Anticipation in simultaneous interpreting for students majoring in translation and interpreting felte ulis

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER ANTICIPATION IN SIMULTANEOUS INTERPRETING FOR STUDENTS MAJORING IN TRANSLATION AND INTERPRETING, FELTE, ULIS SUPERVISOR: NGUYEN NINH BAC, MA STUDENT: VU THI MAI NGOC YEAR OF ENROLMENT: 2009 Ha Noi, May 2013 ĐẠI HỌC QUỐC GIA HÀ NỘI ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP DỰ ĐỐN TRƯỚC TRONG PHIÊN DỊCH ĐỒNG THỜI CHO SINH VIÊN CHUYÊN NGÀNH BIÊN – PHIÊN DỊCH, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo Viên Hướng Dẫn: ThS Nguyễn Ninh Bắc Sinh Viên: Vũ Thị Mai Ngọc Khóa: 2009 HÀ NỘI - NĂM 2013 ACCEPTANCE PAGE I hereby state that I: Vũ Thị Mai Ngọc, class QH2009.F.1.E25, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the University relating to the retention and use of Bachelor‟s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date i ACKNOWLEDGEMENT This thesis has benefited greatly from the support of many people that I want to express my sincerest thanks to Initially, I would like to thank all teachers in Translation Division as a whole Right from the beginning, they have helped me a lot from the stage of choosing topic as well as throughout my process of conducting this research Mr Nguyen Ninh Bac, as the supervisor for my thesis deserves special recognition for his always highly competent suggestions and his friendly manner to instruct me to overcome difficulties occurring Ms Nguyen Cam Linh and Ms Ngo Ha Thu have had a very positive influence on me from the very beginning of my studies Although not being my supervisors and busy at work, they still took care and enthusiastically answered all my questions There was time when I had troubles and got stuck in doing the research, it was the two dedicated teachers that supported me, encouraged me to keep going I would like to thank Mr Do Minh Hoang, who has been studying abroad, for his support of materials and precious comments on my study Furthermore, I would also like to thank all my friends in Class 09E25 They have been always beside me to share both difficulties and tiredness of doing graduation paper Especially, I want to express my sincere to Ms Tran Thi Minh, who always listened to my trouble and gave precious suggestions for my thesis Last but not least, I owe profound indebtedness to my parents who always stand by me and encourage me not matter what happens ii ABSTRACT 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 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 iii TABLE OF CONTENT ACCEPTANCE PAGE i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENT iv LIST OF TABLES, FIGURES vi CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and the rationale of the study 1.2 Aims and objectives of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 The organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of translation 2.2 Overview of interpreting .6 2.2.1 Interpreting 2.2.2 Types of interpreting 2.2.3 Simultaneous interpreting 10 2.3 Anticipation in simultaneous interpreting 12 2.3.1 Definition of anticipation 12 2.3.2 Anticipation in simultaneous interpreting 12 2.3.3 Anticipation as an important strategy in simultaneous interpreting 13 2.3.4 Types of anticipation in simultaneous interpreting 15 2.3.5 Anticipation improvement 16 CHAPTER 3: METHODOLOGY .18 3.1 Sampling method 18 3.2 Data collection method .19 3.2.1 Data collection instruments 19 iv 3.2.2 Data collection procedure 20 3.3 Data analysis method 21 3.3.1 Data from questionnaire 21 3.3.2 Data from document observation 22 CHAPTER 4: RESULTS AND DISCUSSION 23 4.1 Findings .23 4.2 Implication 37 4.2.1 Suggestions for students majoring in Translation and Interpreting 37 4.2.2 Suggestions for interpreting teachers 37 CHAPTER 5: CONCLUSION 39 5.1 Summary of findings 39 5.2 Limitations 40 5.3 Suggestions for further research 41 REFERENCES 42 APPENDIX 45 APPENDIX 48 APPENDIX 49 v LIST OF TABLES, FIGURES Figure Interpreting in different spheres of social interaction Figure Conceptual spectrum of interpreting Figure The attitude of students towards anticipation in simultaneous 24 interpreting Figure The frequency of practicing anticipation in simultaneous interpreting 26 Figure Reasons for having never practiced anticipation in simultaneous 27 interpreting Figure Proportion of students practicing anticipation in class and at home 29 Figure The overall level of difficulty 33 Table Summary of the order of difficulties in anticipation in simultaneous 31 interpreting vi CHAPTER 1: INTRODUCTION This first chapter will provide the rationale, the aims and objectives, the organization and significance of the research In addition, the research questions are addressed 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 for Vietnamese people to approach foreign culture and the world economy were limited as well 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 of Vietnam into the world, the demand of cultural exchange and multifaceted cooperation among Vietnam and other countries keeps rising