kinds of foods from blue-berries to bean can be grown in the shade Some vegetables need a lot of sun a vegetable cop expert at the University of Maine advised putting these vegetables where they can get from eight to ten hours of sunlight a day Tomatoes, melons, squash and peppers are among those that need the most sun Plants that produce root crops, such as carrots and beets, need from sex to eight hours of sunlight every day But leafy vegetables, such as lettuce and spinach, need only six hours of sunlight a day The Rodale Institute says a garden should be planned carefully, especially if you grow different kinds of foods For example, rows of vegetables should be planned in an east-west direction That way, as the sun passes overhead, all the plants will receive an equal amount of light This is especially important when the plants grow to different heights Nut trees such as filbert, hazelnut and yellow horn produce well with only sun in the morning Some fruits also well without a lot of sunlight In the United States, blueberries, raspberries, and several of pears need only a little sun each day In Asia, the hardy kiwi grows well in the shade Many herbs also grow well without much sun Mint plants, for example, grow well in the shade So sage, dill, oregano, borage, chamomile and several kinds of thyme The owner of a garden seed company warned against removing shade trees He cut down all his shade trees to provide more sun for his crop But then he had to protect his summer lettuce from the heat of the sun by hanging a piece of cloth to provide shade Instead of cutting trees, he suggested putting plants that need a lot of sunlight, such as tomatoes, in containers That way they can be moved as the sun moved Internet users can learn more about the Rodale Institute at rodaleinstitute,org (VOA Special English Week 163, Episode 1012 Date: 01-11-2005)  After reading the first time, students are required to write down the new discoveries of Rodale of Institute  Lots of vegetables grow well without much sun - a garden should be planned carefully, especially if you grow different kinds of foods  Students read one more time and list name of each type of fruit and vegetables which: Listing name of fruits and vegetables Need much sun - tomatoes, melons, squash and peppers (much sun) - carrots and beets (6-8 hours of sunlight) - lettuce and spinach (6 hours) - filbert, hazelnut and yellow horn (sun in the morning) Need little sun -hardy kiwi, blueberries, raspberries and several kinds of pears -herbs (mint plants, sage, dill, oregano, borage, chamomile and several kinds of thyme Part 3: Exercises for training interpretation Exercise 1: A student will be invited to stand in front of the class The instructor reads loudly each of short sentences and asks him/her to interpret The anti-malnutrition for the children in Ho Chi Minh city (Cơng phịng chống suy dinh dưỡng cho trẻ em thành phố Hồ Chí Minh) Instructor: According to the estimation of World Health Organization (WHO), at present over 500 million children are suffering from malnutrition, claiming the lives of 10 millions of children every year  Student: Theo ước tính Tổ chức Y tế giới (WHO), có 500 triệu trẻ em nước phát triển bị thiếu dinh dưỡng, làm cho 10 triệu trẻ em tử vong năm I: In Vietnam, undernourished children accounts for 40-50%  Ở Việt Nam trẻ suy dinh dưỡng chiếm tỉ lệ từ 40-50% I: This long lasting malnutrition hampers the intellectual and physical development of the Vietnamese children  Tình trạng suy dinh dưỡng kéo dài lực can cho phát triển thể chất trí tuệ trẻ em Việt Nam I: It is high time to launch a social movement to improve children‘s malnutrition because ―the health of children today is the prosperity of the country in the future‖  Đã đến lúc cần phải vận động phong trào xã hội cải thiện tình trạng suy dinh dưỡng trẻ em, “sức khỏe trẻ em hơm phồn vinh đất nước ngày mai” I: Thanks to the positive measures, in 1995 the ratio of children under five suffering from malnutrition in the city decreased to 15.1%  Nhờ biện pháp tích cực, năm 1995 tỉ lệ tuổi bị suy dinh dưỡng thành phố chi 15.1% I: Malnutrition not only increases death rate among children Much more important, it leads to shortness and underweight in children and small shape in adults  Thiếu dinh dưỡng không làm tăng tỉ lệ tử vong trẻ em Thiếu dinh dưỡng, quan trọng dẫn đến tình trạng thấp bé, nhẹ cân trẻ em vóc dáng nhỏ bé người lớn I: It is time for us to have a proper assessment of this reality and soon work out effective measures; otherwise it will exert a serious influence on the future generation  Đã đến lúc phải nhìn nhận mức thực trạng sớm có biện pháp khắc phục-nếu khơng ảnh hướng nghiêm trọng đến hệ tương lai Exercise 2: The instructor will read each text about different fields, then invite student to summarize the text in a single phrase or sentence P1: On 4th March 1993 the Vietnamese government issued the instruction on privatizing state enterprises as experiment According to this instruction, the State only keeps big and important enterprises, those belonging to key branches of national economy and those related to national defense, security, infrastructure, public service and essential social welfare Besides the above enterprises, the State allows the diversification of the form of possession of enterprises including privatization of a number of current state enterprises The purpose of the privatization of a number of current state enterprises is to confirm the ownership of cadre and personnel in these enterprises On that basis, improvement of management will be conducted to increase effective operation of enterprises  A number of State enterprises in Vietnam will be privatized P2: The Mediterranean Sea is closed except for a small gap between Spain and Morocco Because of this, it is extremely vulnerable to pollution Rivers flowing into the sea from surrounding countries bring massive amounts of industrial, agricultural and human waste from factories, farms and cities Oil spilled by tankers and from port terminals adds to the pollution Still more pollutants fall from the sky as acid rain  The reasons of sea pollution P3: In Viet Nam, two men or two women often show affection in public, but affection between the sexes is not considered acceptable; however, this seems quite normal in British Vietnamese family relations are often a surprise to British people Three for four generations generally live together in one Vietnamese household, with elderly people cared for by their children and grandchildren  The Vietnamese and British cultures