DỰ đoán TRƯỚC TRONG PHIÊN DỊCH ĐỒNG THỜI CHO SINH VIÊN CHUYÊN NGÀNH BIÊN – PHIÊN DỊCH, đại học NGOẠI NGỮ, đại học QUỐC GIA hà nội

Anticipation in simultaneous interpreting has been acknowledged its importance in the improvement of simultaneous interpreting. However, there have been little to no research on the attitude and the ways that students majoring in Translation and Interpreting can apply to improve anticipation in simultaneous interpreting. As an attempt to contribute to gain more insights into anticipation in simultaneous interpreting for students, this research aims to investigate the attitude of students majoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation in simultaneous interpreting as well as the ways that they use to practice anticipation. Finally, some suggestions would also be given. These goals were achieved by a research using questionnaire and document observation. Questionnaires were delivered to all 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU. Findings from the study show that 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU have positive attitude towards anticipation in simultaneous interpreting together with the awareness of the importance of anticipation. However, they do not practice anticipation quite frequently and also encounter many difficulties during practicing. Among difficulties, the lack of studiousness, actual experiences as well as the effective way to practice anticipation in simultaneous interpreting are the most common. The study also suggests some exercises for students to practice in order to enhance predicting skills. The results of the research can help interpreting teachers refer to have suitable teaching methods, students majoring in Translation and Interpreting have suggestions for self – practice. Furthermore, it will benefit the researchers who are interested at the subject.

Anticipation in simultaneous interpreting has been acknowledged its importance

in the improvement of simultaneous interpreting However, there have been little to noresearch on the attitude and the ways that students majoring in Translation andInterpreting can apply to improve anticipation in simultaneous interpreting As anattempt to contribute to gain more insights into anticipation in simultaneousinterpreting for students, this research aims to investigate the attitude of studentsmajoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation insimultaneous interpreting as well as the ways that they use to practice anticipation.Finally, some suggestions would also be given

These goals were achieved by a research using questionnaire and documentobservation Questionnaires were delivered to all 4th year students majoring inTranslation and Interpreting, FELTE, ULIS, VNU

Findings from the study show that 4th year students majoring in Translation andInterpreting, FELTE, ULIS, VNU have positive attitude towards anticipation insimultaneous interpreting together with the awareness of the importance ofanticipation However, they do not practice anticipation quite frequently and alsoencounter many difficulties during practicing Among difficulties, the lack ofstudiousness, actual experiences as well as the effective way to practice anticipation insimultaneous interpreting are the most common The study also suggests someexercises for students to practice in order to enhance predicting skills

The results of the research can help interpreting teachers refer to have suitableteaching methods, students majoring in Translation and Interpreting have suggestionsfor self – practice Furthermore, it will benefit the researchers who are interested at thesubject