More and more international conferences, forums, events or casual dialogues have been held in Vietnam In this context, language differences become a big obstacle hindering these activities and furthermore, the development of the country As a result, the need for interpreters, especially simultaneous interpreters with the advantage of time saving and convenience also increases Moreover, at present, the number of students who major in interpreting and want to improve their simultaneous interpreting has considerably enhanced In addition, given the fact that simultaneous interpreting is a tough job which requires many skills, right at the university, interpreter trainees should be equipped with necessary competence in dealing with difficulties potentially occurring during their performance Anticipation is one of these skills The importance of anticipation has been acknowledged by many researchers like 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 probability anticipation of the development of the message made by interpreter that made simultaneous interpretation possible at all under the extreme conditions of this task” (p.169) In other words, anticipation can help interpreters be more favorable and active while carrying on their work Although having generally acknowledged, in Vietnam, anticipation in simultaneous interpreting has not attracted adequate notice Specifically, in the curriculum of Interpreting subject at University of Languages and International Studies, Vietnam National University, Hanoi, there is no time for teaching anticipation Additionally, there is almost no research on training anticipation in simultaneous interpreting for students majoring in Translation and Interpreting Therefore, as one attempt to examine this under-researched topic, the researcher decided to conduct a study “Anticipation in simultaneous interpreting for students majoring 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 students majoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation in simultaneous interpreting Afterwards, the ways that they have used to practice anticipation in simultaneous interpreting would be addressed Finally, through data collected, the ways or techniques that the students, who major in Interpreting and Translating, FELTE, ULIS can apply for practicing anticipation in simultaneous interpreting would be suggested In order to gain the objectives, the research was conducted to answer the following questions: What is the attitude of 4th year students majoring in Translation and interpreting, FELTE – ULIS towards anticipation in simultaneous interpreting? In what ways 4th year students majoring in Translation and Interpreting, FELTE - ULIS practice anticipation in simultaneous interpreting? What are suggestions for students to practice anticipation in simultaneous interpreting? expressions, set phrases or being able to quickly locate important words” (Rostaign, 2012, p.2) In terms of extralinguistic factors, he suggests paying attention to speaker‟s particular background, prosody (such as the speaker‟s tone, intonation, rhythm and body – language) However, be careful because “intonation does not necessarily have the same meaning depending on language” (Rostagin, 2012, p.2) These advices are useful for all interpreter trainees or students who major in translation and interpreting, especially those with ambition to improve their simultaneous interpreting skill in general and anticipation skill in particular Exercises to improve vocabulary and background knowledge can be easily found out through many resources or in daily life In this paper, the researcher does not specify them More specifically, Peter Kornakov (n.d.) suggests two kinds of exercises, namely: “clozing” and “scissors" to improve anticipation skill in simultaneous interpreting, in words he called “training predicting skill” Traditional clozing implies a printed text where every tenth word is taken out These words can be preposition, an article, a noun, a verb, an adverb or an adjective, regardless of its function within the sentence The task is to reconstruct the whole text He also notices that for teaching purposes, it may not every tenth word taken out, but any word or even part of word (especially prefixes and endings), that is considered “predictable”(Refer Samples in Appendix 2) The input can be from any source of material like a text or a radio and TV recording, etc The output may be in written or oral form This kind of exercise aims at training memory and dictations Importantly, each text should represent a different genre, which poses several problems and prevents the danger that students will memorize the text because every time the text will be perceived as “new” Then, mutilated text can be recorded on tape which presents another set of variables The speed of recording ranges from slow – average and fast Likewise, he also suggests dividing the text into units of meaning and then trying to compose meaningful sentences based on those units of meaning using the same order altering their order and observing how the