are different P4:The Vietnam market has been growing steadily over the last few years and we expect growth to continue According to Business Monitor International (BMI), the Vietnamese information technology (IT) market is expected to report 18 per cent growth in 2011 From January to August this year PC imports saw double-digit growth in dollar terms, but economic cooling measures are forecast to have an impact later in the year  the development of information technology in Vietnam Exercise 3: Work in group of three and make a conference Choose one of the below topics to discuss The two people will make a conversation and the last one‘s duty is to interpret the speech into the target language (you can choose any favorite topics) Exercise 4: Students work individually The instructor will read out a newspaper or magazine article Students listen and write down the key words to remember the content After finishing, the instructor will choose a student to retell what he/she has said Exercise 5: Work in pair Listen to your partner read a text (200-250 words) slowly in the native language Imagine the scene where the event happens and then use your own words to re-express Pinatubo erupts again It was like midnight at noon yesterday as Mount Pinatubo in the northern Philippines erupted for the second time A huge cloud of dust, gas and steam was thrown fifteen miles into the sky Ash and rocks fell on farms and villages up to twenty miles away from the volcano The roads were filled with thousands of peoplesome in cars, buses and lorries, others on foot They were all trying to escape from the wall of lava that was moving down the mountain towards their homes The habitants of the city of Angeles will probably have to leave their homes The city, with a population of 300,000, lies only twenty miles from the volcano The nearby American base was evaluated after the first eruption five days ago The future for the local inhabitants looks bad Thousands of homes have been destroyed The fields have been buried by several meters of ash and lava And the military base probably won’t reopen Thousands of local people are employed at the base and the local shops, bars, clubs and restaurants depend on customers from the base The effects of the volcano won’t only be felt in the Philippines Experts also believe that the Earth’s climate will be affected by the eruption Huge clouds of dust have been thrown into the atmosphere Some of the sun’s heat will be blocked by dust Temperatures and rainfall around the world will be affected for up to five years Event: Pinatubo‘s eruption Scene: -Dust, gas and steam -> thrown into the sky - Ash and lava ->fell on farms and villages - The roads -> filled with people - American base-> evaluated Result: - Homes -> destroyed - military base -> not reopened - local inhabitants -> unemployed - Earth‘s climate -> affected Exercise 6: Instructor will read a long speech Students can take note the main ideas and then interpret into the target language Brokers’ cheating In a fair market, business compete to provide products and services to buyers Competition is supposed to keep down prices.The top law enforcement official in New YorkState is investigation competition in the insurance industry In October, Attorney General Eliot Spitzer bought civil action against the biggest insurance broker in the world Mash and McLennan Companies in accused of cheating buyers These are mostly businesses, but also local government and some individuals Insurance is a guarantee against risk Insurance companies pay for losses when something bad happens There are many kind of insurance policies, such as automobile insurance,fire insurance and health insurance Brokers bring together buyers and sellers The job of insurance broker is to collect competing offers,called bids, for insurance companies Buyers then choose the best one Mister Spitzer says the Mash company direct buyers to companies from which it received special payments These are known as ‗contingent commissions.‘ Also he says the company at time requested false bids from insurance companies, to create the appearance of real competition Several large insurance companies are named, but not charged, in the action These include Ace and A.I.G., the American International group A.I.G is the world‗s largest insurance company Two officials from A.I.G and one from Ace said they are guilty of criminal charges in connection with the case Other companies are still under investigation (VOA Special English Week 151.Episole 955.SN-4) MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES  TON NU PHUONG THAO A PILOT STUDY ON THE USE OF SHORT-TERM MEMORY FOR THE THIRD - YEAR INTERPRETATION STUDY AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES MA THESIS IN EDUCATION HUE, 2012 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - TON NU PHUONG THAO A PILOT STUDY ON THE USE OF SHORT-TERM MEMORY FOR THE THIRD - YEAR INTERPRETATION STUDY AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: LUU QUY KHUONG Assoc, Prof, Dr HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ  TÔN NỮ PHƯƠNG THẢO NGHIÊN CỨU VỀ VIỆC SỬ DỤNG TRÍ NHỚ NGẮN HẠN RÈN LUYỆN KỸ NĂNG PHIÊN DỊCH CHO SINH VIÊN NĂM THỨ BA KHOA TIẾNG ANH Ở TRƯỜNG ĐẠI HỌC HUẾ, ĐẠI HỌC NGOẠI NGỮ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS LƯU QUÝ KHƯƠNG HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Ton Nu Phuong Thao 60 Acknowledgement In the process of conducting the study, I am fortunate enough to receive valuable assistance and support Firstly, I’m deeply indebted to my supervisor, Assoc Prof Dr Luu Quy Khuong from Da Nang College of Foreign Languages for his whole-hearted guidance, stimulating suggestions and sincere encouragement in all the time of research for and writing of this thesis Secondly, I’m profoundly grateful to Dr Truong Bach Le and Dr Ton Nu Nhu Huong for the excellent and valuable comments they offered for the proposal of this thesis Thirdly, I’d like to send my profound thanks to Ms Do Thi Quy Thu for applying some designed activities into interpreting course Without her help, my thesis will far from being complete Fourthly, I also would like to thank all teachers of Interpreting and Translation Division and interpreting majored students at English Department of Hue College of Foreign Languages, who carefully completed the questionnaires and sincerely provided us with necessary information for this study Last but not least, I’d like to send my warmest thanks to my family and my friends who created favorable encouragement for me to this research paper 61