The effects of using mock conferences to teach interpretation skills to the 4th year cadets of the English department at military science academy

Mock conference has been documented as an effective way to prepare interpreters for future professional careers in many institutions. In Vietnam; however, its effectiveness remains inconclusive as research on this activity has been rarely reported.

v LANGUAGE TEACHING METHODOLOGY THE EFFECTS OF USING MOCK CONFERENCES TO TEACH INTERPRETATION SKILLS TO THE 4TH YEAR CADETS OF THE ENGLISH DEPARTMENT AT MILITARY SCIENCE ACADEMY TRAN LE DUYEN*, LE THI CHUYEN** * Military Science Academy,  duyenletran@gmail.com ** Military Science Academy,  chuyentuan2002@yahoo.com Received: 13/3/2019; Revised: 09/4/2019; Accepted: 28/4/2019 ABSTRACT Mock conference has been documented as an effective way to prepare interpreters for future professional careers in many institutions In Vietnam; however, its effectiveness remains inconclusive as research on this activity has been rarely reported Hence, this study presents the findings of effects of applying this activity to teaching interpretation skills to the fourthyear cadets of the English Department at Military Science Academy An action research was conducted in one intact group at Military Science Academy via deploying three main instruments Similarly, the effect of using the model was measured by statistical data Thus, the effect of the mock conference on the cadets’ performance could be triple-checked The findings revealed that the new activity did improve cadets’ interpretation skills as it brought about seven key benefits Hence, it can be concluded that this activity may be a feasible solution to improving the quality of teaching interpretation skills to the fourth year cadets at Military Science Academy so that they can lay a good foundation for their future career as interpreters Keywords: mock conference, activity, effects, interpretation skills, apply INTRODUCTION Recent years have witnessed a shift from the trainer-centred to trainee-centred approach to training interpreters as the new approach seems to be process-oriented, contextualized, interactive, and effective (Kiraly, 2000) One of the most prevailing activities in trainee-centred approach to training interpreters is using mock conferences 14 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) since it is of highly professional and contextualized practice (Roy, 2000; Setton, 2006; Fernández and Sempere, 2010) However, the effectiveness of applying mock conferences to teaching interpretation at Military Science Academy has still been inconclusive For these reasons, there is a pressing need to examine the effectiveness of mock conferences in the context of Military Science Academy LANGUAGE TEACHING METHODOLOGY LITERATURE REVIEW A number of studies related to the implementation of the mock conference in training interpreters have been conducted in different parts of the world Some studies show positive results For instance, Setton and Dawrant (2016) reveal that conference models provide trainees with opportunities to practise in the most realistic situations Davis, Liao and Lin (2003) also release that mock conferences enhance learners’ sensitivity to communicative contexts Likewise, Herrington and Oliver (2000) and Hung and Chen (2002) unveil that mock conferences act as a situated learning activity which provides authentic contexts and enhances learnerteacher interactions as well as prepares learners with real-life working environment Moreover, thanks to the simulated conference, learners are able to be exposed to real-life situations (Jones, 1984) In addition, as Foster (2008) and Hyland (1993) put it, this activity motivates learners and scaffolds them from the classroom to the real world Besides, Ardito (1999) unseals that in interpretation training, mock conference mirrors necessary aspects of pragmatics, inter-linguistic communication and speech acts Last but not least, according to Lim (2003), this simulated conference provides trainees with real-world situations under controlled circumstances Finally, this activity facilitates learners to acquire interpreting skills better (Lee 2005) In a nutshell, mock conference has been applied in many institutions and its effectiveness has also been tested However, most of the aforementioned studies were carried out in other learning environments It would; thus, be worthwhile to examine the effectiveness of the activity in the context of Military Science Academy By doing so, can a clearer, broader and more comprehensive picture about the effectiveness of using mock conferences to teach interpretation skills to the fourth-year cadets at Military Science Academy be portrayed v RESEARCH QUESTION This study aims to investigate the research question: Are there any effects of mock conferences after they have been adopted to teach interpretation skills to the fourth-year cadets of the English Department at Military Science Academy? THE RESEARCH METHOD 4.1 The procedures of data collection The procedures of data collection were mapped out before the beginning of the first semester of the school year 2017-2018 Having