Problems encountered by english majors in a consecutive interpreting course a study at the faculty of english linguistics and literature university of social sciences and humanities, ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - NGUYEN TRONG QUANG PROBLEMS ENCOUNTERED BY ENGLISH MAJORS IN A CONSECUTIVE INTERPRETING COURSE: A STUDY AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, HO CHI MINH CITY Major : English Language Course code: 60220201 HO CHI MINH CITY, JUNE 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - PROBLEMS ENCOUNTERED BY ENGLISH MAJORS IN A CONSECUTIVE INTERPRETING COURSE: A STUDY AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, HO CHI MINH CITY Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 60220201 By NGUYEN TRONG QUANG Supervised by NGUYEN THI KIEU THU, Ph.D HO CHI MINH CITY, JUNE 2020 The thesis entitled ‘Problems Encountered by English Majors in a Consecutive Interpreting Course: A Study at the Faculty of English Linguistics and Humanities University of Social Sciences and Humanities, Ho Chi Minh City’ was successfully defended and approved on 19th June 2020 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor : Ms Nguyen Thi Kieu Thu, Ph.D Examination Committee Mr Nguyen Tien Hung, Ph.D Chair Ms Nguyen Thi Nhu Ngọc Reader Mr Nguyen Dang Nguyen Reader Ms Duong My Tham Member Mr Le Van Tuyen Member, Secretary On behalf of the Examination Committee Chair Nguyen Tien Hung, Ph.D HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, May 2020 MASTER’S THESIS REPORT Student name: Nguyen Trong Quang Sex : Male Date of birth: the 1st January 1971 Place of birth : Ho Chi Minh city Major: English Language Student code: 1741900081 I- Thesis title: Problems Encountered by English Majors in a Consecutive Interpreting Course: A Study at the Faculty of English Linguistics and Literature - University of Social Sciences and Humanities, Ho Chi Minh City II- Objectives and contents: Objective This research focuses on investigating problems that are encountered by English majors in a consecutive interpreting course at the Faculty of English Linguistics & Literature - University of Social Sciences and Humanities, Ho Chi Minh City Content The study combines the mixed approaches in data collection and analysis including the questionnaire to survey 157 students of the Faculty of English Linguistics and Literature in the academic year of 2019 and class observations of students’ interpreting practice Data obtained from the survey was analyzed by SPSS and shown in tables Additionally the data collected from the observations is also conducted by means of content analysis and error analysis to further explore and probe common problems of students when they interpreting as well as the relationship between their perceptions about interpreting problems and their interpreting performance III- Starting date : 20/03/2019 IV- Completing date : 02/05/2020 V- Academic supervisor : Nguyen Thi Kieu Thu, Ph.D ACADEMIC SUPERVISOR (full name, signature) Dr Nguyen Thi Kieu Thu FACULTY DEAN (full name, signature) Dr Nguyen Thi Kieu Thu CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: PROBLEMS ENCOUNTERED BY ENGLISH MAJORS IN A CONSECUTIVE INTERPRETING COURSE: A STUDY AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE - UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES, HO CHI MINH CITY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, June 2020 NGUYEN TRONG QUANG i RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN TRONG QUANG, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, June 2020 NGUYEN TRONG QUANG ii ACKNOWLEDGEMENTS First of all, may I express my heartfelt gratitude to Dr Nguyen Thi Kieu Thu, who has offered me myriads of insightful recommendations and helpful instructions on my research Indeed, I could not complete the thesis without her timely encouragement and valuable advice Her wise guidelines and recommended references have significantly assisted me in discovering fruitful ideas as well as oriented me in conducting the thesis I am sincerely grateful to the teachers in charge of interpreting classes of the Faculty of Linguistics and Literature in the University of Social Sciences and Humanities (USSH) for their generous assistance in allowing me to administer the questionnaire in their classes and also helping me deliver and collect the questionnaires Especially, I would like to express my gratefulness to Dr Nguyen Dang Nguyen, who has kindly supported me in assessment and recommendation of error analysis in respect of students’ interpreting performance in this study Furthermore, I would also like to show my honest thanks to the leaders of the Faculty of the English Language of HUTECH, the Faculty of English Linguistic and Literature of USSH, who created the opportunity and supported my thesis work I also extend my thanks to all of the students from the classes of Interpreting in the academic year 2019 for their kind cooperation and contribution to my research Last of all, I highly appreciate the warm-hearted encouragement and non-stop inspiration offered by my beloved family members who have been