TABLE OF CONTENT

ACCEPTANCE PAGE i

ACKNOWLEDGEMENT i

ABSTRACT i

TABLE OF CONTENT i

LIST OF TABLES, FIGURES i

CHAPTER 1: INTRODUCTION 1

1.1 Statement of the problem and the rationale of the study 1

1.2 Aims and objectives of the study 1

1.3 Significance of the study 1

1.4 Scope of the study 1

1.5 The organization of the study 1

CHAPTER 2: LITERATURE REVIEW 1

2.1 Definition of translation 1

2.2 Overview of interpreting 1

2.2.1 Interpreting 1

2.2.2 Types of interpreting 1

2.2.3 Simultaneous interpreting 1

2.3 Anticipation in simultaneous interpreting 1

2.3.1 Definition of anticipation 1

2.3.2 Anticipation in simultaneous interpreting 1

2.3.3 Anticipation as an important strategy in simultaneous interpreting 1

2.3.4 Types of anticipation in simultaneous interpreting 1

2.3.5 Anticipation improvement 1

CHAPTER 3: METHODOLOGY 1

3.1 Sampling method 1

3.2 Data collection method 1

3.2.1 Data collection instruments 1

3.2.2 Data collection procedure 1

3.3 Data analysis method 1

3.3.1 Data from questionnaire 1

3.3.2 Data from document observation 1

CHAPTER 4: RESULTS AND DISCUSSION 1

4.1 Findings 1

4.2 Implication 1

4.2.1 Suggestions for students majoring in Translation and Interpreting 1

4.2.2 Suggestions for interpreting teachers 1

CHAPTER 5: CONCLUSION 1

5.1 Summary of findings 1

5.2 Limitations 1

5.3 Suggestions for further research 1

REFERENCES 1

APPENDIX 1 1

APPENDIX 2 1

APPENDIX 3 1

LIST OF TABLES, FIGURES

Figure 1 Interpreting in different spheres of social interaction 8

Figure 3 The attitude of students towards anticipation in simultaneous

Figure 6 Proportion of students practicing anticipation in class and at home 29

Table 1 Summary of the order of difficulties in anticipation in simultaneous

interpreting

31

CHAPTER 1: INTRODUCTION

This first chapter will provide the rationale, the aims and objectives, theorganization and significance of the research In addition, the research questions areaddressed to work as a guideline for the whole research

1.1 Statement of the problem and the rationale of the study

In the past, due to historical conditions of the country, the opportunities forVietnamese people to approach foreign culture and the world economy were limited aswell as restricted in some Asian and Eastern European countries Therefore,interpreters, especially English interpreters, received scant attention

Nowadays, with the rapid socioeconomic development and the integration ofVietnam into the world, the demand of cultural exchange and multifaceted cooperationamong Vietnam and other countries keeps rising More and more internationalconferences, forums, events or casual dialogues have been held in Vietnam In thiscontext, language differences become a big obstacle hindering these activities andfurthermore, the development of the country As a result, the need for interpreters,especially simultaneous interpreters with the advantage of time saving andconvenience also increases Moreover, at present, the number of students who major ininterpreting and want to improve their simultaneous interpreting has considerablyenhanced

In addition, given the fact that simultaneous interpreting is a tough job whichrequires many skills, right at the university, interpreter trainees should be equippedwith necessary competence in dealing with difficulties potentially occurring duringtheir performance Anticipation is one of these skills

The importance of anticipation has been acknowledged by many researcherslike Moser 1978, Le Ny 1978, Herbert 1952, Gile 1995, Chernov 1992, Lederer 1981,etc (as cited in Besien 1999) According to Chervov (2004, Eds.), “it was probabilityanticipation of the development of the message made by interpreter that madesimultaneous interpretation possible at all under the extreme conditions of this task”

(p.169) In other words, anticipation can help interpreters be more favorable and activewhile carrying on their work

Although having generally acknowledged, in Vietnam, anticipation insimultaneous interpreting has not attracted adequate notice Specifically, in thecurriculum of Interpreting subject at University of Languages and InternationalStudies, Vietnam National University, Hanoi, there is no time for teachinganticipation Additionally, there is almost no research on training anticipation insimultaneous interpreting for students majoring in Translation and Interpreting

Therefore, as one attempt to examine this under-researched topic, the researcherdecided to conduct a study “Anticipation in simultaneous interpreting for studentsmajoring in Translation and Interpreting, FELTE, ULIS, VNU”

1.2 Aims and objectives of the study

First of all, the research aims at identifying the attitude of 4th year studentsmajoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation insimultaneous interpreting Afterwards, the ways that they have used to practiceanticipation in simultaneous interpreting would be addressed Finally, through datacollected, the ways or techniques that the students, who major in Interpreting andTranslating, FELTE, ULIS can apply for practicing anticipation in simultaneousinterpreting would be suggested

In order to gain the objectives, the research was conducted to answer thefollowing questions:

1 What is the attitude of 4th year students majoring in Translation andinterpreting, FELTE – ULIS towards anticipation in simultaneous interpreting?

2 In what ways do 4th year students majoring in Translation and Interpreting,FELTE - ULIS practice anticipation in simultaneous interpreting?

