A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course.
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| Title: | A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course. |
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| Authors: | Hiroko Yamada1 |
| Source: | Theory & Practice in Language Studies (TPLS). Apr2019, Vol. 9 Issue 4, p353-363. 11p. |
| Subject Terms: | *Short-term memory, *Cognitive ability, *Summative tests, Simultaneous interpreting, Consecutive interpreting |
| Abstract: | There is a general consensus that novice interpreters should begin their training with consecutive interpreting (CI) and only move on to simultaneous interpreting (SI) after they have mastered CI. However, working memory (WM) capacity plays a central role in developing professional SI skills, and may even be more important than extended practice. As there is great variability in the innate cognitive abilities of individual people, some novice interpreters may have the potential to perform SI reasonably well. The present study has tested this hypothesis by offering SI training to novice interpreters in a university course, without administering prior CI training during the semester. Midterm and final examinations were conducted to analyze the learners' SI performances. The findings suggest that student interpreters can perform SI quite well, subject to certain conditions such as preparation time, input rates, and source-text intelligibility. This study explores the pedagogical implications of introducing student interpreters directly to SI training, as well as the curricular arrangements involved. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., 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: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 135675866 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hiroko+Yamada%22">Hiroko Yamada</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+%26+Practice+in+Language+Studies+%28TPLS%29%22">Theory & Practice in Language Studies (TPLS)</searchLink>. Apr2019, Vol. 9 Issue 4, p353-363. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br /><searchLink fieldCode="DE" term="%22Simultaneous+interpreting%22">Simultaneous interpreting</searchLink><br /><searchLink fieldCode="DE" term="%22Consecutive+interpreting%22">Consecutive interpreting</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is a general consensus that novice interpreters should begin their training with consecutive interpreting (CI) and only move on to simultaneous interpreting (SI) after they have mastered CI. However, working memory (WM) capacity plays a central role in developing professional SI skills, and may even be more important than extended practice. As there is great variability in the innate cognitive abilities of individual people, some novice interpreters may have the potential to perform SI reasonably well. The present study has tested this hypothesis by offering SI training to novice interpreters in a university course, without administering prior CI training during the semester. Midterm and final examinations were conducted to analyze the learners' SI performances. The findings suggest that student interpreters can perform SI quite well, subject to certain conditions such as preparation time, input rates, and source-text intelligibility. This study explores the pedagogical implications of introducing student interpreters directly to SI training, as well as the curricular arrangements involved. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., 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: 10.17507/tpls.0904.01 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 353 Subjects: – SubjectFull: Short-term memory Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Summative tests Type: general – SubjectFull: Simultaneous interpreting Type: general – SubjectFull: Consecutive interpreting Type: general Titles: – TitleFull: A Direct Application of Simultaneous Interpreting Training without Prior Consecutive Interpreting Work in a University Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hiroko Yamada IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 17992591 Numbering: – Type: volume Value: 9 – Type: issue Value: 4 Titles: – TitleFull: Theory & Practice in Language Studies (TPLS) Type: main |
| ResultId | 1 |
