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Text-to-Speech Software as a Resource for Independent Interpreting Practice by Undergraduate Interpreting Students

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Title: Text-to-Speech Software as a Resource for Independent Interpreting Practice by Undergraduate Interpreting Students
Language: English
Authors: Al-Jarf, Reima
Source: Online Submission. 2022 2(2):32-39.
Peer Reviewed: N
Page Count: 8
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Translation, Speech Communication, Audio Equipment, North American English, Language Variation, Pronunciation, English (Second Language), Second Language Learning, Second Language Instruction, Computer Software, Undergraduate Students, Teaching Methods, Independent Study, College Second Language Programs, Foreign Countries, Arabic, Task Analysis, Video Technology, Information Technology, Language Laboratories, Videoconferencing, Speeches, Multimedia Instruction, Program Descriptions, Language Processing, Listening Skills
Geographic Terms: Saudi Arabia
ISSN: 2754-2602
Abstract: This article proposes a model for integrating text-to-speech software (TTS) in students' interpreting training and practice. It shows the aims of the model, the definition of TTS, the advantages of using TTS, how to search for TTS, instructional stages with TTS, and the interpreting instructor's role. The students can use TTS software online; download it to their laptop, use a Google Chrome extension to listen to webpages, online ebooks, Google Docs, webpages, and emails; or use a TTS mobile app. Practicing interpreting with TTS starts with introducing students to the TTS, how to copy and paste a text in the text area block, choosing a male or female reader, American or British accent, and reading speed. The students practice interpreting with TTS on their own, out of class. They listen and interpret without looking at the screen. They practice different interpreting modes (simultaneous, consecutive, liaison and sight interpreting). They can take notes only in consecutive and simultaneous interpreting. In sight interpreting, they interpret while reading the text from the screen silently without listening to the text being read. They practice individually, in pairs or small groups where they can listen to each other's interpreting and provide feedback ad comments on the quality and errors. The instructor serves as a facilitator. She can help the students find and download TTS that meet their needs and may select texts and exercises for the students to practice. She follows the students up to make sure they are making the best use of the TTS software. The article concludes with some recommendations for interpreting practice with TTS and other forms of technologies that can be utilized in student-interpreters' training and self-study.
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED621859
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Text-to-Speech Software as a Resource for Independent Interpreting Practice by Undergraduate Interpreting Students
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2022 2(2):32-39.
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  Data: N
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  Data: 8
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  Data: Journal Articles<br />Reports - Descriptive
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22North+American+English%22">North American English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22College+Second+Language+Programs%22">College Second Language Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Laboratories%22">Language Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Speeches%22">Speeches</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2754-2602
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article proposes a model for integrating text-to-speech software (TTS) in students' interpreting training and practice. It shows the aims of the model, the definition of TTS, the advantages of using TTS, how to search for TTS, instructional stages with TTS, and the interpreting instructor's role. The students can use TTS software online; download it to their laptop, use a Google Chrome extension to listen to webpages, online ebooks, Google Docs, webpages, and emails; or use a TTS mobile app. Practicing interpreting with TTS starts with introducing students to the TTS, how to copy and paste a text in the text area block, choosing a male or female reader, American or British accent, and reading speed. The students practice interpreting with TTS on their own, out of class. They listen and interpret without looking at the screen. They practice different interpreting modes (simultaneous, consecutive, liaison and sight interpreting). They can take notes only in consecutive and simultaneous interpreting. In sight interpreting, they interpret while reading the text from the screen silently without listening to the text being read. They practice individually, in pairs or small groups where they can listen to each other's interpreting and provide feedback ad comments on the quality and errors. The instructor serves as a facilitator. She can help the students find and download TTS that meet their needs and may select texts and exercises for the students to practice. She follows the students up to make sure they are making the best use of the TTS software. The article concludes with some recommendations for interpreting practice with TTS and other forms of technologies that can be utilized in student-interpreters' training and self-study.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 32
    Subjects:
      – SubjectFull: Translation
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Audio Equipment
        Type: general
      – SubjectFull: North American English
        Type: general
      – SubjectFull: Language Variation
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: College Second Language Programs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Arabic
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Language Laboratories
        Type: general
      – SubjectFull: Videoconferencing
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      – SubjectFull: Speeches
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      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Language Processing
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      – SubjectFull: Listening Skills
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      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Text-to-Speech Software as a Resource for Independent Interpreting Practice by Undergraduate Interpreting Students
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