fulfilled the procedure, the researcher directly taught the class by applying mock conferences throughout the 18 lessons for nearly three months Next, a survey questionnaire was administered to the group Finally, an introspective with most developed, average developed and least developed cadets was carried out, transcribed and analyzed 4.2 The background information about the two groups In the school year of 2017-2018, there was only one military class of the English department at Military Science Academy studying interpretation Therefore, the intact group was chosen for the study The total number of cadets in this class is 22 They all have the same starting points as they have fulfilled seven academic terms, including seven different modules of translation Thus, they can be assumed to have a certain threshold proficiency in translation The last term covers interpretation modules and internship 4.3 Instruments The three main instruments were used to obtain the data for the study as follows: KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 15 v LANGUAGE TEACHING METHODOLOGY Instrument one: A survey questionnaire was designed on the basis of Likert’s five scales to find out the effect of using mock conferences on cadets’ interpreting performance Instrument two: Videos of the mock conference were used as one instrument to find out internal evidence of the research Instrument three: An introspective interview was conducted to triple-check the effects of the mock conference on the cadets’ interpreting performance items These figures decode that mock conferences are of a positive learning experience This also suggests that mock conferences can be perceived as an effective learning activity as presented in the following table The result of the survey questionnaire on the effects of adopting mock conferences to teach interpretation skills can be uncovered in the following charts Chart The effects of mock conferences of items 1-6 (N=22) FINDINGS 5.1 Findings from the survey questionnaire The cadets’ ratings of mock conferences are presented in Table As can be clearly seen in the table, the percentages of cadets envisaging mock conferences as a new, captivating, worthwhile, useful and exciting learning experience are high More statistically, the proportions of the choice “totally agree” in the items 1, 2, 3, 4, and made by the cadets are 66.4, 39.8, 54.3, 75 and 65.6, respectively Moreover, 0% is the figure of all the options of “disagree” and “totally disagree” in all As indicated in the first chart, the number of the cadets choosing the answer “totally agree” Table Cadets’ ratings of mock conferences as a learning experience Questionnaire Items Totally agree Agree Quite agree Totally disagree Disagree The mock conferences I have taken part in in my interpreting lessons are new learning experiences 66.4% 24.4% 9.2% 0% 0% The mock conferences I have taken part in in my interpreting lessons are captivating learning experiences 39.8% 36.3% 23.9% 0% 0% The mock conferences I have taken part in in my interpreting lessons are worthwhile learning experiences 54.3% 26.1% 19.5% 0% 0% The mock conferences I have taken part in in my interpreting lessons are useful learning experiences 75% 16% 9% 0% 0% The mock conferences I have taken part in in my interpreting lessons are exciting learning experiences 65.6% 28.3% 6.1% 0% 0% 16 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) LANGUAGE TEACHING METHODOLOGY for the six questions concerning their motivations in applying mock conference in learning interpretation ranged from less than a half to 20 in the total of 22 cadets surveyed Similarly, the data of the cadets ticking “agree” and “quite agree” options filled the rest of all the gaps Therefore, there was no room for the options “disagree’ or “totally disagree” These figures illustrate that the cadets felt less stressful, more motivated and more absorbed in this activity In other words, thanks to mock conferences, the cadets could build up their confidence in acquiring interpretation skills From these statistics, it can be concluded that mock conferences seemed to have positive effects upon the cadets’ learning motivations As for the cadets’ acquiring interpretation skills, the findings from the survey questionnaires also unveil that mock conferences appeared to have brought about a plethora of merits The first plus is the interpretation rotation for each cadets, which is proved by the fact that the percentages of cadets’ choice of “totally agree” and “agree” for the question related to the frequency of rotating their interpreting turns in the booth were 44.9 and 40.5, respectively This can be confirmed by the findings from question 11 in which 96.3% cadets stated their preference for “totally agree” in the option “mock conferences provides opportunities for me to practise different real-life situations” Moreover, being asked if they could have their creativeness promoted when fulfilling the assigned tasks of mock conferences, 77.6% informants favored the choice “totally agree” Question asked the participants whether the conference model enriched their background knowledge in terms of both linguistics and