3 What are suggestions for students to practice anticipation in simultaneousinterpreting?

1.3 Significance of the study

Overall, the research could be considerably helpful for students as well asresearchers working on related studies

As for students majoring in Translation and Interpreting, the study, oncecompleted, is expected to provide useful suggestions for students to practiceanticipation in simultaneous interpreting, and thus can improve their performance andtherefore, have better chance for their future job

As for interpreting teachers, the research will help them to identify the attitude

of their students towards anticipation in simultaneous interpreting, whether they havebeen already aware of anticipation in simultaneous interpreting, whether they havepositive attitude or not, etc In addition, the ways that students use to practiceanticipation would be explored All these data collected will help interpreting teachershave suitable teaching method and helpful suggestions for students to practiceanticipation

Besides, researchers who happen to develop an interest in this topic, couldcertainly rely on this research to find reliable and useful information for their relatedstudies in the future

1.4 Scope of the study

Although anticipation in simultaneous interrelating have been chosen to be thetarget of some studies, this paper places a stronger focus on the attitude of students andways that students, who major in Translation and Interpreting, can apply for effectiveanticipation in simultaneous interpreting

Also, it is noteworthy that the study will be restricted to 4th year studentsmajoring in Translation and Interpreting, FELTE, ULIS

1.5 The organization of the study

There are totally five chapters in the research After chapter 1, the rest willconsist of the following chapters

Chapter 2 (Literature review): provides theoretical background of the research,

including the overview of translation and interpreting in general, a closer look at

simultaneous interpreting; anticipation and the role of anticipation in simultaneousinterpreting.

Chapter 3 (Methodology): describes the sampling method, numbers and

features of participants, research instruments as well as the procedures of datacollection and analysis

Chapter 4 (Results and Discussions): answers three research questions

mentioned previously

Chapter 5 (Conclusion): summarizes the main points, states the conclusions,

admits the limitations and suggests for further studies

After Chapter 5 are the References and Appendices

CHAPTER 2: LITERATURE REVIEW2.1 Definition of translation

Through years, translation has been seen from various perspectives; as a result,there are various definitions of this term

Sokolovsky (2010) classified the definitions of translation basing on four mainperspectives, namely: translation is a process, translation is a process and a result ofthis process, translation is a skill and translation is a communication

Firstly, A Lilova, R.K Minyar – Beloruchev, Popovic, Y.P Solodub, etc arethe representatives of the view: translation is a process According to A Lilova (1985),translation is a specific oral or written activity aimed at the recreation of an oral orwritten text (utterance) existing in one language into a text in another language,accompanied by keeping the invariance of content, qualities of the original andauthor’s authenticity Sharing similar idea with Lilova, Solodub et al (2005) assertsthat translation is a creative intellectual activity, denoting the transmitting ofinformation from a source language into a target language The highlight of thisperspective is that the scholars consider translation as merely a type of activity totransfer ideas form source language to target language

In the second perspective, the scholars do not only see translation merely aprocess, a type of activity but also a result of this process In other words, translationincludes both activity and the product resulting from it As a representative of thisview, A L Semenov (as cited in Sokolovsky, 2010) defined translation as follows:

First of all, translation is the translator’s activity of transforming a message in onelanguage into a message with the same meaning in another language; secondly,translation is a result of the translation’s activity, i.e an oral or written languageutterance

(Sokolovsky, p.286)Thirdly, Sdobnikov and Petrova, Garbovsky, Latishev and so on regardtranslation from a viewpoint of “translation is a communication” According to

Latishev (as cited in Sokolovsky, 2010, p.287), “translation is a type of languagemediation, socially serving to approximate a mediated bilingual communication by

fullness, effectiveness and naturalness to a common monolingual communication” In

this perspective, scholars see the translation in a broader linguistic extent Translation

as being seen in their eyes is no longer a process or an activity, but a linguisticphenomenon Besides, they list the criteria of translation, particularly “fullness”,

“effectiveness” and “naturalness” Compared to the two previous ones, this perspective

is totally distinct

Finally, in the fourth view that translation is a skill, Peter Newmark (2001) isthe one who put forward the definition as: “Translation is a craft consisting of theattempt to replace a written message by the same massage and/or statement in anotherlanguage” (p.7) This point of view is quite similar to the two first views in the idea oftransferring ideas between languages However, the definition provided by Newmarkonly includes written message or in other words, written translation, but omits oraltranslation which is mentioned by the two first views One striking point of the fourthperspective is that translation is considered “a craft”, or it can be generalized as a kind

of art and therefore, needs skills and creativity

In general, there are many ways to define translation with various perspectiveswith certain outstanding points In this paper, the researcher decides to use the idea ofthe second perfective that translation is a process and a result of this process Asperceived by the researcher, this view is the most general as well as has a clear-cutdefinition among the four

