Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees.
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| Title: | Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees. |
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| Authors: | Yenkimaleki, Mahmood1 myenkimaleki@gmail.com, van Heuven, Vincent J.2,3 |
| Source: | Interactive Learning Environments. Feb2023, Vol. 31 Issue 1, p451-467. 17p. |
| Subjects: | Explicit instruction, Comprehensive instruction (Reading), Educational quality, Translators, Prosodic analysis (Linguistics) |
| Abstract: | This study investigates the effect of explicit teaching of segmentals vs. prosody on the quality of interpreting by Farsi-to-English interpreter trainees. Participants were native speakers of Farsi and BA students of English translation and interpreting in Iran, who were assigned to one of three groups. No differences in English language skills were found between the groups prior to the experiment. The control group listened to and discussed English audio and video recordings and did exercises in consecutive interpreting. One experimental group instead spent part of the time on explanation of, and exercises with, English prosody. The second experimental group spent part of the time on explanation of, and exercises with, English segmentals. Total instruction time was 12 hours for each group. The students' performance in consecutive interpreting was then rated independently by three experts. Results showed that both experimental groups performed better than the control group. Moreover, teaching prosody had a larger positive effect on the overall quality of interpreting from Farsi into English than segmental instruction. We argue that the interpreting curriculum can be strengthened by devoting a small portion of the time to explicit instruction on segmental and (especially) prosodic differences between source and target language. [ABSTRACT FROM AUTHOR] |
| Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 162081202 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yenkimaleki%2C+Mahmood%22">Yenkimaleki, Mahmood</searchLink><relatesTo>1</relatesTo><i> myenkimaleki@gmail.com</i><br /><searchLink fieldCode="AR" term="%22van+Heuven%2C+Vincent+J%2E%22">van Heuven, Vincent J.</searchLink><relatesTo>2,3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Interactive+Learning+Environments%22">Interactive Learning Environments</searchLink>. Feb2023, Vol. 31 Issue 1, p451-467. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br /><searchLink fieldCode="DE" term="%22Translators%22">Translators</searchLink><br /><searchLink fieldCode="DE" term="%22Prosodic+analysis+%28Linguistics%29%22">Prosodic analysis (Linguistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates the effect of explicit teaching of segmentals vs. prosody on the quality of interpreting by Farsi-to-English interpreter trainees. Participants were native speakers of Farsi and BA students of English translation and interpreting in Iran, who were assigned to one of three groups. No differences in English language skills were found between the groups prior to the experiment. The control group listened to and discussed English audio and video recordings and did exercises in consecutive interpreting. One experimental group instead spent part of the time on explanation of, and exercises with, English prosody. The second experimental group spent part of the time on explanation of, and exercises with, English segmentals. Total instruction time was 12 hours for each group. The students' performance in consecutive interpreting was then rated independently by three experts. Results showed that both experimental groups performed better than the control group. Moreover, teaching prosody had a larger positive effect on the overall quality of interpreting from Farsi into English than segmental instruction. We argue that the interpreting curriculum can be strengthened by devoting a small portion of the time to explicit instruction on segmental and (especially) prosodic differences between source and target language. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10494820.2020.1789673 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 451 Subjects: – SubjectFull: Explicit instruction Type: general – SubjectFull: Comprehensive instruction (Reading) Type: general – SubjectFull: Educational quality Type: general – SubjectFull: Translators Type: general – SubjectFull: Prosodic analysis (Linguistics) Type: general Titles: – TitleFull: Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yenkimaleki, Mahmood – PersonEntity: Name: NameFull: van Heuven, Vincent J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10494820 Numbering: – Type: volume Value: 31 – Type: issue Value: 1 Titles: – TitleFull: Interactive Learning Environments Type: main |
| ResultId | 1 |