interpretation skills 0% was the proportion of the selection of all the three scales: “quite agree”, “disagree” and “totally disagree” In contrast, 88.8% preferred the answer “totally agree” In addition, having their interpretation environment familiarized is another pivotal benefit of utilizing the mock conference Indeed, 100% informants nodded their head with v the options “totally agree”, “agree” and “quite agree”, leaving no room for the two other scales “disagree” and “totally disagree” in question 10 Besides, question 12 also uncaps one more benefit of applying mock conferences in teaching interpretation: enabling the cadets to manage their time in a scientific and rational way In short, mock conferences seemed to be beneficial to those who had applied them to acquiring interpretation skills as seen in chart Chart The effects of mock conferences of items 7-12 (N=22) The third chart also depicts the positive effects of mock conferences upon the cadets’ interpreting performance At the first glance, it can be clearly envisioned that the choices of “totally agree” and “agree” accounted for a weighty net in the overall picture of the four listed questions; whereas, the choice of the rest two scales was made by no informant Statistically, 20 out of 22 respondents picked out the choice “totally agree” and “agree” in the item stating that they performed better interpreting attainments thanks to mock conferences Furthermore, the figures for the cadets’ selection of “totally agree” for the benefits of conference model in terms of harnessing collective wisdom, enhancing interactions and bringing all the existing facilities into full play in items 14, 15 and 16 are 2, 13 and 18, correspondingly Therefore, the results of all the aforementioned questions skewed towards the vertical axis as follows KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 17 v LANGUAGE TEACHING METHODOLOGY Chart The effects of mock conferences of items 13-16 (N=22) Chart The cadets’ total scores of skills and tactics acquired from mock conferences (N=22) Chart The effects of mock conferences of items 13-16 (N=22) The promising outcomes of the application of mock conferences are also unsealed by the figures in chart Obviously, the four last questions were posed with a view to rejecting the doubt as to whether the model has long-term effects on the cadets’ career orientation The results of the questionnaire reveal that the doubt can be rejected More specifically, only one cadet picked out the option “disagree” in item 18; whereas, other items 17, 19 and 20 witnessed a high ratio of agreements among the informants when 16, 21 and 22 participants ticked “totally agree” In other words, mock conferences result in a significant difference in the cadets’ orientation for their future job as it is a context-bound activity (Chart 5) 18 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) Together with the aforementioned questionnaires, 19 other questions were designed with a view to getting an insight into their acquisition of interpreting tactics and skills necessary for their future job as what they have been instructed in their textbook Apparently, nearly all the part and parcel requirements, tactics and skills for interpreters have been trained via mock conferences As envisioned in chart 5, the cadets’ total scores for the items concerning the opportunities to train their concentration, comprehension tactics, self-reflecting performance, on-site problem solving skills, note-taking skills short-term memory, preparing real-life-oriented conferences, preventive tactics and public speaking skills were all above 100 out of 120 Moreover, mock conferences also enable them to be exposed to many other interpreting tactics and skills such as complying with professional ethics, bridging gaps between two cultures, reconstruction tactics, summarizing skills, anticipating skills, sharing attention between listening ahead and notetakings, monitoring production, simplifying skills, LANGUAGE TEACHING METHODOLOGY reformulating skills and visualizing skills when the total scores of these items are 59 minimally and 99 maximally as follows In a nutshell, from the aforementioned statistical findings of the study, it is possible to conclude that mock conferences could have positive effects on cadets’ interpretation performance and acquisition of interpretation skills 5.2 Findings from the cadets’ videos and introspective interview The research question “Are there any effects of mock conferences after they have been adopted to teach interpretation skills to the fourth-year cadets of the English Department at Military Science Academy? was fully answered when the two other angles of the study: the cadets’ videos and the introspective interview were portrayed The use of mock conferences uncapped the following benefits To begin with, mock conferences were likely to enhance the cadets’ awareness of autonomy and cooperative work for better interpretation performance as they themselves had to fulfill all the tasks In order to accomplish their assigned tasks, each group had to explore information related to the topic they had chosen from different sources Also, they