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R…………….……correlation coefficient

 

R²…………….…..shared variance

 

S.……………..….significant

 

SI……………..….simultaneous interpreting

 

SL…………….….source language

 

SOV…….……….subject-object-verb

 

ST…………….….sight translation

 

ST…………….….source text

 

STM.…………….short-term memory

 

SVO…….……….subject-verb-object

 

TL…………….….target language

 

TA…………….….total processing capacity available for SI

 

TR…………….….total processing capacity requirements for SI

 

TS…………….….translation studies

 

TT…………….….target text

 

TTS………………tail-to-tail span

 

Figures and Tables

 

Figure 2.1 Gile’s Effort Model of SI 38

 

Figure 2.2 Processing Capacity Requirements for SI 40

 

Figure 2.3 Necessary Conditions for SI 42

 

Table 4.1 GE Test Scores for Experimental Subjects. 122

 

Table 4.2 GE Test Scores for Control Subjects. 123

 

Table 4.3 Three Raters’ Scores for Control Subjects on SI Pretest 125

 

Table 4.4 Three Raters’ Scores for Experimental Subjects on SI Pretest 126

 

Table 4.5 Three Raters’ Scores for Control Subjects on SI Posttest 127

 

Table 4.6 Three Raters’ Scores for Experimental Subjects on SI Posttest 128

 

Table 4.7 Pearson Correlation for Raters. 129

 

Table 4.8 Z Transformation for Data. 130

 

Figure 4.1 Inter-Rater Reliability Diagram for Control Subjects’ Pretest Scores  ۱۳۱

 

Figure 4.2 Inter-Rater Reliability Diagram for Experimental Subjects’ Pretest Scores  ۱۳۲

 

Figure 4.3 Inter-Rater Reliability Diagram for Control Subjects’ Posttest Scores  ۱۳۲

 

Figure 4.4 Inter-Rater Reliability Diagram for Experimental Subjects’ Posttest Scores  ۱۳۳

 

Table 4.9 Control Subjects’ SI Pretest Scores. 134

 

Table 4.10 Experimental Subjects’ SI Pretest Scores. 135

 

Table 4.11 T-Test Results for SI Pretest Scores. 138

 

Table 4.12 Control Subjects’ SI Posttest Scores. 139

 

Table 4.13 Experimental Subjects’ SI Posttest Scores. 140

 

Table 4.14 T-Test Results for SI Posttest Scores. 142

 

Table 4.15 Experimental Subjects’ SI Improvement Rate. 145

 

Table 4.16 Linguistic Intelligence Scores for Experimental Subjects. 147

 

Figure 4.5 Scatterplot Diagram for SI Improvement and Linguistic Intelligence  ۱۵۰

 

Table 4.17 Logical-Mathematical Intelligence Scores for Experimental Subjects  ۱۵۳

 

Figure 4.6 Scatterplot Diagram for SI Improvement and Logical-Mathematical Intelligence  ۱۵۶

 

Table 4.18 Visual-Spatial Intelligence Scores for Experimental Subjects. 157

 

Figure 4.7 Scatterplot Diagram for SI Improvement and Visual-Spatial Intelligence  ۱۶۰

 

Table 4.19 Musical Intelligence Scores for Experimental Subjects. 162

 

Figure 4.8 Scatterplot Diagram for SI Improvement and Musical Intelligence  ۱۶۵

 

Table 4.20 Bodily-Kinesthetic Intelligence Scores for Experimental Subjects  ۱۶۶

 

Figure 4.9 Scatterplot Diagram for SI Improvement and Bodily-Kinesthetic Intelligence  ۱۶۸

 

Table 4.21 Interpersonal Intelligence Scores for Experimental Subjects. 170

 

Figure 4.10 Scatterplot Diagram for SI Improvement and Interpersonal Intelligence  ۱۷۲

 

Table 4.22 Intrapersonal Intelligence Scores for Experimental Subjects. 175

 

Figure 4.11 Scatterplot Diagram for SI Improvement and Intrapersonal Intelligence  ۱۷۷

 

Table 4.23 Naturalist Intelligence Scores for Experimental Subjects. 180

 

Figure 4.12 Scatterplot Diagram for SI Improvement and Naturalist Intelligence  ۱۸۲

 

Table 4.24 Correlation between MIs and SI Improvement Rate. 184

 

Table 4.25 Experimental Subjects’ Degree of Extroversion/Introversion. 186

 

Table 4.26 Extroversion Degree and SI Improvement Rate. 187

 

Figure 4.13 Scatterplot Diagram for SI Improvement and Extroversion. 190

 