2.2 Overview of interpreting

2.2.1 Interpreting

Interpreting or interpretation is one kind of translation and can be called “oral

translation” The definition of interpreting is diversified with a range of perspectives

One of the simplest definitions of interpreting is provided by Baker & Saldanha(2009) as “the oral translation of oral or signed discourse, as opposed to the oral

translation of written texts” (p.51) It can be seen that this definition is veryunderstandable, in which the scholars start from the definition of translation and addthe feature of oral performance to describe interpreting; however, the definitionremains one shortcoming due to the fact that it only refers to the superficialcharacteristic but the specific nature of interpreting

On the one hand, Brislin (1976) shares the same idea with Baker & Saldanha(2009) that interpreting occurs orally On the other hand, he does not include oraltranslation of written texts in interpreting; in addition, he clarifies more actions in theprocess of interpreting In his opinion, interpretation is merely one type of translationtaking place in oral communication situations, in which one person speaks in thesource language and interpreter processes this in inputs and produces output in asecond language, a third person listens to the target language version Basically, twodefinitions as stated are quite similar

One of the earliest definitions of interpreting is made by Otto Kade (1968) Inher point of view, interpreting is a form of translation in which the source languagetext is presented only once and thus cannot be reviewed or replayed; and the targetlanguage text is produced under time pressure, with little chance for correction andrevision One outstanding point in this definition is that instead of describing visualactions in the process of interpreting, Kade provides the characteristics of interpreting,which defines the most clear-cut nature to distinguish interpreting with other kinds oftranslation, namely (1) no chance to replay, (2) under time-pressure

Generally, despites many definitions of interpreting and the fact that Kade’sdefinition came to exist the earliest, the researcher considers the definition made byOtto Kade as the foundation of the study

2.2.2 Types of interpreting

There are many ways to categorize interpreting into types: basing on “distance”

vs “proximity”, “equality/solidarity” vs “non-equality/power”, “formal setting” vs

“informal setting” and direction of interpreting

In the book “Introduction Interpreting Studies”, Franz Pöchhacker (2004)

divides interpreting by (1) settings and constellations including social context andinstitutional setting and situation constellations of interaction; (2) typologicalparameters including language modality, working modes, directionality, technologyand professional status

a) Settings and constellations of interaction

- Inter-social and intra-social setting

Figure 1: Interpreting in different spheres of social interaction (Pöchhacker, 2004:14)

Law & Justice Religious services Public services

Missionary work

Scientific/Technical Cooperation

- Situation constellations of interaction

Figure 2: Conceptual spectrum of interpreting (Pöchhacker, 2004:17)

b) Typological parameters

- Language modality

+ Spoken-language interpreting+ Sign language interpreting

- Directionality

+ Retour interpreting+ Relay interpreting

- Use of technology

+ Remote interpreting+ Automatic interpreting

- Professional status

+ Professional interpreting

LIAISON/DIALOGUE CONFERENCE

Individual vs prof.

Power differential Face-to-face

dialogic Bilateral

+ Natural interpreting

- Working mode

+ Simultaneous interpreting+ Consecutive interpretingThe ways that Pöchhacker categorizes interpreting into different kinds are verydetailed with complex and specific criteria Of all the ways to categorize interpretingabove, working mode is the easiest and most common one

(Chernov, 2004, p.6)Chernov describes simultaneous interpreting as a two-way communicativeactivity, in which on one hand, the interpreter receives input and on the other hand,produces output orally under time pressure He focuses on clarifying the workingmode of interpreters as well as the difficulties that interpreters encounter during work

Besides, Franz Pöchhacker (2004) introduced a concise concept ofsimultaneous interpreting, as follows: “Simulation interpreting is often used asshorthand for spoken language interpreting with the use of simultaneous interpreting

equipment in a sound-proof booth” (p.19) This concept puts stress on the use of

technology (i.e simultaneous interpreting equipment in a sound-proof booth) insimultaneous interpretation Comparing to the prior definition provided by Chernov(2004), it has a new remark of working condition but fails to point out the maincharacteristics of simultaneous interpreting In addition, the researcher does notconsider the use of simultaneous interpreting equipment in a sound-proof booth as an

essential condition because in reality, interpreter can work directly without anytechnical assistance