had to cooperate with each other to fulfill their job in a smooth way In addition, mock conferences appeared to orientate the cadets to study in a systematic and comprehensive way Indeed, they had to make all the necessary preparations for their conferences such as nominating or electing the leader and other roles for each conference; mapping out the content outline, the scripts, the procedures and backgrounds for their conferences Moreover, they had to rehearse their tasks until all the members had mastered their roles Finally, they had to present their conference in the cabin with some unexpected interference from other groups and lecturers v Moreover, this activity seemed to create opportunities for the cadets to learn from their own weaknesses and strengths in a frank and free manner Furthermore, the new activity was likely to pave the way for the cadets to learn from their partner’s weaknesses and strengths Indeed, when fulfilling their mission, they learned from each other and internalized what they had acquired in class and delivered their speeches, discussions and negotiations The role of the teacher, hence, was to guide this “cadet-led” learning by ensuring information quality and to give them the tools to teach each other Another benefit of mock conferences revealed by the interview and videos is that this activity taught the cadets about the real-life world They had to solve problems facing their community, country, region and the world Likewise, they needed to integrate a wide range of skills and used them in simulated tasks to check their readiness to begin their career as interpreters In other words, the use of mock conference with scaffolding from peers and lecturers may have served as a lever to arm them with real-life scenarios It also served as a bridge joining classroom realism and professional realism, paved the way for them to embark into their career of interpretation Hence, they had remarkable career orientations involved in professional experiences Besides, it is possible that mock conferences could bring about cadets’ positive attitudes and motivations towards their interpretation skills Mock conferences activated their imagination and creativity which the cadets were naturally inclined to Hence, they enjoyed exploring new places, sharing common experiences with teammates and friends They also strove to conquer the highest rate of their academic attainments as this activity accounted for 25% of their total scores of their interpretation subject Furthermore, mock conferences built their leadership skills As the cadets had to take turns KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 19 v LANGUAGE TEACHING METHODOLOGY to deliver interpretation and to chair their meeting as well as to guide their group towards their goals, they themselves developed leadership skills via teamwork and negotiations Last but not least, these lessons might have enhanced mutual interactions between the lecturer and the cadets and the cadets themselves Most importantly, thanks to cadets’ reflections on the lecturer’s tasks, she/he could find out the strengths and weaknesses to adapt methodology for better lessons It would also be interesting to find out that there was a close correlation between the times the cadets’ participation in delivering interpretation during their mock conferences and their academic attainments of the interpretation subject It seemed that the more frequently they took turn in interpreting delivery, the more flying colours they got In fact, each cadet had to join at least three different mock conferences for their interpretation subject However, the group members and the roles of each member changed from time to time Of all the conferences, one was performed by two 11-member groups to take place of the mid-term test The cadets; therefore, had one week to make all necessary preparations for what they were going to do; and their turn in delivering interpretation in the booth was of parity As for the rest cadets, the number of members in each group varied as the lecturer assigned them on-the-spot They had no preparations in advance Hence, each member’s turn in delivering in interpretation in the booth was not of equality The following table illustrates the positive correlation between the figures of each group member whose turn in delivering interpretation ranged from three to eight and the mean scores of all the mock conferences they held and participated in However, applying mock conferences to their interpreting lessons seemed to be a challenging task to the cadets for many reasons First, they are fledgling trainees with limited prior contextualized 20 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) Table The correlation between the times of the cadets’ participation in delivering interpretation during their mock conferences and the mean scores of mock conferences Cadets Cadets’ turns in delivering interpretation during mock conferences Cadets’ mean scores of mock conferences C1 7.63 C2 6.38 C3 6.55 C4 4.95 C5 6.68 C6 5.48 C7 6.98 C8 7.15 C9 9.07 C10 7.80 C11 7.68 C12 6.80 C13 8.98 C14 7.50 C15 6.98 C16 8.50 C17 7.33 C18 8.55 C19 7.93 C20 6.55 C21 5.55 C22 