Graduation assignment: An investigation into challenges and strategies third-year English majored students at Tay Nguyen University face and implement when studying interpretation 1 course

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This research can offer ways to improve the quality of education, to enhance students’ learning experiences, and to prepare students for future professional endeavors in the field of interpretation and language studies.

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Nội dung Text: Graduation assignment: An investigation into challenges and strategies third-year English majored students at Tay Nguyen University face and implement when studying interpretation 1 course

TÂY NGUYÊN UNIVERSITY FACULTY OF FOREIGN LANGUAGES ------------------- GRADUATION ASSIGNMENT TITLE: AN INVESTIGATION INTO CHALLENGES AND STRATEGIES THAT THIRD-YEAR ENGLISH MAJORED STUDENTS AT TAY NGUYEN UNIVERSITY FACE AND APPLY WHEN STUDYING INTERPRETATION 1 COURSE Supervisor’s name : Bùi Thị Tịnh Student’s name : Nguyễn Thị Tường Vi Student’s code : 20702296 Course : English Linguistics course 2020B
Đắk Lắk,May, 2024
ACKNOWLEDGEMENTS This assignment could not have been completed without the help and support from many people. I would like first and foremost to express my sincere gratitude to Mrs. Bui Thị Tinh, my supervisor, for her indispensable assistance, invaluable guidance, critical comments and practical advice on my study which have inspired me greatly through my growth as an academic researcher. Without her, this assignment would not have been possible. A special word of thank goes to all lecturers in the Faculty of Foreign Languages at Tay Nguyen University for their constant help and encouragement. Last but not least, I am greatly indebted to my family and friends who are always by my side to give the unconditional spiritual support during the process of accomplishing the assignment. Definitely, I will not be able to do anything without them.
TABLE OF CONTENT
LIST OF CHARTS AND TABLES
CHAPTER 1 – INTRODUCTION 1.1 Statement of the problem When individuals communicate in different languages, a mediator proficient in both tongues becomes essential. This intermediary, often referred to as an interpreter, plays a pivotal role in understanding and translating one person's speech into a language comprehensible to the other. Interpreting, as Rimadi (2015) highlights, involves not just verbal translation but also the nuanced conveyance of messages within their respective contexts. It is more than literal word-to-word translation, as noted by Baranyai (2011), requiring an interpreter to grasp the discussed topics, troubleshoot issues, and negotiate terms effectively. Accordingly, the crux of translation lies not in transposing syntax and semantics between languages but in accurately conveying the speaker's intended meaning. From the sixth semester, English linguistic students at Tay Nguyen University can choose one orientation between the two namely ‘applied linguistics orientation’ ‘interpretation and translation orientation’. In the ‘interpretation and translation orientation’, interpretation 1 course is very useful and interesting in which students can learn and practice interpretation inside and outside the class. Interpreting is entails more than a direct conversion of words from the source language to the target language. During the course, students have learned about different types of interpreting namely simultaneous interpreting, consecutive interpreting, whispered interpreting, liaison interpreting, escort interpreting or sign language interpreting. In addition, students have explored ethics and principles when working as an interpreter, which is quite fascinating. In an Interpretation 1 course, students frequently encounter diverse challenges, spanning from linguistic barriers to grappling with unfamiliar topics and cultures. These challenges encompass difficulties in finding precise vocabulary to articulate ideas and navigating regional dialects, particularly challenging for students not native to the area. Moreover, localized subject matters often compel students to grapple with translating not just language structure but also the contextual essence into another language. However, students are encouraged to employ strategies to surmount these challenges. One suggested approach, advocated by Mohamed (2017), involves
utilizing tools like dictionaries to navigate linguistic barriers. Another strategy, proposed by Russel (2010), encourages leveraging one's linguistic abilities, such as seeking clarifications, to address these hurdles. Implementing these strategies appears to significantly enhance the fluidity of communication between the interacting parties. For the above reasons, the study entitled “An investigation into challenges and strategies third-year English majored students at Tay Nguyen University face and implement when studying interpretation 1 course” was carried out to find out third – year English majored students’ challenges and to explore the strategies used by these students to face the challenges 1.2. Significance of the study This research can offer ways to improve the quality of education, to enhance students’ learning experiences, and to prepare students for future professional endeavors in the field of interpretation and language studies. 1.3. Objectives of the study This study is aimed: to identify the challenges encountered by third-year English major students at Tay Nguyen University while studying Interpretation 1 course. to investigate the strategies employed by third-year English major students at Tay Nguyen University to overcome challenges in the Interpretation 1 course. 1.4. Outline of the study This research is divided into 5 chapters. Each of them can be explained as follow: Chapter I - The introduction deals with the statement of the problem, the objectives of the study, the significance of the study and the outline of the study Chapter II - Literature review covers four parts. The first part mentions the definition of interpretation. The second part deals with the overview of Interpretation 1 course. The third part lists challenges when studying Interpretation 1 course and the final part includes strategies to overcome interpreting challenges. Chapter III – Methodology includes subjects of the study, scope of the study, research questions and research methods. Chapter IV - Findings and discussion presents the findings of the study and provides some discussion of these findings.