Other definitions provided by Isabelle Perez (2004) and Elmira Pooyamehr(2008) share the same idea with Franz Pöchhacker in the use of supporting equipmentwhile interpreting simultaneously The two latter tends to include the workingcondition of interpreter in their explanation

According to Isabelle Perez (2004), simultaneous interpreting is the mostcommon form used for multilingual meetings and involves all floor contributionsbeing relayed by microphone to the team of interpreters who are located in soundproofbooths within the meeting room and transmit the interpretation (usually in their mothertongue) back to the delegates through receivers by headsets It is not truly a definition;however, to some extent, it expresses her viewpoint on simultaneous interpreting, inwhich assistant equipment plays an important role

Besides, Elmira Pooyamehr (2008) described the process of simultaneousinterpreting, as follows:

The simultaneous interpreter sits in a booth, listens to the speech through headphones,and interprets into microphone while listening and the users hear the interpretationthorough their headphones Interpreters have to listen to next part of speech whileinterpreting the previous one The listener hears the interpretation at the same time asthe speech is made

(Elmira Pooyamehr, 2008, p.14)Through her illustration, the image of an actual simultaneous interpretingappears lively and explicitly

To some extent, the two first definitions are able to characterize simultaneousinterpreting the most generally, especially Chernov’s with the focus on restrictedavailable time and the actions which include in simultaneous interpreting; while therest considers simultaneous interpreting in specific circumstances with the support ofequipment However, these two latter remain some shortcomings since being unable

to generalize the term universally Overall, the shared point of these four is that thesimultaneous interpreter has to interpret at the same time as the speaker makesutterance, which can be regarded as the most prominent trait of simultaneousinterpreting.

2.3 Anticipation in simultaneous interpreting

2.3.1 Definition of anticipation

A variety of definitions of anticipation or probability anticipation has beenmade with a range of ideas In a very general sense, anticipation is described in OxfordLearner’s Pocket Dictionary (2011) as the noun form of “see what might happen in thefuture and take action” (p.16) Seeber (2001) sees it in the context of everyday life as

“the prediction of an event, much like the weather forecast we watch on televisionevery day” (p.61)

More specifically, in 1977, Freigenberg and Zhuravlev (as cited in Chernov2004) describes probability anticipation as follows:

Past experience and the current situation supply grounds for hypotheses aboutforthcoming developments, a certain probability being ascribed to each of the latter Inaccordance with such a prognosis the subject is set, or prepared, for such actions in theforthcoming situation that would help attain a certain objective with the highestprobability

(Freigenberg & Zhuravlev, Chernov, 2004, p.92)These above definitions are in general sense, which provide the ground for thedevelopment of the concept of anticipation in specific field

2.3.2 Anticipation in simultaneous interpreting

Lederer (1981) states that anticipation in simultaneous interpreting hastraditionally been taken to be the instance in which the interpreter is able to concludethe message he or she is interpreting before the speaker has terminated

To some extent, this definition is similar to one provided by Besien (1999).According to his opinion, anticipation is:

The simultaneous interpreter’s production of a constituent in the target languagebefore the speaker has uttered the corresponding constituent in the source language It

is result of hypothesizing on the content of the speaker’s utterance before it has beenfinished

(Besien, 1999, p.250)

In the late 1980s, Nancy Schweda-Nicholson (1987) addressed anticipation ininterpreting field as the previous knowledge of the field or topic, and previousknowledge of what will be presented that enable the interpreter to select the most

salient units of meaning, also geared to the background knowledge of the audience

Compare to the definition provided by Nancy Schweda-Nicholson, on onehand, the two former are able to point out the most noticeable characteristic ofanticipation in interpreting, that is the interpreter is totally able to produce thetranslation even before the speaker states the sentence in source language On the otherhand, one highlight point in Schweda-Nicholson’s definition is that she mentions thebackground knowledge of the audience as a principle to make a proper interpreting

In the paper, the research decides to use definition provided by Besien (1999) asthe foundation for all related issues hereafter

2.3.3 Anticipation as an important strategy in simultaneous interpreting

For decades, the importance of anticipation in simultaneous interpreting isacknowledged by many researchers majoring in translation studies