6.85 practices Moreover, interpretation itself is a burdensome subject meanwhile the cadets had never had any chance to deliver interpretation in reality Another obstacle lies in time strain in completing their task before deadline The final worry is their limited background knowledge of the topic needed for the interpretation tasks In general, from this study, it might be concluded that mock conferences could be LANGUAGE TEACHING METHODOLOGY beneficial to the cadets within a tight schedule at the English Department of Military Science Academy DISCUSSIONS OF THE FINDINGS After the aforementioned findings have been presented, it is interesting to unveil that there exists some coincidence with many other researchers as follows First, as the cadets had been promised to get some marks as a bonus at the end of the semester, the cadets seemed to enjoy their mock conferences It is likely that when they took part in mock conferences, they tended to assume more responsibility for their learning and their set goals as mock conferences could allow them to think critically and become more pro-active, independent and self-regulated learners The findings are supported by such researchers as García-Carbonell and Watts (2010), Fernández and Sempere (2010) and Foster (2008) Moreover, there seemed to be some positive changes in the area of personal achievement orientation and reflect on learning as a process This is backed by Lee (2011) Apart from that, mock conferences were likely to be found to be dual-valued in which they could offer the opportunity for both the teacher and the cadets to enhance their mutual interactions as found in Lin, Davis and Liao (2004) More importantly, mock conferences seemed to be ideal tools for the teacher to encourage learners’ autonomy (Lin, Davis and Liao, 2004) In conclusion, the mock conference could be advantageous to the cadets in the study The effectiveness could be explained by the design of mock conferences, the context of learning and teaching as well as the purpose of the course v elaborate the benefits of using this activity in teaching interpretation skills to the fourth-year cadets of the English Department at Military Science Academy An action research was conducted on 22 fourth-year cadets at Military Science Academy Furthermore, an introspective interview was also conducted over cadets (3 most developed, average developed and leastdeveloped cadets) after the interpretation course Cadets’ interpretation videos were also used to illustrate the results of the findings Statistical data was calculated to find out the true effects of adopting mock conferences to interpretation skills The study revealed benefits of applying the mock conference to teaching interpretation skills to those cadets; namely, serving as a vehicle for enhancing cadet’s awareness of autonomy and cooperative work both inside and beyond the classroom; developing problem-solving skills; orientating cadets to study in a systematic and comprehensive way in which they could entry into their future profession; acting as a bridge where both the teacher and the cadets have opportunity of mutual interactions; raising the cadets’ learning motivation and positive attitudes towards interpretation skills, reflecting the public speaking and inter-linguistic communication skills and bridging between classroom realism and professional realism However, there should be further studies on this issue so that the generalization of these findings can be made for better outcomes References: Ardito, G (1999) The Systematic Use of Impromptu Speech in Training Interpreting cadets The Interpreters’ Newsletter 9, 177-189 CONCLUSION Davis, C., Liao, P., and Lin, J (2003) An Innovative Teaching Activity for Undergraduate Interpretation Courses: the Use of Mock Conference as a Term Project National Chiao Tung University In this study, some major issues concerning the use of mock conferences to teach interpretation skills have been taken into account in order to Fernández, C P., and Sempere, F L (2010) Shifting from Translation Competence to Translator Competence In Teaching and Testing Interpreting and Translating, edited by V Pellatt, K Griffiths, and S Wu, 131-147 Bern: Peter Lang KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 21 v LANGUAGE TEACHING METHODOLOGY Foster, A N (2008) Games and Motivation to Learn Science Journal of Interactive Learning Research 19 (4), 597-614 Kiraly, D (2000) A Social Constructivist Approach to Translator Education Manchester: St Jerome García-Carbonell, A., and Watts F (2010) The Effectiveness of Telematic Simulation in Languages for Specific Purposes In Linguistic and Didactic Aspects of Language in Business Communication, edited by T Bungarten, 1-16 Hamburg: Universität Hamburg Lee, M (2005) Benefits of Creating Actual Conference Setting in Interpretation Pedagogy Conference Interpretation and Translation (1): 99-124 González, M D (2012) Towards Situated Translation Training: Bridging Academic and Professional Approaches Training Postgraduate cadets for the Translation Profession Translation Studies Symposium, University of Auckland Herrington, J., and R Oliver (2000) An Instructional