always with me when I was conducting this thesis iii ABSTRACT This research focuses on investigating the problems confronted by English majors of the Faculty of English Linguistics and Literature (FE) at the University of Social Sciences and Humanities, Ho Chi Minh city (USSH-HCM) when they practice consecutive interpreting in class To clarify the learners’ difficulties, the study attempts to answer two research questions: (1) How the English majors perceive problems they encounter in interpreting practice? (2) What are common problems these students encounter when doing consecutive interpreting in class? The study used the mixed approaches in data collection and analysis including the questionnaire to survey 157 students of the EF, USSH-HCM in 2019 and class observations of students’ interpreting practice, from which data collected was conducted by means of error analysis to further explore common errors of students when they practise interpreting and the relationship between their perceptions of interpreting problems and their real interpreting performance The results of the study revealed students confronted several problems when doing interpreting These problems are: 1) problems in interpreting skills namely listening, memorizing, note-taking and reexpressing 2) content problems including completeness and accuracy of the meaning, 3) linguistic problems in terms of vocabulary, grammar and pronunciation, 4) other problems in cultural and psychological domains The findings also disclosed that listening and memorizing, the content-related problem, the linguistic problem in lexical aspect and the cultural problem are the top challenges to the students when they interpreting Furthermore, content-related errors happen the most frequently, particularly omissions Lexical errors come to the second rank in terms of frequent occurrence The outcomes of the study provide helpful backgrounds to students and instructors to have suitable changes and updated solutions to their learning and teaching of interpreting (281 words) Keywords: problems, errors, consecutive interpreting, English majors, perception, interpreting practice iv TABLE OF CONTENTS Page Certificate of originality i Retention and use of the thesis .ii Acknowledgements iii Abstract iv Table of contents v List of abbreviations x List of tables xi List of figures xiii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 The translation theory and pedagogical translation theory v CHAPTER CONCLUSION AND IMPLICATIONS 5.1 Summary of the main findings of the thesis This research investigates the problems confronted by English-majored students of the Second degree and In-service section at EF- USSH in their perception and practice of Interpreting course based on the questionnaire in combination with observations of students’ interpreting practice in class Based on the results collected, the research uncovered the fact that students believed they met a lot of challenges in their interpreting practice They were the problems of listening comprehension; memorizing; re-expressing; content accuracy and completeness; vocabulary; grammar in V-E interpreting, cultural terms and concepts However, not many students reported that they face difficulties in grammar in E-V interpreting, note-taking, psychological factors like anxiety or lack of confidence The study also found a variety of errors made by students in interpreting practice in relations linguistic and content-based categories including lexical errors, grammatical errors, pronunciation errors, additions, omissions and distortions The findings indicate that omission was the most common errors when the students interpreting in both EV and V-E directionality Lexical errors ranked the second in high frequency of occurrence during student’s interpreting practice With the help of error analysis of error identification, classification and quantification, the study could detect common error categories and then associate them with students’ perception on their interpreting problems By means of combining the binary approach composed of subjective (students’ insights about their interpreting problems) and objective (error analysis from their practical performance) aspects, the study could inductively detect and confirm the most common problems students faced during their interpreting Firstly in the group of four interpreting skills namely listening, note-taking, memorizing and re-expressing, three of them have become the common problems to students when they interpreting Secondly, students are also frequently 84 faced with difficulties in lexical aspect when the E-V and V-E consecutive interpreting Lastly there may be a gap between students’ perception and their real problems in grammatical and phonological aspects when students practice consecutive interpreting 5.2 Implications of the research The thesis puts its targets at investigating the students’ problems in their interpreting practice based on their feedback on these problems as well as observations on their interpreting performance in practice Another purpose of the study is to provide detailed illustrations of students’ problems in consecutive interpreting and to help them learn and practice consecutive interpreting more effectively Thus, this study has significant benefits for English majored students who may become interpreters in the future Simultaneously, it is also intended to give interpreting instructors better understanding and deeper awareness of their students’ difficulties and problems in interpreting practice 5.2.1 Implications for students First of all, the research offers students better knowledge in understanding their weaknesses and difficulties in interpreting practice to help them overcome these challenges Secondly, the study reveals the fact that most of English majored students were neither equipped with enough lexical and cultural knowledge nor well trained in interpreting skills such as listening, re-expressing and especially memory techniques to undertake the interpreting successfully As a matter of fact, English majors have encountered these common problems and therefore they need to focus on improving these shortcomings Besides their improvements of necessary linguistic knowledge in both source language and target language, students should pay special attention to enhancing the techniques of listening, memorizing and re-expressing which are closely correlated to the content domain 85 5.2.2 Implications for interpreting instructors and educators The research paper is a good source of reference for interpreting and translation teachers to build up better training solutions and programs for their students The study uncovers the fact that interpreting students face more challenges in interpreting skills than in linguistic and extra-linguistic domains This leads to the need for interpreting instructors to enhance the training of interpreting skills, particularly memory skills instead of linguistic knowledge which has been traditional focus up to now in most of Vietnamese academic institutions The study results from feedback of students on interpreting problems as well as the findings of common errors made by students in their interpreting practice enable the teachers to revise and consider the effectiveness of their teaching techniques, training approaches used in the interpreting courses and to update necessary changes into their teaching materials Furthermore, this study may help the teachers and educators to be aware of what parts of the interpreting syllabus have been inadequately instructed and needed further modifications and to know what items are important to be added to the courses of teaching interpretation Therefore, the identification of common errors and problems in this research may assist interpreting instructors and educators in designing more fruitful syllabus of interpreting training 5.3 Limitations of the research In spite of the researcher’s utmost attempt to conduct the study, there have been some unavoidable limitations in this thesis paper Firstly, the study is limited in its sample size which is rather small to enable the survey of the students’ interpreting problems and consequently the findings of the study may be hardly generalized to give an overall picture of the research subject To ensure the reliable generalization of the results, the study should be conducted at some other universities with a bigger number of participants Secondly, the research lacks useful interviews to students and interpreting teachers to obtain deeper feedback on the concerned topic due to the fact that the limitation of time did not allow the researcher to hold these interviews Thirdly, the study has not deepened into the relationships between errors and other problems of students in the fields of culture and psychology 86 Some other factors such as students’ misunderstanding of questionnaire items and the requirement of independent work in error analysis between the researcher and the partner may influence on the validity of the study results 5.4 Recommendations for further research The thesis is based on an empirical study which is developed from the results of a quantitative and qualitative survey The survey is aimed at exploring student interpreters’ awareness of English – Vietnamese consecutive interpreting as well as their personal opinions of difficulties in learning this subject Its findings can be very helpful in conducting a qualitative survey for further study of students’ difficulties and problems in their doing interpreting in the cultural and psychological fields In order to gain the whole picture of students’ problems in the practice of interpreting, there needs to be deeper research on cultural errors and other variables in relation to extra-linguistic domains Also due to the limited time, the video recordings could have been visually analyzed for detecting psychological problems encountered by students during their practice and therefore, further research in the future should make use of the instrument of observation to explore further about interpreting performance of students in their note-taking, public speaking and so on 87 REFERENCES Adams, C (2002) What is a B language? 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