Chapter V - Conclusion and recommendation gives some suggestions based on the findings of the study and provides a summary of the main details of the assignment.
CHAPTER 2 - LITERATURE REVIEW This chapter deals with the related literature to help form the theoretical and conceptual framework of the study. It also provides the definition of interpretation, the overview of the interpreting course, the challenges when studying Interpretation 1 course and the strategies to overcome interpreting challenges 2.1. Definition of interpretation Suttleworth and Cowie (2010) propose that interpreting is "a term used to refer to the oral translation of a spoken message or text." They add the history of interpreting is not well documented, although it is generally agreed that, as an activity, it is older than written translation. In line with this definition, Gentile, Ozolins and Vasilakakos (2015) state that interpreting is the oral transfer of messages between speakers of different languages. Thus, interpreting is transferring the messages from source language into target language orally. Further, Vermeer (2001) states that "Interpreting is the translation of a source- language text, presented only once, usually in oral form, into target-language text which is very difficult to check and can hardly be corrected because of lack of time." Pochhacker (2004) adds that "interpreting is a form of translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language." From those definitions, it is clear that interpretation is presented in oral form and can hardly be checked or revised due to the time pressure. Unlike translation, interpreting is more challenging as Suttleworth and Cowie (2010) state that the communication skills which it requires are clearly different, as interpreters need to be expert oral communicators. In addition while and improvements before submitting a final version, interpreters are required to create a finished product in "real time" without the possibility of going back and making revisions; in other words, interpreting, unlike written translation, is both non-correctable and non- verifiable. Besides, Brislin (2014) points out that interpreting process involves three participants. He says that interpreting is one type of translation and it refers to oral communication situation in which one person speaks in the source language, an interpreter processes the input and produces output in a second language, and third
person listens to the source language version. Furthermore, Weber (2016) states that interpretation is the oral transposition of an orally delivered message and performed in the presence of the participants. In other words, interpreting is conducted in front of the clients or audiences directly. 2.2. The overview of the interpreting course 2.2.1. The interpreting course The interpreting course is the first course out of a total of three interpreting courses, belonging to the specific knowledge in the training program. This course provides knowledge about different levels and types of interpretation commonly used, as well as the necessary techniques to perform well in various types of interpretation. The course also helps learners to practice consecutive interpreting without notes and whispered interpreting as a form of simultaneous interpreting through interpreting speeches/presentations that are no longer than five minutes from English to Vietnamese and vice versa. In addition, learners can synthesize knowledge about culture and society from the content of presentations; develop language skills (especially listening and speaking skills) as well as soft skills (such as presentation skills, task performance skills under pressure…) during the learning process. (Interpreting course detailed outline, English Linguistic Training program 2023, Tay Nguyen University) 2.2.2. The learning objectives The interpreting course equips learners with knowledge about different levels and types of interpretation, as well as essential techniques to perform various types of interpretation effectively. The interpreting course provides learners with opportunities to practice, exercise, and develop their skills in consecutive interpreting without notes and whispered interpreting as a form of simultaneous interpreting between English and Vietnamese and vice versa. The interpreting course develops language skills and soft skills such as presentation skills, teamwork skills…) during the learning process. The interpreting course equips students with knowledge and understanding of various cultural and social topics through speech and presentation exercises used