links are changed 35 As for “scissor” exercise (see Sample in Appendix 3), there are three types The first one is cutting out the second half of every sentence and the task for students is finishing these sentences The second one is similar when the beginning of every sentence is cut out and then the task for students is beginning these sentences And the third type, the text will be cut into two unequal parts diagonally and the task is to reconstruct the entire text In the book “Fundamentals of Court Interpretation: Theory, Policy, and Practice”, Gonzalez et al (1992) suggest some exercises to develop ability to predict the outcome of a message based on available knowledge of the source language syntax and style and on your common sense and experience a Cover up the latter half of a sentence and try to predict what it says Try to guess from the key words in the first half b Read the title of an entire article or essay and try to predict the content Confirm or reject your conclusion as you read the article c Read the article, paragraph by paragraph, predicting what will come next Again, pick out key words that contain hints about the direction in which the author is heading d Repeat exercises a and b with oral input, having someone read the passages to you e As you increase your awareness of key words, learn to look for pitfalls that can lead you astray, such as embedded clauses and dangling participles Develop your ability to skip over those distractions and get to the heart of a sentence or passage Exercise in item a and c is similar to “scissor” exercise described above This time the author adds a recommendation about key works‟ helpfulness Exercise c once mentioned by students in received questionnaire and now it is officially considered as an activity to improve anticipation These exercises should be supplementary activities in order to accomplish the main purpose From then on, teacher or student can add more oral factors in the exercises to enhance the ability of interpreting For example, 36 as stated in item d, instead of reading, students can listening to the recordings or have someone read the passages then translate the whole sentence basing on prediction and clues provided in the first part of sentence After practicing, it is the time for reviewing the performance including the good points, mistakes and experience drawn from them as well as looking at the solutions 4.2 Implication 4.2.1 Suggestions for students majoring in Translation and Interpreting Findings of the research show that 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU are aware of the importance of anticipation in simultaneous interpreting; however, they are not fully aware of improve this skill through practicing Their matters are the lack of studiousness, specific models of practicing anticipation in simultaneous interpreting and actual experience Therefore, students majoring in Translation and Interpreting may consider the ways as well as the exercises described in the findings of question and for self – practicing in class or at home These activities are suitable for individual study as well as teamwork Students also should find their most convenient and effective activities In addition, students always have to actively enrich their background knowledge as well as constantly enhance their proficiency of using languages, both foreign one and mother tongue Finally, to broaden actual experience of simultaneous interpreting, there is no other way to regularly practice and utilize all opportunities to participate into official events that simultaneous interpreting is used Gradually, they should get used to interpreting simultaneously to gain experience There will be obstacles, but it is necessary for sharpening students‟ interpreting skills 4.2.2 Suggestions for interpreting teachers 37 Interpreting teachers should spend certain time for reminding their students about the importance of anticipation in simultaneous interpreting as well as the significance of anticipation practicing Thanks to that, students will have stronger motivation to self – improve the skill Additionally, they should spend more time, about some class hours to share their experience as well as teach students some exercises or activities that can be used to raise the effectiveness of anticipation The exercises described in the findings of research question could be a useful source 38 CHAPTER 5: CONCLUSION This chapter will summarize and evaluate the outcomes of the whole study by summing up the findings responding to three research questions, stating limitations of the study as well as providing several suggestions for further investigations on anticipation in simultaneous interpreting for students majoring in Translation and Interpreting 5.1 Summary of findings The researcher finds out that the attitude of 4th year students majoring in Translation and Interpreting, FELTE, ULIS towards anticipation is quite positive Although there are some disagreements, generally, they have been aware of actively anticipating in simultaneous interpreting as well as