MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ---@&?--- GRADUATION THESIS A STUDY ON MOST COMMON TEACHING ACTIVITIES OF LECTUR
INTRODUCTION
RATIONALE OF THE STUDY
Many English majors aspire to become professional interpreters, a career that requires a high level of proficiency in the English language An interpreter's primary role is to translate spoken words from one language to another, facilitating communication across language barriers.
A future interpreter must grasp various essential skills while enrolled in an interpretation course, including flexible language usage, active listening, memorization, effective expression in the target language, and emotional management (Dịch Thuật Trang Hạ, 2020) The teaching and learning activities within the course play a crucial role in developing these vital competencies.
As a student, I have consistently studied under the same teacher for three Interpretation courses, which may lead to some bias in my perspective This raises questions about whether other lecturers employ different activities in their classes that I have not experienced I wonder if the choice of activities is influenced by their teaching style, a focus on student engagement, or other factors.
Lecturers, particularly those teaching interpretation, often seek innovative approaches or look to their peers for inspiration Certain activities may prove ineffective with specific student groups, leading to challenges for educators This research offers various options grounded in teaching experiences and observations from colleagues Additionally, it uncovers the motivations behind teachers' desires to integrate these activities into their courses, providing instructors with a solid foundation for consulting their peers without needing to ask directly.
RESEARCH GOALS
1 Finding out the most common teaching activities of the Lecturers in teaching Interpretation 2 course in FFL at IUH
2 Finding out the aims of the Lecturers in conducting each activity.
RESEARCH QUESTIONS
1 What are the most common teaching activities that FFL’s Lecturers prefer in teaching Interpretation 2 at IUH?
2 What is the Lecturers’ aims in conducting each teaching activity?
SCOPE OF THE STUDY
Bui et al (1997) identify two modes of interpreting: Consecutive Interpreting (CI) and Simultaneous Interpreting (SI) Due to the complexity and high skill level required for SI, it is seldom included in undergraduate training programs at universities At IUH’s FFL, the focus of all interpretation training courses is specifically on CI This study examines methods and activities related to CI It is important to note the significance of classroom teaching activities in today's creative and open-minded educational landscape Traditional methods, such as the Grammar-Translation Method, are increasingly being replaced by modern approaches that incorporate various in-class activities Lecturers can utilize these methods flexibly to create effective lessons and enhance students’ interpreting skills and knowledge.
This research aims to identify the most common teaching activities employed in Interpretation 2 classes at IUH By gathering and analyzing data from FFL lecturers currently teaching the course, the study will highlight these activities and their educational objectives.
LITERATURE REVIEW
DEFINITIONS OF THE KEY TERMS
According to Interpreting: Guidelines for Community Interpreting (2014), Interpreting is
Rendering a spoken or signed message into a different language involves accurately preserving the register and meaning of the original content This process requires a thorough understanding, analysis, and processing of the message before it is faithfully conveyed in another spoken or signed language.
According to Morin (2007), interpreting involves the verbal transfer of meaning from a source language to a target language This process occurs when an interpreter conveys the message directly from the source language, utilizing various mediums such as spoken communication, radio, or Disc/VCD players.
Interpreting involves conveying information and ideas from one language to another through spoken communication (Bui et al., 1997) It is a language skill that students can acquire both consciously and unconsciously through comprehensive learning processes, education, and real-world experiences in academic settings or practical situations.
Interpretation is a course that equips students with essential academic knowledge and professional skills related to the interpreting field It familiarizes them with interpreting methods and prepares them for their future careers as professional interpreters.
Interpretation Courses are a key component of the academic training programs in Foreign Language Departments at various universities At IUH, these courses are structured into three progressive levels Interpretation 1 introduces students to the basics of translation, while Interpretation 2 focuses on skills, techniques, and methods specific to economics and markets Finally, Interpretation 3 enhances students' interpreting abilities and broadens the range of topics covered.
This research examines the classroom teaching methods employed in Interpretation 2 at FFL, a course designed for students to deepen their understanding of interpreting skills and techniques.
According to Bui et al (1997), there are two modes of interpreting They are Consecutive Interpreting and Simultaneous Interpreting
In consecutive interpreting, the interpreter conveys the meaning of specific passages after the speaker has completed their speech It is essential for the interpreter to deliver an organized and accurate representation of the speaker's views, ensuring that the original meanings are preserved without altering the logical sequence or omitting significant details.
There are two types of Consecutive Interpreting: Unilateral and Bilateral (Liaison) Interpreting
Unilateral Interpreting involves the interpreter translating spoken content from English to a non-English speaking audience, sentence by sentence and paragraph by paragraph Typically, the interpreter is positioned next to the speakers to facilitate effective communication.
Liaison interpreting involves the interpreter facilitating communication between English and Vietnamese speakers, often in professional settings This role is crucial in interactions between clients and professionals, as well as between foreign investors and Vietnamese partners, who may lack understanding of each other's languages and cultural nuances.
The Simultaneous Interpreter does not wait for the speaker to pause after finish a segment to interprete but follow and transfer what the speaker is saying right immediately
It is regularly used at international conferences and forums Nevertheless, it takes a huge amount of money for the electionic equipment such as microphones, headsets and booths for the interpreters
Consecutive interpreting is a key component of conference interpreting, requiring the interpreter to listen to a speaker and then convey the message in another language after the speaker has finished The duration of the speech can range from one to twenty minutes, and interpreters utilize notes, memory, and general knowledge to accurately reproduce the original message Essential tools for this process include a speaker, an interpreter, a notepad, and a pen (Gillies, 2014).