during the practice of interpreting techniques. (Interpreting course detailed outline, English Linguistic Training program 2023, Tay Nguyen University) 2.2.3. Learning Outcomes Students can compare different levels and types of interpretation and requirements of each type of interpretation regarding linguistic knowledge, background knowledge, language skills, interpretation skills, rules and ethics of the interpretation profession in order to apply them in the practical process in the subject and in future professional practice. Students can perform consecutive interpretation and whispered interpretation techniques from English to Vietnamese and vice versa to carry out interpretation sessions from the source language to the target language and vice versa. Students can synthesize knowledge about culture, civilization through speeches, presentations used in the process of practicing interpretation technique. Students can apply language skills (especially listening and speaking) and soft skills to the learning process. (Interpreting course detailed outline, English Linguistic Training program 2023, Tay Nguyen University) 2.3. Challenges when studying Interpretation 1 course 2.3.1. Linguistic Competence Although students selected to be interpreters usually possess a high level of linguistic competence, they often find themselves grasping for the right vocabulary to explain the intended topic. In the Vietnamese setting, students' English proficiency should be at a high intermediate to advanced level, often represented by an English proficiency score. This situation is in line with Gile (2009), stating that interpreters should master a high vocabulary level from different languages . Pratiwi (2016) maintains that lack of linguistic competence, i.e., vocabulary shortage, would hinder student interpreters from delivering the interlocutors . It is because they fail to comprehend the message entirely. Similar to Pratiwi (2016), Nurfauziyah (2017) asserts that failing to convey the message from the interlocutors is likely caused by unfamiliar vocabulary. Accents also become one of the challenges faced by interpreters. As many scholars assert (Mahmoodzadeh, 2006 ; Ling, Chang, & Kuo, 2013 ; Baranyai, 2011 ), an effective interpreter should possess the linguistic ability to distinguish between a
wide range of accents derived from different dialects. The inability of the interpreters to grasp a particular accent may prevent accurate interpretation. Chang and Wu (2014) reveal that accents are perceived as the main difficulties when interpreting and that several accents are more challenging than the others. 2.3.2. Cultural Background Interpreters' cultural backgrounds may hinder the process. Gile (2009) mentions that cultural background is closely related to the community's language . Therefore, it might be problematic when an interpreter comes from a different background or is not familiar with the culture of the community in which they are required to execute their work. Pujiati and Zualiani (2014) also claim that cultural background influences international communication . For instance, something that is considered normal in one culture could be frowned upon in another. Therefore, in order to reduce misinterpretations, interpreters should be conversant in both the language and the culture in which the language is most often spoken. The assertion is consistent with Kalina (2000) and Pochhacker (2015), stating that cultural differences might cause problems in interpreting . 2.3.3. Time Constraint While doing simultaneous interpreting, interpreters have a limited amount of time to translate the messages they receive from one speaker to another in a foreign language. In contrast, Fugen, Waibel, and Kolss (2007) mention that interpreters will need time to adapt to the target language and area to get the best results , which is supported by Nurfauziyah (2017), stating that many interpreters could not convey the message nicely due to lack of time . Regretfully, interpreters might not have a lot of free time. According to Pratiwi (2016), an interpreter's limited time should convey the message correctly, or the meaning will be likely missed. 2.3.4. Interlocutors' Speaking Speed The pace at which the interlocutors communicate is one of the most frequent difficulties that interpreters encounter. Given that an interpreter works with a variety of circumstances and deals with linguistic aspects (Amini, 2011), speaking speed does matter. Hasanshahi and Shahrokhi (2016) state that an interpreter ideally handles 120 – 150 words per minute ; thus, when the interlocutors speak at average speed, the