the importance of anticipation in simultaneous interpreting The ideas “it is possible to improve anticipation” and “it should be taught in class” are also overwhelming In addition, the majority of 4th year students have awareness of practicing anticipation at home However, the proportion of students who regularly practice anticipation in simultaneous interpreting is very low Most of them activities to improve anticipation in simultaneous interpreting occasionally Among students who have ever practiced anticipation in simultaneous interpreting, the researcher discovers a variety of ways that students use to practice anticipation, for example: basing on the title of the essay or article, basing on the structure of the speech, mind-mapping, conjunction and disjunction and so on As for suggestions to improve anticipation in simultaneous interpreting, the researcher finds out three remarkable ones, which are quite convenient to practice at home Students can self- practice or perform in group and cross check together They are also suitable for in class activity as well Firstly, it is of high importance to enhance language proficiency including: enrich vocabulary, collocation as well as get used to language variants (linguistic 39 factors) through linguistic homework and practicing Moreover, the improvement of background knowledge of all aspects of life should be given high priority Secondly, it is advisable to practice some kinds of exercise to improve predicting skill, namely: clozing exercise in which students fill in the blank of a text, and then produce utterance in full sentences; “scissor” exercise in which one part of sentence is cut out and the task of students is restructure it and then speak out Importantly, when complete these exercises, students can step further to add more oral factors and then consecutively interpret and finally simultaneous interpret Besides, basing on the title of essay or article to predict the content is also worth considering 5.2 Limitations Despite the researcher‟s considerable effort, certain limitations are unavoidable Firstly, it should be noticed that due to time limitation and current situation, the study only investigate in a small number of 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU (53 in total, and 42 participated in the research) in one year Therefore, it may lead to the overgeneralization of the results for all students Secondly, the data collected for question about the suggestions to practice anticipation in simultaneous interpreting is limited The reason is partly because there are a few researches relating the topic of the study; another reason is the limited ability of the researcher when searching and finding out useful sources Thirdly, due to the fact that simultaneous interpreting is rarely taught in class in FELTE, ULIS, VNU, it is hard for the researcher to cover all the aspects of the topic among students majoring in Translation and Interpreting Likewise, participants also not have much experience about anticipation in simultaneous interpreting as well Furthermore, it is the first time the researcher has conducted a completed study Therefore, there may be some certain subjective mistakes resulting from the lack of experience of the researcher as well as the participants 40 5.3 Suggestions for further research For further research, a study carried out with more participants, not only limited in FELTE, ULIS, VNU should be designed The sample should also be larger to have a result which is more representative for the whole population Another suggestion is that the population is only 4th year students majoring in Translation and Interpreting in FELTE, ULIS, VNU, but the research can involve 4th students in several years Certainly, this kind of research will take longer time and more effort; however, it can produce a reliable result For difficulties of students majoring in Translation and Interpreting when anticipating in simultaneous interpreting found out in this research, a research about solutions for them can be considered in the future 41 REFERENCES Abernethy, B (1989) Improving anticipation in Racquet Sports Sports Coach, 12 (4), 15-18 Baker, M & Saldanha, G (Eds.) (2009) Encyclopedia of Translation New York: Routledge Besien, F.V (1999) Anticipation in Simultaneous Interpretation Meta, 44 (2), 250259 Doi: 10.7202/004532ar Brislin, R.W (Eds.) (1976) Translation, applications and Research New York: Gardner Press Bull V (2011) Oxford Learner‟s Pocket Dictionary (4th ed.) New York: Oxford University Press Chen, Z (2010) Simultaneous Interpreting: Principles and Training Journal of Language Teaching and Research, 1(5), 714-716 Chernov, G.V (Eds.) (2004) Inference and anticipation in simultaneous interpreting – A probability-prediction model Philadelphia: John Benjamin Gatios, D.D (n.d.) Maximizing Cognitive Change: Defining developmental language leading to best practices for peer education Retrieved from http://www.uky.edu/ Gonzalez, R.D., Vasquez, V.F & Mikkelson, H (1992) Fundamentals of Court Interpretation Theory Policy and Practice