A Lecturer is an academic rank found in many universities, with its definition varying by country Typically, it refers to an academic expert employed to teach either full-time or part-time, and they may also engage in research activities.
In the article “Is My College Teacher a Professor or a Lecturer?” (2019), it is explained that a lecturer is a post-secondary educator at a college or university who can teach both undergraduate and graduate students without necessarily holding a Master's or Ph.D Unlike professors, lecturers often bring valuable field experience that qualifies them to teach specific subjects While most professors pursue advanced degrees, some lecturers excel with only a college credential, and universities may grant exceptions for them to teach without additional qualifications.
Lecturers at IUH's FFL are individuals currently teaching Interpretation, holding degrees such as MA or PhD, but they are not classified as professors.
Teaching activities are a crucial component of pedagogical practices, where teachers lead instructional processes, including content preparation and delivery Traditionally, students have been seen as passive recipients of knowledge, relying on teachers to provide information for memorization However, this perspective is outdated, as contemporary pedagogical research emphasizes the importance of student engagement and active participation in the learning process, recognizing that education is a two-sided interaction between teachers and students.
Modern teaching emphasizes the interconnected activities of both instructors and students According to Anh and Thanh, a psychologist noted that the roles of teachers and students are two sides of the same educational process.
RESULTS OF PREVIOUS STUDIES
2.2.1 Previous studies about teaching strategies
In the research paper by Sarode (2018), published in the International Journal of Current Engineering and Scientific Research (IJCESR), the Assistant Professor explored various teaching strategies, styles, and activities that enhance higher education Utilizing qualitative methodology, the study analyzed existing research on teaching approaches, including authority and lecture styles The findings suggest that competition in the classroom can be beneficial, as it may motivate students to excel and engage more deeply with their studies The author advocates for fostering a positive atmosphere of rivalry through group games and opportunities for students to showcase their understanding.
The goals of activities, according to Monk and Dillion (1995), in the planning and managing for teaching science, are to assist instructors create the following:
• Knowledge of planning and classroom management aspects;
• Skills and strategies for organizing and managing activities in classes;
• Skills and strategies for planning and maintaining continuity between classes;
• Experience establishing and preparing a scheme of work
According to Sarode, traits and talents can be developed through self-learning, training, and participation in skill-oriented programs and seminars Teachers can enhance their knowledge and understanding of various subjects by utilizing the internet for self-education This research paper serves as a foundation for optimizing teaching activities and understanding the factors that influence their implementation.
In a study by Saputra and Aziz (2014), similar methods to those used in Ravindra's research were employed to gather information on teaching strategies, methods, and procedures, which are essential components of effective teaching activities The authors emphasized several critical aspects that warrant attention.
1 Educational methods can "modify" the overall approach to education and be modified to training events and settings The strategies generally reflect the teaching style, originality and personality of the trainer
2 They have a modeling and structure role to connect student experiences and stimulate their psychological learning processes
3 The components of the strategy (work techniques, resources and forms of organization) are a system that connects them to each other, including interrelationships and interdependence
4 They do not identify with either the chosen methodological system or the fundamental teaching technique since the teaching strategy focuses on the entire training process rather than a particular training sequence
5 They are likely to suggest that, although the psychological resources of participants are scientifically based, the teaching strategy does not ensure the success of a course, because there are a huge number of factors which are capable of intervening in a process
Trainers can effectively develop their work by utilizing graphs, diagrams, value tables, and mental arrangements These tools aid in identifying and successfully implementing integrated approaches, instruments, and resources for education (Iurea et al., 2011; Keegan).
Every educational activity is distinct due to its unique components and interactions Continuous refinement of established strategies can enhance rigor and yield positive outcomes Therefore, it is essential to study the teaching process to effectively analyze classroom activities.
As a result, the activities provided in each individual curriculum of FFL Lecturers in the topic of Interpretation 2 will be synthesized in this study
2.2.2 Previous studies about Interpretation/Interpreting teaching Activities
Recent studies have explored effective methods for interpreter training, particularly in Consecutive Interpretation (CI) A notable research published in 2015 by Li, titled "Putting Interpreting Strategies in Their Place: Justifications for Teaching Strategies in Interpreter Training," utilized qualitative methodology The study emphasizes the importance of incorporating strategy training in interpretation education, grounded in a comprehensive review of existing research findings.
This article provides a comprehensive overview of the characteristics and types of strategies in interpreting It emphasizes the importance of strategic training in addressing cognitive limitations, overcoming mode-specific challenges, and adhering to language and cultural nuances Additionally, it discusses the necessity of complying with interpreting standards, understanding relationships during the interpreting process, and recognizing the differences among emerging experts in educational contexts.
Xiangdong Li emphasizes the importance of training students to observe and analyze their interpreting skills, critique their strategic choices, and identify areas for improvement He advocates for students to review recordings of professional performances to evaluate the methods used and to monitor their own interpretive performances By comparing their strategies with those employed in practice, students can pinpoint areas for enhancement The teacher's role should be that of a facilitator, utilizing diverse materials—such as fast-paced speech, dense information, unfamiliar vocabulary, and strong accents—to create scenarios where various strategies can be applied This approach encourages students to confront challenges in their interpretation and fosters constructive feedback.