interpreter would have a full comprehension of the topic discussed (Yu, 2017; Nurfauziyah, 2017). 2.3.5. Issues with Word Memorization People's memories may be broadly classified into two categories: short-term memory and long-term memory. Phelan(2001) notes that whereas the other is used to contextualize what is listened to, the short-term memory is utilized to recollect what is listed. Memory is one of the most important factors that might be problematic when interpreting. According to Pratiwi (2016) and Nurfauziyah (2017), memory problems may make it difficult for interpreters to do their jobs effectively . As they translate from one language to another, interpreters must simultaneously employ their short- and long-term memory. 2.4. Strategies to overcome interpreting challenges 2.4.1. Working in Team One of the best ways to overcome difficulties while translating is to work as a team, particularly when it comes to memory issues. Working as a team allows members to better understand the target language and support one another, according to Zagoto (2016). In line with Zagoto (2016), Alghail and Mahfoodh (2016) assert that having support from colleagues during interpretation will enhance interpreters' comprehension of the subject matter. Ma (2013) offers a particular method for interpreters to collaborate as a team. Active and passive interpreters are the two types of interpreters that Ma (2013) suggests. While the passive interpreter has enough time to provide the active interpreter with the necessary information, the active interpreter is in charge of listening to the interlocutors and comprehending what they say. 2.4.2. Preparation voice One way to prepare for an interpreting assignment is to become acquainted with certain possible accents. The interpreters have, for the most part, been told what to expect and who their customers are. By using the material, one may get more at ease with the accents, which will ultimately result in more direct communication (Hough, 2010). Additionally, according to Pradana (2018), knowing someone with an accent might make it easier for them in this example, the interpreters to understand the language.
2.4.3. Using Dictionary One popular tactic for overcoming the difficulty associated with linguistic competency is to consult a dictionary. Problems with the lexicon, syntax, or semantics of a language can be solved with a dictionary. A dictionary may be used to resolve lexical or vocabulary issues, determine the meaning of unknown terms, and verify the meaning of words that are only partially understood, according to Mohamed et al. (2017). Interpreters no longer utilize printed dictionaries these days. Rather, they utilize an app or dictionary on their smartphone to help them learn the language (Wang, Teng, & Chen, 2015). According to Xueping (2014), a dictionary is utilized to resolve several linguistic issues while translating, which is consistent with this circumstance. 2.4.4. Using Communication Strategies The practice of interpreting involves using communication techniques. When communicating, communication tactics are quite useful for multilingual individuals. Maintaining communication between the interlocutors is the ultimate purpose of interpretation. One of the most often used tactics in communication is undoubtedly the discovery of a word's synonym. When an interpreter runs into linguistic difficulties in the source language, he is likely to offer a synonym or equivalent phrase in the target language, according to Li (2015).
CHAPTER 3 – METHODOLOGY 3.1. Subjects of the study The subjects of the study are fifty third-year English majored students at Tay Nguyen University 3.2. Scope of the study This study mainly focuses on investigating challenges third-year English majored students at Tay Nguyen University face and strategies these students implement when studying interpretation 1 course. 3.3. Research questions The study aims to answer the following questions: What are the obstacles that third-year English majored students at Tay Nguyen University encounter when studying interpretation 1 course? What are the strategies that third-year English majored students at Tay Nguyen University employ to over the challenges faced ? 3.4. Research method and instruments. The study employs survey methods, utilizing questionnaires distributed to 50 third-year English majors at Tay Nguyen University. Several reasons underlie the choice of this data collection instrument. According to Nunan (1996), questionnaires offer cost-effectiveness and simplicity in gathering participant data. Dispensing the questionnaire and providing instructions for completion simplifies the researcher's task. Moreover, it optimizes time efficiency by enabling simultaneous data collection from multiple participants. Importantly, the questionnaire facilitates participants in sharing their opinions, ensuring a more precise outcome. The 50 third-year English majors at Tay Nguyen University will receive the questionnaires, having been briefed on the study's objectives and guided through the questionnaire process. The questionnaire comprises two sections. The first section, which contains five questions from 1 to 5, addresses the challenges faced by these students when studying Interpretation 1 course. The second section, which covers four questions from 6 to 9, delves into the strategies these students employ to navigate the Interpretation 1 course.