Design Framework for Authentic Learning Environments Educational Technology Research and Development 48 (3): 23-48 Lee, Y H (2011) Comparing Self-assessment and Teacher’s Assessment in Interpreter Training T&I Review 1: 87-111 Lim, H O (2003) Applying Educational Models to Teaching Interpretation Conference Interpretation and Translation (2): 149-167 Lin, J., Davis, C and Liao P (2004) The Effectiveness of Using International Mock Conference in Interpreting Courses Studies of Translation and Interpretation 9: 81-107 Hung, D., and Chen, D (2002) Two Kinds of Scaffolding Education Technology & Society (4): 148-153 Roy, C B (2000) Interpreting as a Discourse Process Oxford: Oxford University Press Hyland, K (1993) Language-learning Simulations English Teaching Forum 31 (4): 16-26 Setton, R (2006) Context in Simultaneous Interpretation Journal of Pragmatics 38 (3): 374-389 Jones, K (1984) Simulations in Language Teaching Cambridge: Cambridge University Press Setton, R., and Dawrant, A (2016) Conference Interpreting A Complete Course Benjamins Translation Library HIỆU QUẢ CỦA VIỆC ÁP DỤNG HỘI THẢO MẪU VÀO GIẢNG DẠY DỊCH NÓI CHO HỌC VIÊN NĂM THỨ KHOA TIẾNG ANH – HỌC VIỆN KHOA HỌC QUÂN SỰ TRẦN LÊ DUYẾN, LÊ THỊ CHUYÊN Tóm tắt: Hiện nay, nhiều sở đào tạo dịch thuật giới sử dụng hội thảo mẫu để đào tạo phiên dịch viên Tuy nhiên, hiệu thực hoạt động chưa kiểm chứng đầy đủ Học viện Khoa học Qn Vì lẽ đó, nghiên cứu tiến hành lớp năm thứ tư Học viện Khoa học Quân sự, thông qua ba công cụ nghiên cứu nhằm kiểm chứng hiệu hội thảo mẫu dạy mơn dịch nói Kết nghiên cứu phân tích dựa sở liệu thống kê từ câu hỏi điều tra, vấn hồi tưởng băng video quay từ hội thảo mẫu nhằm khẳng định hiệu thực phương pháp Kết nghiên cứu cho thấy, hội thảo mẫu mang lại bảy lợi ích dạy học mơn dịch nói cho học viên năm thứ tư Khoa tiếng Anh - Học viện Khoa học Quân sự, góp phần chuẩn bị hành trang cho nghề phiên dịch tương lai Từ khóa: hội thảo mẫu, biện pháp, hiệu quả, kỹ phiên dịch, áp dụng Ngày nhận bài: 13/3/2019; ngày sửa chữa: 09/4/2019; ngày duyệt đăng: 28/4/2019 22 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) LANGUAGE TEACHING METHODOLOGY v APPENDICES Survey questionnaire SURVEY QUESTIONNAIRE This survey questionnaire is designed to investigate the effects of using mock conferences to teach interpretation skills to the 4th year cadets of the English Department at Military Science Academy You are eligible for the study as you have already finished your interpretation subject Your support in fulfilling the survey will be highly appreciated You can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation I Personal information: Please cross (x) in the box that is true for you Your gender: Male Female You have been learning English for 10 years more than 10 years II The followings are the statements concerning the effects of the mock conferences you have applied in your interpretation lessons I would like you to indicate your opinion of each statement by choosing the option that is true for you Your option should be indicated by a cross (x) Numbers Questionnaire Items The mock conferences I have taken part in in my interpreting lessons are useful learning experiences The mock conferences I have taken part in in my interpreting lessons are captivating experiences The mock conferences I have taken part in in my interpreting lessons are worthwhile experiences The mock conferences I have taken part in in my interpreting lessons are beneficial experiences The mock conferences I have taken part in in my interpreting lessons are motivating experiences The mock conferences I have taken part in in my interpreting lessons create motivations for me to study my interpretation subject better The mock conferences I have taken part in in my interpreting lessons create a good learning environment for me to study my interpretation subject The mock conferences I have taken part in in my interpreting lessons create inspirations for me to study my interpretation subject better The mock conferences I have taken part in in my interpreting lessons facilitate my acquisition of the interpretation subject better 10 The mock conferences I have taken part in in my interpreting lessons build up confidence in my acquisition of the interpretation subject 11 The mock conferences I have taken part in in my interpreting lessons ease my pressures on my acquisition of the interpretation subject 12 The mock conferences I have taken part in in my interpreting lessons create more opportunities for me to take turns in delivering interpretation in the booth Totally agree Agree Quite agree Totally disagree KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) Disagree 23 v LANGUAGE TEACHING METHODOLOGY 13 The mock conferences I have taken part in in my interpreting lessons capture my creativeness in my acquisition of the interpretation subject 14 The mock conferences I have taken part in in my interpreting lessons arm me with more background knowledge and interpretation skills 15 The mock conferences I have taken part in in my interpreting lessons familiarize me with real-life interpreting situations 16 The mock conferences I have taken part in in my interpreting