Simultaneous interpreting is considered a highly challenging task whichrequires both proficiency of the source and target languages and employment of anumber of techniques and strategies, among which anticipation is considered one ofgreat significance and an important factor contributing to the success of interpreting

Chen (2010) confirms that a good simultaneous interpreter should know how topredict what the speaker would say next with his own language ability, knowledge andexperience, which can save a lot of time and energy, thus following the speech of thespeaker

In September, 2012, in Anticipation in Simultaneous Interpreting Yoann

Rostaing stated that “Anticipation in simultaneous interpreting is especially commonbetween languages in which the normal word order is not the same” (p.1) Forexample, due to the different order of verb, subject and object among languages, theinterpreter has to wait until the end of speaker’s utterance to fully understand the ideaand produce in target language This situation may create frequent pauses interruptingsentence into chunks, which makes the audience feel uneasy Thanks to anticipation,

“the interpreter makes a hypothesis […] which enables him or her to postpone statingthe verb which comes at the end of the sentence” (Rostaing, 2012, p.1)

Besides, in the book Inference and anticipation in simultaneous interpreting –

A probability-prediction model, Chervov (2004, Eds.) postulated that it was

probability anticipation of the development of the message made by interpreter thatmade simultaneous interpretation possible at all under the extreme conditions of thistask

Sharing the similar idea, according to Seleskovitch (1984), anticipation allowsthe interpreter to decode incoming messages early by taking advantage of the linguisticand semantic redundancy of the text

More to the point, in a comprehensive catalogues of simultaneous interpretingstrategies which presents strategies that she considered of great importance forsimultaneous interpreting, Kalina (as cited in Liontou, 2012) regards anticipation asone of four strategies (together with preparation, inference and chunking) to enhancecomprehension

Liontou (2012) reconfirms the vital role of anticipation in simultaneousinterpreting She stated that “anticipation is rather a language – specific strategy,employed to assist the interpreter out of the plight imposed by language dissimilarities(Liontou, 2012, p.51)

In general, the importance of anticipation has been recognized by manyresearchers in various studies Definitely, anticipation is a strategy which helpsinterpreters to reduce pitfalls during actual work, which facilitates their interpreting

2.3.4 Types of anticipation in simultaneous interpreting

Depending on differences relating to the production of anticipation, differenttypes of anticipation have been distinguished

Lederer (1978) recognizes “anticipations based on language prediction” and

“anticipations based on sense expectation” (p.331) These terms are then referred to aslinguistic anticipation and extralinguistic anticipation by many authors, e.g.: Gile

1995, Seleskovitch 1984, Wills 1978, etc

As their definition, extralinguistic anticipation is when the interpreter useshis/her situational and general knowledge Linguistic anticipation is when theinterpreter predicts the appearance of a constituent on the basis of the syntactic and/orsemantic information provided by the source language sentence In other words, theformer is tied to comprehension of sense; the latter is a consequence of the frequentuse of “fixed” collocations and linguistic formulae which can be immediately recalled

in full starting from their initial part

As regard to extralinguistic anticipation, the interpreter bases mainly on his/herbackground knowledge about the subject Take the case of increasing interest rate for

an example in economy It is expected to have information like the Central Bankdecreases money supply or increase required interest rate, etc

As regard to linguistic anticipation, if the interpreter, for example, knows theidiom “The grass is always greener on the other side” beforehand, right after he/shehears the first part of the structure, all the meaning of the massage can be caught

This way of classification is clear and practical However, it should be noticedthat it is not easy to separate clear-cut these two types due to the fact that they tend tocome and combine together as for the sake of making good production

Besides, Lederer (1981) distinguishes two types of anticipation, namely “properanticipation” and “freewheeling anticipation” (p.252) The first one is related to theinterpreter’s production comes before the speaker’s production As for the second one,

it comes more or less at the same time as the speaker’s production The key point inher distinction is the time of making anticipation: before or approximately concurrent

The researcher thinks that this way of classification remains some confusion.Since anticipation is a cognitive process, interpreter’s and speaker’s production areverbal process; therefore, they do not link tightly together Verbal and cognitiveprocesses do not necessarily happen at the same time They may happen before, after

or at the same time with other due to actual factors Thus, taking time of making oralproduction as a criterion is not reasonable Therefore, in this paper, the researcher usesthe classification in which linguistic and extralinguistic anticipation are considered