Table 4.27 Introversion Degree and SI Improvement Rate. 192

 

Figure 4.14 Scatterplot Diagram for SI Improvement and Introversion. 194

 

 

 

Abstract

 

 

 

Conducted within the framework of causal research model in translation studies, the present experimental work addresses the effect of applying certain interpreter-training-specific techniques (e.g. shadowing, improvisation, anticipation, paraphrasing, split-attention exercises, memory enhancement exercises, etc.) on the quality of simultaneous interpretation by the trainees. Prior to the commencement of the experiment, a standard test of General English (IELTS) was administered to ensure homogeneity. The participants (initially 102 who were later reduced to 70) were all undergraduate translation trainees, of whom 35 received the treatment (experimental group) and the remaining 35 did not (control group). Two tests of simultaneous interpretation (a pretest and a posttest) were conducted and then rated by three raters. T-test results for the pretest (t=0.59) showed there was no significant difference between the two groups whereas t-test results for the posttest (t=5.1) indicated that the experimental group outperformed the control group significantly. Such an improvement is believed to be the outcome of the treatment. The possible relation between experimental subjects’ rate of SI improvement and their multiple intelligences was investigated: as to Gardner’s first five intelligences, no statistically significant correlation was found (verbal-linguistic: -0.03, logical-mathematical: 0.178, visual-spatial: 0.26, musical-rhythmic: 0.06, bodily-kinesthetic: 0.02) while the remaining three were observed to correlate significantly with SI improvement level (interpersonal: -0.49, intrapersonal: 0.482, naturalist: 0.446). The possible relation between SI improvement rate and Jung’s two personality types was also probed into: extroversion turned out to have a correlation of -0.08 (near zero) and introversion correlated to the extent of 0.46; a moderate positive correlation, though statistically non-significant.

 

TABLE OF CONTENTS

 

 

 

Dedication…………………………….………………………..………………………..…I

 

Acknowledgments…………………….…………………..………………….………..II

 

Abbreviations……………………………………………..………………………………….III

 

Figures and Tables…………………………….………..…………………..…………V

 

Abstract……………………………………………………………………..…………VIII

 

Table of Contents………………………………………..……………………………..X

 

CHAPTER 1: Introduction

 

۱٫۱ Chapter Overview… ۲

 

۱٫۲ Introduction.. 2

 

۱٫۳ Background of the Problem… ۵

 

۱٫۴ Significance of the Study.. 7

 

۱٫۵ Purpose of the Study.. 9

 

۱٫۶ Research Questions. 9

 

۱٫۷ Research Hypotheses. 10

 

۱٫۸ Theoretical Framework.. 11

 

۱٫۹ Limitations and Delimitations. 13

 

CHAPTER 2: Review of the Related Literature

 

۲٫۱ Chapter Overview… ۱۹

 

۲٫۲ Interpreting: Definition and Modes. 20

 

۲٫۲٫۱ Simultaneous Interpreting.. 23

 

۲٫۲٫۲ Consecutive Interpreting.. 26

 

۲٫۲٫۳ Sight Translation.. 28

 

۲٫۲٫۴ Simultaneous Interpreting with Text. 31

 

۲٫۲٫۵ Liaison Interpreting.. 32

 

۲٫۲٫۶ Whispering Interpreting.. 32

 

۲٫۲٫۷ Escort Interpreting.. 33

 

۲٫۳ Simultaneous Interpreting.. 33

 

۲٫۳٫۱ Gile’s Effort Model of SI. 38

 

۲٫۳٫۲ Horizontal vs. Vertical Approaches. 42

 

۲٫۳٫۳ EVS and TTS.. 45

 

۲٫۴ Interpreter-Training Techniques. 52

 

۲٫۴٫۱ Shadowing.. 54

 

۲٫۴٫۲ Sight Translation.. 59

 

۲٫۴٫۳ Consecutive Interpretation.. 60

 

۲٫۴٫۴ Split-Attention.. 62

 

۲٫۴٫۵ Anticipation.. 68

 

۲٫۴٫۶ Improvisation.. 74

 

۲٫۴٫۷ Memory-Enhancement. 74

 

۲٫۴٫۸ (Simultaneous) Paraphrasing.. 78

 

۲٫۴٫۹ Condensation/Compression.. 82

 

۲٫۵ Multiple Intelligences. 84

 

۲٫۵٫۱ Verbal-Linguistic. 86

 

۲٫۵٫۲ Logical-Mathematical 87

 

۲٫۵٫۳ Visual-Spatial 88

 

۲٫۵٫۴ Musical-Rhythmic. 88

 

۲٫۵٫۵ Bodily-Kinesthetic. 89