In section 2.1.2, it is noted that Consecutive Interpreting (CI) is the primary mode taught in Foreign Language Interpretation (FFL) courses However, Li argues that CI presents significant challenges, particularly due to the demands of analytical listening and note-taking, which require substantial resources The interpreter's note-taking is constrained by the speaker's timing, making it a resource-intensive task that must be mastered prior to entering the profession According to Mead (2000), inadequate note-making skills can lead to poor interpreting performance, such as using indecipherable symbols Additionally, interpreters must rely heavily on their memory, as notes serve only as a supplementary aid To enhance their understanding and retention of the original message, interpreters can benefit from visualizing the content and creating mental images during the interpretation process.
Li's statements and testimony are highly persuasive, highlighting the essential role of note-taking skills for interpreters However, it is crucial to ensure that these skills are not misapplied during translation Therefore, we need to explore how FFL lecturers support students in developing effective note-taking techniques and examine the practice exercises that students engage in to enhance their note-taking abilities.
To develop effective strategies for teaching consecutive interpretation (CI), research by Rusell et al (2010) presents a framework that equips students with the essential skills for professional application The study also outlines how educators can design engaging learning programs that provide students with a solid foundation in consecutive interpretation.
Consecutive interpreting activities encompass various approaches, notably role-plays, which were introduced in a research paper The authors employed focus groups and observation methods to gather demonstrations, successfully videotaping student interactions 95-100 percent of the time for further analysis These recordings serve multiple purposes, including providing additional exercises, extensive linguistic analysis, and samples of effective and ineffective practices for student portfolios As students engage in these activities, they gain experience with diverse speech qualities, broadening their perspectives and preparing them for unfamiliar interpreting scenarios Role-plays foster collaborative learning, enabling students to create collective knowledge and enhance understanding through practical engagement Analyzing their work sparks informative debates that lay the groundwork for their future careers Additionally, classroom activities involve using DVD samples to showcase effective and less effective performances, instructor modeling, and the exchange of insights among experienced practitioners.
RESEARCH DESIGN
RESEARCH SITE
The Industrial University of Ho Chi Minh is primarily recognized for its strengths in industrial, chemical, and engineering disciplines However, the Faculty of Foreign Languages has emerged as a vital department, equipping students with essential skills for careers as English teachers and interpreters/translators This once-overlooked faculty has evolved into a dynamic and innovative hub, offering valuable workshops and competitions like FFL’s Next Top Speaker, sample lessons, and the Flipped Classroom Program.
As a fourth-year student at the Faculty of Foreign Languages at IUH, I take pride in the comprehensive education provided here The faculty has successfully trained numerous outstanding English teachers and skilled interpreters/translators, making it an ideal environment for research and practical application of in-class activities.
PARTICIPANTS
The Faculty of Foreign Languages at the Industrial University of Ho Chi Minh City is recognized for its dynamic and innovative learning environment, where dedicated lecturers invest their time and effort to enhance both the faculty and the success of its students Their commitment has resulted in the graduation of many well-trained bachelors who are thriving in their careers Additionally, numerous programs and workshops are organized to support effective teaching and learning.
In today's technological era, there are numerous ways to gather information about classroom teaching activities This study specifically focuses on the Interpretation environment and the most common in-class teaching activities within the Interpretation course The primary objective is to engage FFL lecturers from the Faculty of Foreign Languages, who possess valuable experience in teaching Interpretation Their insights and challenges in motivating students can provide a deeper understanding of effective teaching strategies in this field.
Lecturers attending to the interview section will be aliased as Respondent 1, Respondent 2, Respondent 3, Prespondent 4 and Respondent 5 in the interview sequence.
RESEARCH METHODOLOGY AND RESEARCH METHODS
This study employs a qualitative methodology to explore the common teaching activities utilized by lecturers in the Interpretation 2 course, aiming to uncover their intentions behind these practices.
Qualitative methodology, as noted by Ratner (2002), emphasizes the integral role of the researcher's subjectivity in scientific inquiry This subjectivity influences various aspects of the research process, including topic selection, hypothesis formulation, methodology choice, and data interpretation Researchers are urged to consider their own values and objectives, as well as those of others involved, and to reflect on how these factors impact the research project.
Given the research subjects and objectives, I assure you that qualitative methodology is the most suitable approach for this study and is likely to yield positive outcomes.
There are several ways to conduct this research And the one has been chosen is the Interview method The interview form is Semi-structured
Semi-structured interviews offer flexibility compared to fully structured interviews, allowing interviewers to adjust phrasing and order based on the conversation's flow Interviewers have the freedom to allocate time and attention to different topics and can ask spontaneous questions based on real-time observations This approach enables exploration of unexpected areas, deeper probing into significant comments or themes, and fosters a shared understanding of the situation.
For the form of interview questions, they have been designed into four questions in semi-structured form Below is a description of the purpose for each question
1 Thầy/cô đã dạy Phiên dịch 2 tại Khoa
Ngoại ngữ tại trường DHCN được bao lâu rồi? How long have you been teaching
Interpretation 2 at the Faculty of Foreign
Based on my teaching experience, I recommend that graduating students and new teachers aspiring to teach interpretation focus on developing strong language skills and cultural awareness Engaging in practical exercises, such as role-playing and real-world scenarios, can enhance their interpreting abilities Additionally, seeking mentorship from experienced professionals in the field can provide valuable insights and guidance Finally, staying updated with industry trends and continuously improving through workshops and courses will help them succeed in their teaching careers.
- Getting some information about Lecturers’ extensive vision for teaching Interpretation
2 Thầy/cô có thể miêu tả về một giờ lên lớp điển hình/thông thường khi dạy môn Phiên 2 được không? Could you describe a typical/regular lesson when teaching
- Learning about the teaching procedure that teachers often use
- Learning about the progress that teachers use activities during school hours
- Learning about the average number of activities that teachers use during 1 lesson
- Comparing the similarities/ differences in their teaching strategies
3 Thầy/cô có thể chia sẻ về một vài hoạt động mà thầy/cô tâm đắc và thường xuyên sử dụng? Could you share some teaching activities that you are passionate about and utilize frequently?
