This study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were... Show moreThis study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was then taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical explanation and practical exercises emphasizing prosodic differences between Farsi and English. Three raters assessed the quality of the interpreter trainees’ performance in a post-test in terms of accuracy, omissions, overall coherence, grammar, expression, word choice, terminology, accentedness, pace and voice. The results show that prosodic feature awareness training did have a statistically significant effect on the quality measures: the overall assessment of the experimental group was 14 pointsbetter (on a scale between 0 and 100) than that of the control group. Moreover, the difference was larger for the phonetic/prosodic quality scales (accentedness, pace, voice) than for the other scales. These results have implications for designers of curricula for training interpreters, material producers and all who are involved in foreign-language study and pedagogy. Show less
The present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English... Show moreThe present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English interpreter trainees. The effect of treatment on decreasing the rate of message omissions is studied as well. Two groups of student interpreters were formed. Participants were assigned to groups on the basis of their overall performance on a TOEFL pre-test, but with equal division between genders. The control group was then taught interpreting skills by the routine curriculum, while the other, experimental, group spent part of the time on memory training tasks and exercises, e.g. imagination and story retelling. Three raters assessed quality measures of accuracy, omissions, additions, grammar, expression, terminology, pace and accentuation of the interpreter trainees in pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpretation and also on decreasing the rate of message omission. The results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in interpreting studies and its pedagogy. Show less
The present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English... Show moreThe present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English interpreter trainees. The effect of treatment on decreasing the rate of message omissions is studied as well. Two groups of student interpreters were formed. Participants were assigned to groups on the basis of their overall performance on a TOEFL pre-test, but with equal division between genders. The control group was then taught interpreting skills by the routine curriculum, while the other, experimental, group spent part of the time on memory training tasks and exercises, e.g. imagination and story retelling. Three raters assessed quality measures of accuracy, omissions, additions, grammar, expression, terminology, pace and accentuation of the interpreter trainees in pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpretation and also on decreasing the rate of message omission. The results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in interpreting studies and its pedagogy. Show less
The present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English... Show moreThe present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English interpreter trainees. The effect of treatment on decreasing the rate of message omissions is studied as well. Two groups of student interpreters were formed. Participants were assigned to groups on the basis of their overall performance on a TOEFL pre-test, but with equal division between genders. The control group was then taught interpreting skills by the routine curriculum, while the other, experimental, group spent part of the time on memory training tasks and exercises, e.g. imagination and story retelling. Three raters assessed quality measures of accuracy, omissions, additions, grammar, expression, terminology, pace and accentuation of the interpreter trainees in pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpretation and also on decreasing the rate of message omission. The results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in interpreting studies and its pedagogy. Show less
The present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English... Show moreThe present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English interpreter trainees. The effect of treatment on decreasing the rate of message omissions is studied as well. Two groups of student interpreters were formed. Participants were assigned to groups on the basis of their overall performance on a TOEFL pre-test, but with equal division between genders. The control group was then taught interpreting skills by the routine curriculum, while the other, experimental, group spent part of the time on memory training tasks and exercises, e.g. imagination and story retelling. Three raters assessed quality measures of accuracy, omissions, additions, grammar, expression, terminology, pace and accentuation of the interpreter trainees in pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpretation and also on decreasing the rate of message omission. The results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in interpreting studies and its pedagogy. Show less
The present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English... Show moreThe present study investigates the effect of memory training through story retelling exercises and imagination tasks and their effect on the quality of interpretation by Farsi-to-English interpreter trainees. The effect of treatment on decreasing the rate of message omissions is studied as well. Two groups of student interpreters were formed. Participants were assigned to groups on the basis of their overall performance on a TOEFL pre-test, but with equal division between genders. The control group was then taught interpreting skills by the routine curriculum, while the other, experimental, group spent part of the time on memory training tasks and exercises, e.g. imagination and story retelling. Three raters assessed quality measures of accuracy, omissions, additions, grammar, expression, terminology, pace and accentuation of the interpreter trainees in pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpretation and also on decreasing the rate of message omission. The results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in interpreting studies and its pedagogy. Show less
