THE UNIVERSITY OF SYDNEY FACULTY OF EDUCATION DIVISION OF G RA D U A TE STUDIES DISSERTATION “Л Teaching Model fo r Consecutive Interpreting” S up e r v is o r : Candidate: D r G IL L IA N Г Е 1Ш Е Т Т X U A N T H U DANG T E S O L A E F L Convenor Student I DC if • 넜 ©^ - - ᅳ^ Ỉ^ŨNG TÀifi THƠNGĨIH THƯVIỀN ft ՀՏձձՅ： Sydney - November, 20UU 0048638 ACKNOW니Л)ᄂt： rvi[:N rs V INTRODUCTION V C H A P T E R 1: C H A P T E R 2: INTERPRETING THEORY A ND PROCESS 1.1 Interpreting vs Translating 1.2 Modes o f Interpreting 1.2.1 Simultaneous interpreting 1.2.2 Consecutive interpreting 4 1.3 Interpreting Process 1.3.1 Listening 1.3.2 С 이ivcrsk)n 1.3.3 Speaking 9 T E A C H IN G LISTKNINC SKILLS C H A P T E R 3: 20 ?0 ᄀ , Ч Р 222 24 25 2Ч 3Р 2.2 Listening Materials For Consecutive Interpreting 2.2.1 Live presentations 2.2.2 Recorded materials 2.2.3 Authentic material 2.2.4 Non-authcntic material 2.2.5 Techniques in listening material development 2.2.6 liig h l considerations oil listening material development 2 2.1 Listening Skills For Consecutive Interpreting 2.1.1 Identifying the topic 2.1.2 Predicting 2.1.3 Understanding the organisation o f speech 2.1.4 Lislcning for details 2.1.5 Untlcrslanding syntax and vocabulary o f speech 2.1.6 Undcrslanding pronunciation and accents 2.1.7 Retaining information and note-taking 2.1.7.1 Memory 2.1.7.2 Note-taking T E A C H IN G SPKAKIN G SKILLS 45 33 3.1 Spcakine Skills For Consecutive Interpreting 3.1.1 Recalling information and note-reading 3.1.2 3.1.3 3.1.4 3.1.5 Turn-taking Expressing ideas Meaning negotiation Public speaking 3.2 Speaking Materials 3.2.1 Forms o f speaking materials 3.2.2 Some considerations on material development 3.2.3 Techniques in material development C H A P T E R 4: SUGGESTED INNOVATION O F INTERPRETERS TRAINING P H O G R A M M K ЛТ T H E ENGLISH D E P A R T M E N T , HUFS 4.1 Antcccdcnts 4.2 Introducing Innovation 4.3 Innovation Receivers 4.4 Barriers to Change 4.4.1 Lack o f tcachcrs’ awareness and readiness 4.4.2 One-way communication 4.4.3 Many changes 4.4.4 Lack o f funding 4.4.5 Lack o f staff development 4.4.6 Lack o f rewards 4.4.7 Lack o f responsiveness to student needs 4.5 Implcincntalion Process 4.5.1 Redesigning 1/T course outline 4.5.2 Designing interpreting textbook 4.5.3 Improving assessments 4.6 Management Support 4.7 С 이iscqucnccs CONCLUSION BIBLIOGRAPHY APPENDICES A P P E N D I X Л: O i l i e r types o f і п і с г ргсі і пц A P P K N D I X B: S o n i c e \ a n i | ) l c s o f li st e ni ng acti viti es for c o n s e c u t i v e i n t e r p r e t i ng APPENDIX c ： S o Ili с e x a m p l e s o f s p e a k i n g acti vi ti es f o r c o n s e c u t i v e i n t e r p r e t i ng A P P E N D I X D: T h e pr esent i nt e r pr e ti ng c o u r s c o u t l i n e a n d c u r r i c u l u m o f H U F S ACKNOW 나 : lK ； l:IVn:NTS Л number o f people have iniluciiccd ihc development o f my dissertation I am especially gratcliil lo my supervisor, Dr G illian Perrett (the University o f Sydney) whose erudite knowledge, sharp comments and careful proof-reading o f earlier drafts had a major impact 011 the final shape o f this dissertation Any fog that remains, and any other sliorlcomings arc my responsibility f M y special lhanks go Lc РІ11 ЮІ1 Ц Dung and Dang Phuong Khanh for their endless patience, encouragement, and support during the w riting o f this dissertation am also indebted to Ml* Nguyen Xuan Vang (Rector o f Hanoi University o f Foreign Studies) who continued to inspire me and make me tlinik this dissertation is all w orlliw liilc M y sincere thanks go to Frank Trinh (former I/T lecturer o f University o f Western Sydney Macarthur) whom have consulted so frequently, and who has given me greater insight into the profession and helped me so much at every stage would like to thank Dr Stuart J Campbell and Dr Sandra Hale (senior I/T lecturers o f University o f Western Sydney Macarthur) for their generosity in providing practical materials for the input o f my final draft Last but not least, I must mention my appreciation o f Mr Nguyen The Vi nil who has contributed innovali VC ideas ill discussion, and sharpened my own Ս ա ] Հ \ ս ս ո Thu IN ỉ Ì ÍO D U C r i O N ЛІІІшііцЬ Vietnam is IU>1 a m iillia ilu irn i nation like /\iislralia, ІІ1 СІС is still an increasing demand l'or intcrprclcrs, due lo two main factors Firstly, with the с uric lit irreversible trend o f globalisiition, VicliKim is rapidly inlcgraling iiilo the region and the world Vietnam is now a full member o f the Association о 厂Southeast Asian Nations (ASEAN) and is applying Гог the membership o f the World Trade Organisation (WTO) Obviously, the language о Г /\S H /\N and the WTO is English However, most o f the Vietnamese uovcrnmcut о I'll ci als cannot communicate in English and therefore have to resort lo inlcrprctcrs Secondly, 1Vietnam's ГСССІ1 І shiil to a market economy has spurred economic dcvclopm cnl' (Kramsch and Sullivan, 1996，p.209), and attracted more and more foreign investors u) comc lo this country lo look for business opporluniucs and establish jo in t ventures And few foreigners speak Vietnamese lo any level o f understanding and prollciciicy As a result, interpreters are invited to smooth their business communicalions w it 11 the Vietnamese partners In the north o f Vietnam, the Hanoi University o f Foreign Studies (HUFS) is one o f the leading institutions in training iiitcrprclcrs and translators Each year about 300 students graduale IVom the English iiUciprcùiig/lianslalion employers arc often Dcparlmenl o f the University with (Ivimlisli-Viclnamcsc Government and agcncics, ІІЛ degrees in VicUiamcsc-linglish) foreign companies, And their international organisations and/or the UN aucncics ill Viclnam According to informal surveys and my personal observations over the past years o f teaching at llic Univcrsily Iraiiicc intL'rprctcrs often Гасс many problems such as inability to catch ihc message, to store the message and to deliver ihc message in the target language properly These problems may also be seen among graduates in the initial years OỈ' llìcir w orkiim I ile These problems may collie from I lie ir poor listening and speaking skills in IZnglisli which in turn badly al feet the interpreting quality Our l/T tcachcrs arc always prcocciipicd with finding ways to liclp students overcome the problems In my opinion, one w ay o f doing this is to improve the listening and speaking skills o f students in the IIrsi place and then their interpreting skills w ill be upgraded immensely Tlic Uli