Effects of prosody awareness training on consecutive interpreting from english into vietnamese: an experimental study = Ảnh hưởng của khóa học nâng cao nhận thức về “vần-nhịp-điệu” trong dịch ứng đoạn Anh – Việt: nghiên cứu thực nghiệm
Despite of the utmost importance in decoding the input and encoding the output, prosody has been marginalized in many interpreting programs and the curriculum in University of Language and International Studies (ULIS, VNU) is not an exception. Therefore, it urged the researcher to conduct an expe...
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| 主要作者: | |
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| 格式: | Final Year Project |
| 語言: | English |
| 出版: |
2020
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| 主題: | |
| 在線閱讀: | http://repository.vnu.edu.vn/handle/VNU_123/99861 |
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| 總結: | Despite of the utmost importance in decoding the input and encoding the
output, prosody has been marginalized in many interpreting programs and the
curriculum in University of Language and International Studies (ULIS, VNU) is not
an exception. Therefore, it urged the researcher to conduct an experimental research
employing quantitative method to assess the effectiveness of prosody awareness
training on consecutive interpreting from English into Vietnamese. The experiment
was conducted with the participation of 6 third-year students majoring in translation
and interpreting in FELTE, ULIS. Before a training program began, a questionnaire
was delivered to 231 third-year and fourth-year students to enquire their awareness to
the influence of prosodic features on consecutive interpreting performance and their
attention to those features in interpreting practice. The findings indicated that both
seniors and juniors were aware of the importance of prosody, and yet the majority of
them seemed surprised at the fact that prosody could be trained in order to boost
interpreting performance. Regarding the results of prosody training program, though
not making prosody learners far better in overall performance of consecutive
interpreting in comparison with those who did not receive training, it did help them
to gain improvements in prosodic features such as pace and voice. Therefore, this
study would serve as a reference for teachers and syllabus designers to introduce
prosody into the syllabus of interpreter trainees at ULIS, VNU in the future. |
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