CHAPTER 4 - FINDINGS AND DISCUSSION This analysis is based on the questionnaire distributed to fifty third-year English major students at Tay Nguyen University. 4.1. The challenges encountered by third-year English major students at Tay Nguyen University while studying Interpretation 1 course. 4.1.1. Linguistic competence challenges To demonstrate students’ opinions about the linguistic competence challenges, questions 1 “What linguistic competence challenges do you encounter when learning interpretation 1 course?” was designed. Pie chart 1 below illustrates the result of the question in percentage. Figure : Students' opinions about the linguistic competence challenges As evidenced in Pie chart 1, 36% of the respondents think that accents posed a significant challenge for them as accents affect pronunciation, intonation, and rhythm of speech. Therefore it is essential for these students to develop the ability to decipher different accents to accurately convey the speaker's message. Furthermore, 34% of the learners agree that dialects present a challenge similar to accents but with additional variations in grammar, vocabulary, and idiomatic expressions. These learners should be proficient in recognizing and interpreting various dialects to accurately convey the speaker's intended message, which requires not only linguistic competence but also cultural understanding to capture nuances specific to each dialect. In addition, 30% of the participants admit that vocabulary is fundamental for effective interpretation. A limited vocabulary can hinder their ability to accurately convey meaning, leading to misinterpretations or gaps in understanding. Based on this data, it can be concluded that different accents, lack of vocabulary and different dialects are among linguistic competence challenges that third-year English major students at Tay Nguyen University faced while studying Interpretation 1 course. 4.1.2. Cultural Background Challenges
Column chart 1 below will illustrate students’ opinions about cultural background challenges that third-year English major students at Tay Nguyen University met when learning interpretation 1 course. All the information is shown in column chart 1 below. Figure : Students’ opinions about the cultural background challenges As illustrated in the first column chart, 40% of the participants express that understanding the cultural context is crucial for them as it influences language use, communication norms, and societal values. Without proper knowledge of cultural context, they may struggle to accurately convey the intended meaning of messages. Besides, 27% of the surveyed students agree that cultural references posed challenges for them. These references may not have direct equivalents in the target language, requiring them to possess cultural awareness to accurately interpret them. Failing to understand cultural references can lead to misunderstandings or misinterpretations of the speaker's message. Additionally, 33% of the recipients answer that non-verbal communication can significantly impact interpretation. They must be familiar to non-verbal cues to accurately interpret the speaker's intended message. Failure to recognize non-verbal cues can result in miscommunication or inaccuracies in interpretation. In summary, third-year English major students at Tay Nguyen University encountered challenges related to cultural context, cultural references, and non-verbal communication during their studies in the Interpretation 1 course. 4.1.3. Time constraint challenges Line chart 1 below, presenting question 3 “To what extent does time constraint affect simultaneous interpreting?” will illustrate the students’ opinions about time constraint affecting simultaneous interpreting. All the figures are displayed in line chart 1 below. Figure : Students’ opinions about the time constraint challenges As distinctly identified in line chart 1, 45% of the participants reply that time constraints can significantly reduce the time available for them to process and analyze incoming information before rendering it into the target language. This can lead to
increased pressure and cognitive load, potentially affecting the interpreter's ability to accurately convey the message. The figures in line chart 1 also demonstrate that 25% of the learners think that time constraints often force them to work under high-pressure conditions for extended periods without breaks. This can result in fatigue, both mental and physical, which may impair cognitive functions and reduce the overall quality of interpretation. Moreover the data in line chart 1 pinpoint that 30% of the participants admit that time constraints can compromise the accuracy and quality of simultaneous interpretation. When they are rushed, they may struggle to find the most appropriate words or expressions in the target language, leading to errors in translation. Additionally, the need to interpret quickly may prevent them from fully understanding the nuances of the speaker's message, further impacting the quality of interpretation. In sum, time constraints can diminish the processing time of third-year English major students at Tay Nguyen University, induce fatigue, and result in translation errors during their studies. 4.1.4. Interlocutor's speaking speed challenges To figure out interlocutor's speaking speed influencing interpreting, question 4 “To what extent does interlocutor's speaking speed influence interpreting?” was made. All poll is denoted in table 1 below in percentage. Processing Time Accuracy Stress and Cognitive Load To what extent does 30% 50% 20% interlocutor's speaking speed influence interpreting? Table : Students’ opinions about interlocutor's speaking speed challenges As clearly seen in table 1, 30% of the participants agree that the speed at which the interlocutor speaks directly affects their processing time. A faster speaking speed can make it more challenging for them to quickly comprehend and analyze the incoming information before rendering it into the target language. This can increase cognitive load and pressure on them, potentially affecting the accuracy and quality of interpretation.