- Gathering the activities that teachers prefer and often use
- Learning the characteristics of each activity
- Getting the intention of the teachers when using those activities
4 Vào thời điểm dịch COVID-19 đang diễn ra phức tạp, một số hoạt động cần sự tương tác cao có thể sẽ bị cản trở ít nhiều và chính vì thế chúng có thể bị giảm chất lượng Thầy/Cô đã có những điều chỉnh/thay đổi gì đối với các hoạt động này? At the time when the
The COVID-19 epidemic presents significant challenges, particularly in activities requiring high levels of interaction, which can diminish the quality of teaching and learning What changes have you implemented to adapt these activities?
- Learning about how Lecturers respond and adapt to educating during COVID-19 pandemic
PROCEDURE
There are two fundemental steps need to be prepared before holding an interview: Interview questions and a list of participants - the FFL’s Lecturers
The initial phase of preparation involves crafting interview questions tailored to the research objective, focusing on the prevalent teaching activities in the Interpretation 2 course These questions are formulated to be brief and concise, ensuring they engage the interviewees effectively while minimizing time wastage.
Before delving into the Lecturers Interviewing section, it's essential to identify the number of Lecturers who have taught Interpretation 2 and their identities I started by compiling a list of these Lecturers, which I easily obtained from the FFL’s Department.
Upon receiving the Interpretation 2 Lecturer list from the ministry department, we gathered the contact information of each teacher, including phone numbers and emails, from FFL's websites and their Facebook page After compiling this data, we reached out to each teacher via email and Zalo.
We conducted individual interviews with each lecturer; however, due to COVID-19 and the preparations for the Graduation Thesis Defense Presentation, only five of them were able to attend our online interview room.
Prior to each scheduled interview, we will provide the Zoom meeting link, or it will be sent by the lecturers We will conduct interviews with all lecturers in the designated order Notably, Respondent 1 requested to participate in the interview via Zalo for personal reasons.
During the interviews, which took place in a relaxed Zoom environment, there were typically one to two interviewers alongside one teacher participating We employed a semi-structured format to ensure a natural flow of conversation.
Initially, we introduce the subject and give a quick overview of the topic's objective Lecturers will be able to see the content of the interview in this way
The Lecturers were asked each interview question sequentially, allowing them to respond in their own manner while adhering to the question's scope Some responses were enthusiastic, with one answer addressing both inquiries, while others were overly brief and lacked depth In these cases, we may need to ask more targeted questions to gather the required information Typically, each interview lasts about 20 minutes, with further details provided in section 3.5.
DATA ANALYSIS
Qualitative analysis, unlike many other quantitative methodologies, does not involve a formula-like technique which can be performed methodically and systematically
Five audio recordings from interviews conducted in Vietnamese were manually transcribed and translated into English Due to the high costs associated with dedicated transcription software, I opted not to use any tools or applications for this process All transcription versions will be included in the Appendices.
After gathering transcripts, I will systematically analyze each lecturer's responses to the questions This process involves meticulous examination to annotate significant words, phrases, sentences, or sections with relevant codes Various elements such as actions, activities, concepts, disagreements, and attitudes will be labeled accordingly Subsequently, the generated codes will be organized into categories for further analysis.
Then I will delve into the data segments in depth To begin, see if there is a hierarchy among the categories Finally, I'll use insights to develop and test ideas, respond to critical issues, and support goals and objectives.
FINDINGS AND DISSCUSSION
FINDINGS
According to the interview questions, four questions were asked, and they will be presented below, along with each Lecturer's responses to the questions
• How long have you been teaching Interpretation 2 at the Faculty of Foreign Languages in IUH?
For the first section, the Lecturers shared about the time they have been taught Interpretation 2 The table below will show how long the teachers have been teaching
Figure 4.1.1 The number of years teaching Interpretation by FFL’s Lecturers
Respondent 1 and Respondent 2 possess more teaching experience compared to Respondent 4 and Respondent 5, which may lead to notable differences in their lecture design and instructional methods Despite these differences in experience, all respondents shared similar views and beliefs regarding the key variables to consider when teaching this topic, as indicated by their responses in the second section.
• Can you provide a couple suggestions for students who are going to graduate from universities or teachers who tend to pursue teaching interpretation, based on your own experience?
Figure 4.1.2 The number of years teaching Interpretation by FFL’s Lecturers
All five lecturers emphasize the necessity for interpretation teachers to possess extensive knowledge in both English and Vietnamese across various fields They highlight the importance of mastering skills such as phrasing, data analysis, listening, and speaking Respondents 1, 3, and 5 advocate for thorough preparation and participation in training courses to enhance effectiveness as translator teachers Additionally, Respondents 1 and 3 stress the significance of confidence and passion for interpreters, while Respondent 4 underscores the value of effective teaching methods The insights from these responses provide a foundational understanding of the FFL's lecturers, guiding their decisions in teaching practices.
Having a broad knowledge both in
Practicing regularly Having note-taking skill
Being fluently in performing professional skills
Being confident Having passion Having effective teaching approaches
Question 2: Could you describe a typical/regular lesson when teaching Interpretation 2?