2.3.5 Anticipation improvement

Anticipation is a cognitive process that cannot be seen or touched; therefore, it

is hard to interfere it and the result will be also invisible Some might question theprobability of practicing anticipation in reality Definitely, it is a time-consuming andsophisticated process, but it does not mean practicing anticipation is impossible

There have been articles and research in the framework of cognitive change ingeneral and anticipation improvement in particular

In sports, anticipation is an important skill to win a game; therefore, coachesexploit many techniques to improve anticipation for players For example, in

Improving anticipation in Racquet Sports, Bruce Abernethy (1989) lists two sources of

information to aid anticipation Firstly, it is information available before the strokeeven commences related to the probability of the opponent hitting a particular type ofstroke Secondly, it is the information coming from postural cues giving off by theopposing player during their stroke preparation This information will help the player

to raise the probability of anticipation

Academically, David Gatsos (n.d.) in the work “Maximizing Cognitive Change: defining development language leading to best practices for peer education”

quotes two theories: Change in cognitive development theory and Change in personalepistemology development theory In the former theory, Danner (as cited in Gatsos,n.d.) put forward the idea that:

[…] once a person acquires a new mental skill or reaches a new understanding of theirown development, they feel empowered and apply that skill or sense of growth tomultiple new situations As that process matures, they become ‘embedded in their ownpoint of view

(Gatsos, n.d.)

In the latter theory which centers on the nature of knowing the adherence tobeliefs about knowledge, he affirms the mind will grow or revert back to previousunderstandings throughout development In the conclusion of the article, heemphasizes the method of challenge and support throughout practicing to maximizethe development of college students

These above works are only for a narrow view of specific subject; however, itcan prove that cognitive process can be intervened and anticipation can be improvedthrough practicing

CHAPTER 3: METHODOLOGY

In this chapter, the methodology of the study will be presented This includesthe sampling, data collection method and the procedures of data collection andanalysis

3.1 Sampling method

The researcher decided to use purposive sampling in the research In the hope

of having a significant study, purposive sampling was applied to help the researchercollect the data as much accurate as possible As a result, all members of three classes

of 4th year students majoring in Translation and Interpreting, FELTE, ULIS werechosen to distribute questionnaire

4th year students were chosen because they have experienced three terms ofTranslating subject, which can provide them knowledge together with quite clearprofessional’s awareness that 3rd year students who have studied one term ofinterpreting do not surely have Moreover, 3rd year mostly students learn consecutiveinterpreting, but not simultaneous interpreting 4th year students have step-by-stepapproached simultaneous interpreting, at least in class

Questionnaire was designed to find out their attitude as well as their ways topractice anticipation in simultaneous interpreting, particularly, to answer the researchquestion 1 and 2 Due to the current situation and the convenience of students, 48questionnaires were delivered via email

For question 3, to suggest effective and practical ways for students to practiceanticipation in simultaneous interpreting, the researcher decided to use documentobservation It means that all the available data from books or articles relating to thesubject would be exploited Actually, because time for simultaneous interpreting islittle in interpreting training curriculum; therefore, it is also hard for interpretingteachers to suggest comprehensive ways to practice anticipation in simultaneousinterpreting for students Therefore, the researcher believes that exploiting data is thebest way to find desired information

3.2 Data collection method

The researcher planned to make an attempt to answer the research questionsfrom quantitative and qualitative approaches This way facilitated the research inmodel the results as well as make the most use of available data collected

A combination of two data collection instruments including questionnaire anddocument observation was employed

3.2.1 Data collection instruments

The researcher decided to use two research instruments, particularlyquestionnaire and document observation

According to Gillham (2000), thanks to questionnaire, one person can collect ahuge amount of information; furthermore, if the questionnaire is well constructed,processing the data can also be fast and relatively straightforward The researcherhighly appreciates these benefits and decided use questionnaire in the paper

By questionnaire, the study accomplished its first target of identifying theattitude of 4th year students majoring in Translation and Interpreting towardsanticipation in simultaneous interpreting In addition, the actual ways that they use topractice anticipation in simultaneous interpreting were also found out Thequestionnaire was designed with some open-ended questions to fully employ students’opinions that the researcher failed to predict in the design