Arizona: University of Arizona Kade, O (1968) Zufall und GesetzmäBigkeit in der Ṻbersetzung Leipzig: Verlag Enzyklopädie Kornakov, P.K (n.d.) Five principles and five basic skills to train conference interpreters Retrieved from http://www.brad.ac.uk/ Lederer, M (1981) La traduction simultanée, experience et théorie Paris: Lettres Modernes- Minard Lilova, A (1985) Introduction into General Theory of Translation Moscow: Visshaya Shkola 42 Liontou, K (2012) Strategies in German – to – Greek simultaneous interpreting: A Corpus – based approach Gramma: Journal of Theory and Criticism, 19, 3756 Mackintosh, J (1985) The Kintsch and van Dijk model of discourse comprehension and production applied to the interpretation process Meta, 30 (1), 37-43 doi: 10.7202/003530ar Newmark, P (2001) Approaches to Translation Shanghai: Shanghai Foreign Language Education Press Niska, H (1999) Text linguistic models for study of simultaneous interpreting Stockholm: Stockholm University Press Perez I (2004) Interpreting Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide Retrieved from http://www.llas.ac.uk/resources/gpg/316 Pöchhacker, F (2004) Introducing Interpreting Studies London/New York: Routledge Pooyamehr, E (2008) Interpretation – From Streets to UN Threshold, 2, 9-21 Rostaign, Y (2012) Anticipation in Simultaneous interpreting Retrieved from www.languageConnections.com Schweda-Nicholson, N (1987) Linguistic and Extralinguistic Aspects of Simultaneous Interpretation Applied Linguistic (2), 194-205 Seeber, K R (2001) Intonation and anticipation in simultaneous interpreting: An experiment Geneva: Université de Genève Ecole de traduction et d‟interprétation Seleskovitch, D (1978) Interpreting for International Conferences Washington, DC: Pen and Booth Seleskovitch, D (1984) Interpreter pour traduie Paris: Didier Erudition Setton, R (1999) Simultaneous interpretation, A cognitive-pragmatic analysis Amsterdam/Philadelphia: John Benjamin 43 Solodub, Y.P., Albert F.B., Kuznetsov, A.Y (2005) Theory and Practice of Literary Translation Moscow: University of Russia Sololovsky, Y.V (2010) On the Linguistic Definition of Translation Journal of Siberian Federal University Humanities & Social Sciences 2, 3, 285 – 292 Vandepitte, S (2001) Anticipation in conference Interpreting: A Cognitive Process Revista Alicantina de Estudios Ingleses, 14, 323-335 Weber W.K (Eds.) (1989) Improved ways of teaching consecutive interpretation The Theoretical and Practical Aspects of Teaching Conference Interpretation, 161166 44 APPENDIX QUESTIONNAIRE ABOUT ANTICIPATION IN SIMULTANEOUS INTERPRETING FOR STUDENTS MAJORING IN INTERPRETING AND TRANSLATION My name is Vu Thi Mai Ngoc from QH2009.F.1.E25, majoring in Interpreting and Translation, University of Languages and International Studies, Vietnam National University, Hanoi I am conducting a survey on Anticipation in Simultaneous Interpreting for Students Majoring in Interpreting and Translation, FELTE, ULIS I would like to have your help by answering the following questions This survey questionnaire is designed to ask your attitude towards anticipation in simultaneous interpreting and the ways you practice anticipation in simultaneous interpreting Your assistance in responding to the following questions is highly appreciated All information provided will be strictly confidential Please fill in your personal information here This will be kept secret Name: …………………………………… Class: ………………………… Email address:…………………………… PART This session is to identify the attitude of students majoring in Translation and Interpreting towards anticipation in simultaneous interpreting (simultaneous interpreting) Have you ever anticipated in simultaneous interpreting? □ Yes □ No If No, please answer item If Yes, please skip item 2 If you have NOT ever anticipated in interpreting, what is/are the reason(s)? Check all that apply ☐ I try to follow the speaker‟s ideas without noticing what will happen next ☐ It is very hard due to time pressure ☐ I am afraid of making wrong anticipation ☐ I don‟t know how to anticipate ☐ I have no awareness of anticipation in simultaneous interpreting ☐ Other (please specify) _ To what extent you agree with these statements: 45 Strongly agree (5) Agree (4) Neutral (3) Disagree (2) Strongly disagree (1) It is POSSIBLE to anticipate in simultaneous interpreting Anticipation plays an important role in simultaneous interpreting Anticipation can facilitate your simultaneous interpreting It is POSSIBLE to practice anticipation in simultaneous interpreting Anticipation in simultaneous interpreting should be taught at class PART This session is to identify how students majoring in Translation and Interpreting practice anticipation in simultaneous interpreting Have your interpreting teacher taught you how to anticipate in simultaneous interpreting? □ Yes □ No If yes, please specify in how much time you have been taught anticipation in simultaneous interpreting: How often you practice anticipation in simultaneous interpreting? □ Never □ Sometimes □ Often If you choose Never, please go to item 10 If you choose