Pre-learning Topic Introducing activity
Step 1: Asking students to debate the topic of the lesson
Step 2: Letting them interact in groups
Step 3: Inviting them to express their thoughts in either English or Vietnamese
Step 4: Summarizing the important points to remember from the lesson
- Exposing students to new information and vocabulary
- Encouraging them in developing confidence and communication abilities
While learning Role-plays activity
Step 1: Inviting one student to take the Speaker role and another one to act as the Interpreter
Step 2: Asking other students to listen to their performance and give comments toward them
Step 3: Inviting other pairs to take turn to perform their task
Step 4: Helping students with their problems in performance and giving comments
- Providing pupils more self-assurance when presenting in front of the audiences
- Depending on the individual, it is possible to synthesis several translation choices
- Bringing back events connected to teachings in terms of knowledge, language, and abilities
- Providing students with topic-surrounding information
Table 4.1.1 Respondent 1’s description of an Interpretation 2 regular lesson
Step 1: Ask the students to prepare 10 English- Vietnamese sentences and vice versa These sentences has to be diverse in structure (complex/compound sentences, etc.), context, and vocabulary
- Inviting any student to stand in front of the class
- Asking some students to read the sentences which they have prepared
- Asking the class to listen to the interpretation of the one standing on the board and write down their own versions and give comments
- Listening to students interpretation and giving them feedbacks
- Providing pupils self- assurance when presenting in front of the audiences
- Allowing students to learn from their classmates
Step 1:Playing a short passage first for students to hear at a slow speed It is possible to repeat 2-3 times
Step 2: Letting students listen to the audio without taking notes and asking them to memorize the main idea
Step 3: Inviting any student to interprete
Asking other students for help if the first version were uncorrect
- Giving slowly practice without placing students under pressure
- Students can participate in the activity together
- Students could master the lesson by replaying the audio section
Step 4: Playing the next passage Keeping the same process as Step 2 and 3 with the increasing speed each time
• Letting students listen to the whole section with the original speed
• Giving out specialized vocabulary that needs to be learned, the transcription and notice points as needed
Step 1: Providing students with handouts obtained translation
Step 2: Asking students working in groups in
• Asking each group to analyze text together, and takes turns acting as Native Speaker- Interpreter
• Asking the remaining members listen and give comment to the interpretation (in terms of pronunciation, grammar, expression,etc,)
Step 3: Inviting any student to come to the board and letting them choose a partner to perform the task without looking at the handout
Step 4: Asking other students to listen to their performance and give comments toward them numerous times and could, also, memorize new vocabulary in class
- All students (from weak to strong) can participate in this activity without being confused or worried about falling behind (because they have seen the script)
- Anyone can take the task due to a large practice time
- Shy students can comfortably express their performance to their best friend
- Teachers could easily observe and remark on each group
Post learning Words/Images Memorizing activity
Step 1: Provide a variety of strategies for helping students remember information quickly, such as associating images/words with an imaginary tale, memorizing objects by its' function, connecting words by sound/kind of language, and so on
Step 2: Showing any words or images on the screen within 20s
Step 3: Asking students practice by looking at words/pictures and trying to remember them
Step 4: Asking the student to list out the words/pictures once the time was up
- Assisting students in improving their capacity to remember data quickly through direct observation and memorization
Table 4.1.2 Respondent 2’s description of an Interpretation 2 regular lesson
Pre-learning Topic Introducing activity
Step 1: Preparing the lesson at home
Step 2: Introducing the students new vocabulary related to the topic
- Exposing students to new information and vocabulary
While learning VOA Listening acvitity
There are 2 parts, Vietnamese Interpreting and English Interpreting The steps of 2 parts are similar
- Letting students listen to the VOA audio 3 times
- Asking them to remember the content and discuss in pair or group
- Asking students to stand up and interprete
- Listening to their Interpretation and giving them feedbacks
- Providing and improving knowledge for students
- Helping students improve their grammar, structure
Table 4.1.3 Respondent 3’s description of an Interpretation 2 regular lesson
Step 1: Conducting warm-up activity - Awakening students brain before learning
While learning VOA Listening acvitity
Step 2: Introducing new vocabulary, grammars, sentence structures
Step 1: Letting students listen to the VOA audio
Step 2: Letting them prepare for their Interpretation in 1-2 minutes
Step 3: Inviting students to present and then giving feedback
- Providing pupils self- assurance when presenting in front of the audiences
- Each person has a different interpretation so students can learn from each other
Step 1: Reviewing what happened during the class
Step 2: Letting students see images in a short time and try to memorize them as much as possible
- Providing students have a brief overview of the lesson, favorable for reviewing
- Helping students practice short term memory skills
Table 4.1.4 Respondent 4’s description of an Interpretation 2 regular lesson
Pre-learning Topic Introducing activity
- Introducing the students the lesson topic
- Asking students about topic-related aspects (knowledge of the subject, which evokes student understanding, etc.)
- Letting students work individually or in groups to discuss the topic
Step 2: Inviting students to share their ideas
Step 4: Providing difficult vocabulary to meet in Interpretation
- Awakening students brain before learning
- Supporting them in visualizing the study topic and being able to concentrate on the keywords and important points appear in their interpretation
Form: based on an interpretation exam
Step 1: Letting students listen to the VOA audio for 4 times (the maximum for students in the exam)
Step 2: Asking students to take notes in the process of listening
Step 3: Inviting some students to read their notes to know how much information they have recorded.