lessons provide me with more opportunities to be exposed to situated contexts of interpreters 17 The mock conferences I have taken part in in my interpreting lessons enable me to manage my time more scientifically and rationally 18 The mock conferences I have taken part in in my interpreting lessons lay a good foundation for me to earn higher academic attainments in the interpretation subject 19 The mock conferences I have taken part in in my interpreting lessons harness my collective wisdom in acquiring the interpretation subject 20 The mock conferences I have taken part in in my interpreting lessons create more opportunities for me to interact with my group members in my acquisition of the interpretation subject 21 The mock conferences I have taken part in in my interpreting lessons create more opportunities for me to bring all the existing facilities and resources into full play in my acquisition of the interpretation subject 22 The mock conferences I have taken part in in my interpreting lessons maximize my pro-activeness in training interpretation skills 23 The mock conferences I have taken part in in my interpreting lessons make full use of my free time in acquiring the interpretation subject 24 The mock conferences I have taken part in in my interpreting lessons create more room for me to train interpretation skills 25 The mock conferences I have taken part in in my interpreting lessons equip me with a good job-orientation for my future career as an interpreter 26 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train my visualizing skills 27 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train reformulating skills 28 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train simplifying skills 29 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to monitor production 30 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to share attention between listening ahead and note-taking 31 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train anticipating skills 32 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train summarizing skills 33 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train reconstruction tactics 34 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to bridge the gaps between two cultures 35 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to comply with professional ethics 36 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train comprehension tactics 37 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train my self-reflecting performance 24 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) LANGUAGE TEACHING METHODOLOGY v 38 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train on-site problem solving skills 39 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train note-taking skills 40 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train short-term memory 41 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to prepare real-life-oriented conferences 42 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train preventive tactics 43 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train public speaking skills 44 The mock conferences I have taken part in in my interpreting lessons create opportunities for me to train concentration Thank you very much for your cooperation Introspective interview THE INTROSPECTIVE INTERVIEW Câu 1: Đồng chí có suy nghĩ cần thiết việc áp dụng hội thảo mẫu học mơn dịch nói? Câu 2: So với việc tn thủ tất nội dung liên quan đến kỹ dịch giáo trình Dịch Nói, đồng chí có nhận định ưu điểm, nhược điểm việc bổ sung hội thảo mẫu việc học môn dịch nói? Câu 3: Đồng chí có hứng thú với việc tham gia buổi hội thảo mẫu khơng? Vì sao? Câu 4: Đồng chí cảm nhận phải chuẩn bị tất bước cần thiết cho hội thảo mẫu? Câu 5: Đồng chí có cảm thấy hài lòng với kết đạt sau buổi hội thảo mẫu khơng? Vì sao? Câu 6: Đồng chí có áp dụng phần lý thuyết giảng viên cung cấp vào hội thảo mẫu khơng? Nếu có kỹ nào? Câu 7: Đồng chí có nhận định lợi ích mà hội thảo mẫu mang lại q trình học mơn dịch nói? Câu 8: Đồng chí có nhận định khó khăn mà đồng chí gặp phải tham gia thực hội thảo mẫu trình học mơn dịch nói? Câu 9: Nếu đồng chí giao nhiệm vụ thực hội thảo mẫu học mơn dịch nói lần nữa, đồng chí làm để đạt hiệu cao nhất? Câu 10: Đồng chí có khuyến nghị giảng viên, nhà quản lý giáo dục phòng, khoa, ban hệ để thực tốt hoạt động hội thảo mẫu, góp phần nâng cao chất lượng học mơn dịch nói Khoa tiếng Anh? Xin trân trọng cảm ơn đồng chí trả lời vấn hồi tưởng KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 25 ... investigate the research question: Are there any effects of mock conferences after they have been adopted to teach interpretation skills to the fourth -year cadets of the English Department at Military Science. .. effects of mock conferences after they have been adopted to teach interpretation skills to the fourth -year cadets of the English Department at Military Science Academy? was fully answered when the. .. in teaching interpretation skills to the fourth -year cadets of the English Department at Military Science Academy An action research was conducted on 22 fourth -year cadets at Military Science Academy