The data in table 1 also showcase that half of the learners (50%) reply that the speaking speed of the interlocutor has a significant impact on the accuracy of interpretation. When the interlocutor speaks quickly, these students may struggle to keep pace and accurately convey the message in the target language. This can lead to errors, omissions, or misinterpretations, reducing the overall accuracy of the interpretation. In addition, 20% of the respondents answer that faster speaking speeds can contribute to higher levels of stress and cognitive load for them. The need to process and interpret information rapidly can increase mental strain and fatigue, potentially affecting their ability to maintain focus and accurately interpret the conversation. In short, the speaking speed of the interlocutor impacts the interpretation process for third-year English major students, affecting processing time, accuracy, and levels of stress and cognitive load. 4.1.5. Issue with word memorization Pie chart 2 will illustrate students’ opinions about issue with word memorization impacting interpreting. All the data are expressed in percentage. Figure : Students’ opinions about interlocutor's speaking speed challenges The pie chart 2 shows that 23% of the learners confirm that issues with word memorization can hinder their flexibility in adapting to different linguistic contexts and nuances. Without a strong grasp of vocabulary, they may struggle to find appropriate expressions or synonyms, leading to a less flexible interpretation process. This lack of flexibility can impede their ability to convey the speaker's message accurately and effectively. The information in pie chart 2 also exhibits that 46% of the participants respond that word memorization issues directly affect their comprehension of the source language. If they are unable to understand specific words or phrases, it can hinder their overall comprehension of the message being communicated, leading to inaccuracies in the interpretation. The statistics also denotes that 31% of the respondents reply that difficulties with word memorization can disrupt the flow of communication during interpretation. When they struggle to recall words or phrases quickly, it can lead to pauses or
hesitations in their speech, disrupting the natural flow of conversation, which can affect the coherence and fluidity of the interpretation, making it more challenging for listeners to follow and understand. In a nutshell, problems with word memorization affect the flexibility, comprehension, and communication flow of third-year English major students during the Interpretation 1 course. 4.2. Strategies employed by third-year English majored students at Tay Nguyen University to overcome challenges in the Interpretation 1 course. 4.2.1. Working in team To figure out the benefits of working in team to overcome difficulties while interpreting, question 6 “What are the benefits of working in team to overcome difficulties while interpreting?” was created. All information is exemplified in column chart 2 below in percentage. Figure : Students’ opinions about interlocutor's speaking speed challenges As clearly displayed in column chart 5, 34% of the surveyed students say that working in a team allows them to leverage the diverse expertise and knowledge of each team member. Individuals may have different linguistic backgrounds, cultural insights, or subject matter expertise, which can be invaluable in overcoming challenges during interpretation. By pooling their expertise, team members can fill gaps in each other's knowledge and provide more comprehensive and accurate interpretations. Besides 46% of the learners reply that teamwork promotes collaborative problem-solving approaches, where they can brainstorm solutions together when faced with difficult situations or linguistic challenges. By working as a team, they can share perspectives, analyze problems from different angles, and collectively devise strategies to address difficulties in interpretation. This collaborative effort enhances the effectiveness and efficiency of problem-solving processes. Only 20% of the recipients answer that working in a team fosters a supportive environment where they can rely on each other for assistance and encouragement. When facing obstacles or feeling overwhelmed, team members can provide emotional support, reassurance, and practical help to one another. This mutual support helps