Step 4: Letting them prepare for their interpretation in 3 minutes
Step 5: Inviting 4-5 students to take turn to read out their interpretations
- Helping student be familiar with the final exam form right in the classroom
- By examining what students take notes on after listening four times, the lecture could see where they are to make appropriate interventions
- Students could master the lesson by replaying the audio section numerous
Step 6: Inviting other students to give comments
Step 7: Giving students new language that is relevant to what they have just learned times and could, also, memorize new vocabulary in class
- Vocabulary Explaning (Back to the board)
Step 1: Writing a phrase on the board Step 2: Letting one or two students stand in front of the class, turning their backs toward the board
Step 3: Asking other students to explain the phrase on the board
Step 4: Students standing above will guess what phrase it is
- Helping students improve their lexical reflexes and learn new words faster
Table 4.1.5 Respondent 5’s description of an Interpretation 2 regular lesson
The analysis of the five tables reveals that Respondent 1, Respondent 3, Respondent 4, and Respondent 5 utilize the Topic Introduction activity during the Pre-learning stage However, the implementation of this activity varies among lecturers, reflecting their unique teaching styles and strategies.
The main goal of this activity is to share new topic-related information and vocabulary while activating students' prior knowledge In the warm-up section, only Respondent 2 chose a brief sentence translation task.
Tape/VOA Listening is a widely used method by 80% of lecturers during the while-learning stage Instructors often allow students to listen to and analyze VOA recordings related to various curriculum topics, including economic business and office work This approach aligns with the final test format of Interpretation 2, which requires students to listen and interpret audio content.
VOA and then interpret it VOA listening activities include note-taking skills as well This activity also help students increasing flexibility in adaptability
Respondent 1 does not mention VOA listening activity; instead, she mentioned the role- plays Students take on the role of speaker-interpreter and talk in front of the entire class
Respondent 2 discussed his Text-based Interpreting activity, where he provides students with VOA transcripts to engage in speaker-interpreter roles, akin to the activities of Respondent 1 He emphasized that this approach offers numerous opportunities for all students to practice their interpreting skills.
The most common activity in the Post-learning stage is the Lesson Revision This activity focuses on enhancing the knowledge of students who have just completed their studies
Question 3: Could you share some teaching activities that you are passionate about and utilize frequently?
Step 1: Assigning video tasks to students on the relevant topic
Step 2: Asking one student to play interpreter and others will play listeners
Step 3: Allowing students to work and research about the specified topic
1 Multi-tasking activity a) The 1 st way
Step 1: Playing an audio within 30 seconds at medium speed (not too fast or too slow) Step 2: Asking students to listen and analyze source data to create target data immediately after listening
• Giving students 1 minute to review the information in their heads and then asking them to stand up and interpret the passage they just heard
• Asking the others to listen and make comments
Step 4: Giving the comments and advices
- Assisting students in practicing and optimizing their capacity to multitask b) The 2 nd way
Step 1: Asking each student to prepare a sheet of paper
Step 2: Letting students listen to the audio while simultaneously writing sequential numbers from 1,2,3,4,5,
Step 3: Inviting any student to come up to the board when the recording stop and narrate what he or she heard while writing the number
Step 4: Giving the comments and advices
• Introducing popular symbols such as international symbols such as mathematical symbols or abbreviations
Students are encouraged to create symbols such as smiley faces and angry expressions to convey their feelings, along with drawings of familiar objects like houses and trees that resonate with their memories.
Step 2: Playing an audio includes a lot of information, including jamming information, redundant and superfluous information
Step 3: Asking students to listen and take notes on the main ideas, numbers, important words mentioned in the audio
- Helping students practice note-taking skills
• Inviting students to stand up and perform their Interpretation relying on what they have noted
• Asking the others to listen and make comments
Step 1: Letting students pair up and record one video clip each week together
Step 2: Requiring the two of them to take turns playing speaker and interpreter
Step 3: Asking them to email their product before the next class
“In addition, I often give students plus points to encourage them to study and help the class to be more excited.”
- Letting students practice more afterschool
Step 1: Dividing students into 2 groups, then providing them a paragraph for Interpreting
Step 2: After a certain period of time to translate cards, each group will send a representative to present the results
- Creating an praticing environment for students
- Each person has a different translation so students can learn from each other
• Asking the pairs to meet up and make a video together
• Asking sudents to choose their own source document
- Training students confidence and fluency when conveying language
- Students can review their vocabulary volume
In this activity, one student will read the source text while the other translates it into the target language, alternating roles as Speaker and Interpreter This exercise focuses on enhancing language skills through practical application in both Vietnamese-English and English-Vietnamese translations.
Step 2: Asking them to email their product before the next class
Step 3: Giving feedbacks and become accustomed to advanced structures
- Teachers can assess student progress
Table 4.1.6 Five Respondents’ descriptions of their favorite teaching activities
Outside of the classroom, the majority of lecturers engage in Video Recording activity This activity's strength is that students are assigned to either the position of Speaker or Interpreter
It helps students in being more confident and fluent in their interpreting performance
Respondent 2 distinguishes himself from other lecturers by adopting diverse activities to engage students He emphasizes the challenge of multi-tasking, as students may struggle to focus on writing numbers while listening to audio To effectively grasp the main content, students need to express sentences they haven't heard clearly and memorize key words With practice, they will become more comfortable with the material Furthermore, he frequently incorporates note-taking activities to enhance students' note-taking skills.
During the complex and challenging times of the COVID-19 pandemic, activities requiring high levels of interaction have faced significant obstacles, negatively impacting the quality of teaching and learning To address these challenges, I have implemented various adjustments to these activities, ensuring that educational engagement remains effective and adaptive to the current circumstances.