Sometimes or Often, please jump to items 11 – 14 10 Why haven’t you ever practiced anticipation in simultaneous interpreting? Please check all that apply □ I think anticipation is not important in simultaneous interpreting □ I don‟t have awareness of practicing anticipation in simultaneous interpreting □ I think anticipation is a cognitive process that cannot be practiced 46 □ I don‟t know how to practice anticipation in simultaneous interpreting □ I don‟t have necessary equipment (headphone, micro, computer, etc.) □ I am not quite studious □ Others (please specify) _ 11 Do you practice anticipation in class? □ Yes □ No If yes, how much time and in what way? _ _ _ 12 Do you practice anticipation at home? □ Yes □ No If yes, how much time and in what way? _ _ _ 13 What is/are your difficulty/difficulties when practicing anticipation in simultaneous interpreting? Please rank the following items in order of difficulty level by putting the position (1-8) against each item („1‟ is the most difficult, „8‟ is the least difficult) _ a) I don‟t know effective way to practice anticipation in simultaneous interpreting _ b) I am not quite studious _ c) I lack actual experience of simultaneous interpreting _ d) Anticipation is a cognitive process; therefore, I don‟t know whether my anticipation improves or not _ e) I don‟t have motivation to practice anticipation in simultaneous interpreting _ f) There is too little time to practice anticipation in simultaneous interpreting in class _ g) I don‟t have necessary equipment (headphone, micro, computer, etc.) _ h) Others (please specify) _ This is the end of the questionnaire, thank you very much for your contribution! 47 APPENDIX Sample (Testing: every tenth word is taken out): "TRADITIONAL" CLOZING A: 1/10 As a child, he lived three years in Poland _ (He) has worked in Russia and has a Russian girlfriend _ (His) favourite European city? Naples ("It's beautiful, chaotic, no tourists.") _ (But) Dominic Cummings, natural born European, spends most waking hours _ (trying) to keep Britain from joining the euro He's good at (it), too The tiny lobby group Business for Sterling, of _ (which) he is campaign director, has repeatedly derailed Labour's fearsome _ (public) relations machine in its efforts to make euro membership (look) desirable and inevitable Polls show that twothirds of British _ (voters) now want to retain the pound Of course, Cummings _ (has) had rich soil to cultivate Sample "PREPOSITIONAL" CLOZING As a child, he lived three years (in) Poland He has worked in Russia and has a Russian girlfriend His favourite European city? Naples ("It's beautiful, chaotic, no tourists.") But Dominic Cummings, natural born European, spends most waking hours trying (to) - keep Britain -(from) joining the euro He's good at it, too The tiny lobby group Business for Sterling, (of)-which he is campaign director, has repeatedly derailed Labour's fearsome public relations machine (in) its efforts to make euro membership look desirable and inevitable Polls show that two-thirds (of) -British voters now want to retain the pound Of course, Cummings has had rich soil (to) cultivate… (Kornakov, n.d.) 48 APPENDIX “SCISSOR EXERCISE” Investors burned? If emerging markets have only half finished their reforms, ¦¦¦ what of private investors? Some are venturing back into ¦¦¦ emerging markets This year the IMF expects net portfolio equity flows ¦¦¦ to double to $42 billion, more than in 1996 It also estimates that emerging economies issued $25 billion of new bonds ¦¦¦ in the first quarter of 2000, up from only $57 billion in the whole of 1999 And yet there are signs that investors ¦¦¦ have learnt some lessons Although they are willing to buy emerging-market bonds, they are not ¦¦¦ repeating the mistake of thinking that these bonds carry little more risk than their first-world equivalents Three years ago, at the height of the emerging-market boom, the gap between ¦¦¦ interest rates on emerging-market bonds and safer US Treasury bonds fell to less than four percentage points Today, the spread is almost ¦¦¦ nine points The question is whether this new ¦¦¦ investor prudence is permanent 10 Today‟s caution may reflect the painful memories (and costs) of ¦¦¦ Russia‟s default in 1998 11 It may also be because several emerging-market governments have ¦¦¦ defaulted on their bonds, or demanded restructurings 12 Ukraine, Pakistan and Romania have all ¦¦¦ renegotiated their bond contracts 13 Ecuador simply ¦¦¦ defaulted 14 These actions have not closed down emerging bond markets, as many ¦¦¦ investors said they would (Kornakov, n.d.) 49 ... 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... simultaneous interpreting for students majoring in Translation and Interpreting 5.1 Summary of findings The researcher finds out that the attitude of 4th year students majoring in Translation and Interpreting, ... students majoring in Translation and Interpreting, FELTE - ULIS practice anticipation in simultaneous interpreting? What are suggestions for students to practice anticipation in simultaneous interpreting?