As stated above, the purpose of this paper is to address the suggestions topractice anticipation in simultaneous interpreting for students Therefore, in the hope

of utilizing theories and finding suitable suggestions for students in the context ofVietnam, document observation was conducted with works relating translation,interpreting and anticipation in simultaneous interpreting which were written byexperts

3.2.2 Data collection procedure

3.2.2.1 Data from instrument 1 - Questionnaire

Step 1: Piloting the data

Piloting is very important in order to have effective questionnaire and canexploit as much information as possible

The first version of the questionnaire was piloted on a randomly selected group

of students and sent to the supervisor for comments Their feedback and suggestion onthe questions were carefully considered

Step 2: Design the questionnaire

Basing on the literature review and piloting, a list of questions was carefullyworded to make sure that some certain purposes were served effectively by theinformation collected Some open-ended questions were included in the design.Finally, the questionnaire was designed to be standard and friendly for readers

Step 3: Inform and deliver the participants about the questionnaire

The email addresses and phone numbers of all 4th year students were collectedthrough class monitors and other resources Firstly, a text message was sent to eachpotential participant to offer their help in the research After receiving their approvaland email addresses, a mail which attaches soft questionnaire was sent to eachparticipant to inform about the purposes, significance and the content of the study aswell as the questionnaire The confidentiality of the information given together withthe participant’s anonymity were be guaranteed Sincere thanks were also included atthe end of each text message, mail and questionnaire

Step 4: Receive answers from participants.

Answers were received through emails To ensure receiving answer on time, theresearchers sent email or text to remind participants

3.2.2.2 Data from instrument 2 - Document observation

Basing on literature review, the researcher sought for topic-related works toobtain necessary data via various sources such as library, internet, etc

3.3 Data analysis method

3.3.1 Data from questionnaire

As there were two types of questions, closed-ended questions and open-endedquestions; therefore, responses from these two kinds of questioned were processeddifferently Content analysis was applied for responses from open-ended questionsand, statistical analysis for responses from close-ended questions

*Responses from close-ended questions:

Step 1: Sort out the data

The data was grouped together by each item and each section

Step 2: Calculate the data

Data was calculated to find out the frequency distribution, the percentage, etc

Step 3: Make an overview of data collected

In group, all the statistic in step 2 was put together to make a full picture ofparticipants’ ideas and find out the central tendency Anything outstanding and specialwas also pointed out

*Responses from open-ended questions:

Content analysis method was applied for the data collected

Step 1: Record the data

All answers were recorded in each section and each question

Step 2: Sort out the data

From qualitative approach, the researcher classified the data into groups withsimilar ideas in each section and each question

Step 3: Evaluate the data

In group, all ideas in step 2 were put together to make a full picture ofparticipants’ ideas and find out the central tendency Anything outstanding and specialwas also pointed out.

3.3.2 Data from document observation

Data from document observation is carefully studied to find out useful andsuitable ways in the context of students majoring in Translation and Interpreting inVietnam

CHAPTER 4: RESULTS AND DISCUSSION

The fourth chapter concentrates on the presentation, interpretation anddiscussion of the data In the first part of the chapter, information from thequestionnaires, document observation and interview will be analyzed to put addressthe research questions Finally, implications will be drawn out as useful suggestionsfor students majoring in Translation and Interpreting to have better interpretingperformance thanks to anticipation

Section 1 of the questionnaire is used to answer this research question In thissection, the researcher asks the participants’ ideas through 8 items about the possibility

to anticipate in simultaneous interpreting, the importance of anticipation simultaneousinterpreting In addition, their view about practicing anticipation and teachinganticipation in simultaneous interpreting are also exposed

Among 42 received questionnaires, 37 participants (88.1%) have anticipated insimultaneous interpreting before

For ones who admitted that they have never anticipated in simultaneousinterpreting, there are some reasons explaining for their choice The fear of makingwrong anticipation, the unawareness of anticipation and the lack of reliable ways topractice anticipation are potential reasons However, it is time pressure that waschosen most frequently by students Actually, the fact is not surprised As for studentswho generally have little experience as well as limited linguistic competence, listeningand comprehending 100% the speech are likely beyond their ability That is why they