Direct interaction is crucial in Interpretation and other subjects, as noted by Respondent 1 However, in light of the current pandemic, transitioning to online learning has proven to be an effective alternative for interpreters, offering several advantages over traditional offline classes.
- Unaffected by noise when learning online
- Easier to listen to students translate and make their own comments
There are additional drawbacks, such as difficulty dividing a group for students and the possibility of weak network phenomena while forming a group
He has not offered clear and honest solutions due to not teaching during the COVID-19 pandemic He believes that in-person interaction is superior to online learning, as public speaking is crucial for interpreters Online education serves merely as a temporary solution and cannot replace traditional classroom instruction.
When required to use Zoom for teaching, he will adapt group activities by utilizing break-out rooms; however, this limits his ability to monitor student engagement Additionally, students in this course face a considerable disadvantage if they cannot communicate directly in a public setting.
DISCUSSION
Data from section 4.1 indicates that FFL's lecturers implement the Present-Practice-Production (PPP) strategy to structure their class hours, encompassing the phases of pre-learning, while-learning, and post-learning in the teaching process.
This research aimed to identify the most frequently used activities by FFL lecturers and to understand their purpose in the classroom The objectives were specifically addressed in questions 2 and 3.
In the Pre-learning phase, lecturers primarily engage in Topic Introducing, as highlighted by their descriptions Detailed procedures for each teacher's activity are elaborated in section 4.1.
The primary objective of this activity is to enhance students' cognitive readiness for class by encouraging them to visualize the learning topic and identify key concepts and keywords relevant to their understanding Since each lecturer approaches this exercise differently, the results for students and the overall classroom environment will vary significantly As this topic extends beyond my area of expertise, I do not fully grasp the differences in lecturers' methodologies or analyze their teaching styles.
In the While-learning phase, VOA Listening is the primary activity, encompassing various sub-activities like audio listening, note-taking, data memo and analysis, and interpretation Despite being the same activity, teachers implement it in diverse ways; for instance, Respondent 5 utilized a simulation of an interpreter exam, while Respondent 2 presented students with each small passage individually.
Practicing listening and interpreting skills not only aids students in comprehending lesson content but also boosts their confidence in public speaking and enhances their overall presentation abilities.
In the post-learning phase, lecturers implement revision activities to reinforce lesson content and create external activities to enhance students' skills Respondent 5 employs the game "Back to the Board" to foster a lively classroom atmosphere and improve students' language reflexes Meanwhile, Respondents 1 and 4 frequently share valuable information to strengthen the knowledge recently acquired by students In contrast, Respondent 3 tends to overlook this step but reinforces the lesson throughout the class.
The aim of this kind of activity is basically, for Lecturers to review and summarize the lesson
In addition to the three most popular teaching activities in the Interpretation 2 class, several other activities are favored by FFL lecturers and commonly utilized after school Among these, the Video Recording activity stands out as the most popular choice.
This activity serves multiple purposes, primarily aimed at enhancing students' confidence and fluency in language expression, which is essential for future interpreters to develop a professional style Additionally, it allows lecturers to assess students' work attitudes and progress through their recorded performances.
Respondent 2 also mentioned some other activities that he frequently engages in He provided skill-biased tasks instead of common revision tasks Activities such as Memorizing to increase short-term memory, Note-taking, Multi-tasking, and so on He said that the Multi-tasking activity is not an easy activity right from the first few times attending "In the process of practicing, there would be some sentences which were not received in time or that were not understood must be expressed in accordance with the text To retain the primary content of the speech, we must strive to memorize important words." He expertly combines to aid his students' development in all areas
Li emphasizes the importance of training students to observe and analyze their interpreting skills, critique their strategies, and identify areas for improvement The study highlights that mastering Interpretation, particularly Interpretation 2, requires a range of skills, including listening, speaking, and flexible expression Note-taking is a crucial activity in the learning process, as students must develop their interpretations based on what they hear and analyze, with minimal support from lecturers, who primarily serve as facilitators Additionally, students are encouraged to retain information in memory, using notes as supplementary aids Engaging the imagination and creating mental images of the original message can enhance knowledge retention However, Li's research primarily focuses on establishing concepts and methods without delving into specific actions.
The studies by Rusell et al (2010) and Tran (2019) have not identified specific procedures for hypothesis assessment This study provides insights into how popular teaching activities in Foreign Language Teaching (FFL) are implemented by lecturers in a clear and objective manner However, the research was conducted during the COVID-19 pandemic, making it challenging to visualize the effectiveness of past strategies Nevertheless, the enthusiastic sharing of lecturers indicates that many classroom activities continue to be effectively conducted in online settings with minimal changes.
CONCLUSION
CONCLUSION
The research aims to identify the most popular teaching activities in Interpretation 2 and to understand the purposes behind these activities The study effectively addresses both of these objectives.
In accordance to the first goal, the four most common teaching activities in the Interpretation 2 class at FFL are as follows
1 Pre-learning phase: Topic Introducing activity
2 While-learning phase: VOA Listening activity
3 Post-Learning: Topic Reviewing activity
4 Afterschool self-study: Video Recording activity
The primary goal of this practice is to enhance students' imaginative skills for the classroom by encouraging them to visualize their subject matter, enabling them to identify essential keywords and key themes in their interpretations.
The VOA Listening activity during the "while" phase significantly aids students in understanding course content, developing their listening and interpretation skills, and boosting their confidence in public expression Additionally, it enhances their public speaking and presentation abilities.
Before closing the lesson, the Topic Reviewing activity is the one chosen to be carried out
It gives students a concise overview of the lesson, which is useful for revision and moreover, brings back teaching-related experiences in terms of understanding, language, and talents
The Video Recording activity is an essential outside-class exercise aimed at enhancing students' confidence and fluency in verbal communication, which is crucial for future interpreters Additionally, this activity allows Lecturers to assess students' working attitudes and progress through their recorded performances.
Although this paper presents the most commonly used activities of teaching Interpretation
The research on Interpretation 2 in FFL faced significant challenges due to the pandemic, which hindered in-person attendance for both students and lecturers This limitation made it difficult to meet and interview all lecturers involved in the course Consequently, I was only able to contact and interview five lecturers, resulting in findings that, while fortunate, were incomplete and did not encompass the entire scope of the study.
RECOMMENDATIONS
Based on the four most common teaching activities, these practices are prevalent in regular Interpretation classes Lecturers employ simple, easily implementable activities that effectively integrate essential skills for professional interpreters Students aspiring to pursue a career in Interpretation can benefit from this study, gaining insights into the teaching methods of experienced instructors Additionally, lecturers can utilize the research data to enhance their activities, identifying strengths and weaknesses to create a more diverse and engaging learning environment.
To enhance student engagement and prevent boredom, lecturers should design a wider variety of activities beyond the traditional classroom setting Incorporating real-life scenarios, such as hypothetical conferences and role-playing exercises, can significantly improve the effectiveness of lessons.
To enhance student performance, schools should invest in upgrading their material facilities, particularly in listening and speaking classes like Interpretation High-quality speakers are essential, especially during exams when students rely on audio tapes Poor sound quality can lead to distorted audio, negatively impacting students' results.
FURTHER STUDY
This study reveals that some teachers and students may feel inadequate in their teaching and learning approaches It highlights the need for further exploration of various teaching activities and their impact on student engagement and reactions Future research should focus on how changes in teaching methods can influence student responses and the overall classroom atmosphere Additionally, expanding the scope of research to include diverse learning environments beyond IUH University could yield richer and more varied insights.
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• Thầy/cô đã dạy Phiên dịch 2 tại Khoa Ngoại ngữ tại trường DHCN được bao lâu rồi?
Dựa trên kinh nghiệm giảng dạy, thầy/cô có thể chia sẻ những lưu ý quan trọng cho sinh viên sắp tốt nghiệp và giáo viên mới muốn theo đuổi sự nghiệp giảng dạy Những gợi ý này sẽ giúp họ chuẩn bị tốt hơn cho những thách thức trong nghề và phát triển kỹ năng cần thiết để thành công trong lĩnh vực giáo dục.
• How long have you been teaching Interpretation 2 at the Faculty of Foreign Languages in IUH?
• Can you provide a couple suggestions for students who are going to graduate from universities or teachers who tend to pursue teaching interpretation, based on your own experience?
Câu hỏi 2: Thầy/cô có thể miêu tả về một giờ lên lớp điển hình/thông thường khi dạy môn Phiên
Question 2: Could you describe a typical/regular lesson when teaching Interpretation 2?
Câu hỏi 3: Thầy/cô có thể chia sẻ về một vài hoạt động mà thầy/cô tâm đắc và thường xuyên sử dụng?
Question 3: Could you share some teaching activities that you are passionate about and utilize frequently?
Trong bối cảnh dịch COVID-19 diễn ra phức tạp, nhiều hoạt động cần sự tương tác cao đã bị ảnh hưởng, dẫn đến sự giảm chất lượng Để thích ứng với tình hình này, thầy/cô đã thực hiện những điều chỉnh và thay đổi cần thiết đối với các hoạt động nhằm duy trì hiệu quả giảng dạy và học tập.
Question 4: At the time when the COVID-19 epidemic is complex and difficult, some activities that keep demanding a high level of interaction may be impeded, leading to a reduction in overall teaching and learning quality What adjustments or alterations have you made to these activities?
Người hỏi: Tụi em rất cảm ơn vì cô đã dành thời gian để tham gia buổi phỏng vấn của chúng em ngày hôm nay ạ
Interviewer: We're so thankful that you took the time to participate in our interview today
Người trả lời 1: Không vấn đề gì, chúng ta bắt đầu đi
Respondent 1: No problem, let's start
Người hỏi: Vâng ạ, câu hỏi đầu tiên thì cô đã dạy môn phiên dịch 2 tại trường đại học Công Nghiệp được bao lâu rồi ạ?
Interviewer: Well, the first question, how long have you been teaching Interpretation 2 at the IUH?
Người trả lời 1: Cô cũng không nhớ chính xác lắm nhưng chắc cũng tầm 5 đến 6 năm
Respondent 1: I do not remember accurately but probably about 5 to 6 years
Dựa trên kinh nghiệm giảng dạy, cô có thể chia sẻ một số lưu ý quan trọng cho sinh viên sắp ra trường và giáo viên mới muốn theo đuổi nghề giảng dạy môn phiên dịch.
Interviewer: So, based on your teaching experience, can you share some recommendations for undergraduated students and new teachers who want to pursue teaching Interpretation?
Người trả lời 1: Em muốn cô chia sẻ theo khía cạnh nào?
Respondent 1: How do you want me to distribute this information?
Người hỏi: Dạ chia sẻ theo khía cạch của 1 người giáo viên đi trước ạ
Interviewer: You could start under a teacher’s view
Để thành công, cần có kiến thức nền tảng vững chắc, thường xuyên luyện tập và ôn lại kiến thức Việc ghi chú và tự tin cũng là yếu tố quan trọng.
Respondent 1: I think it is necessary for them to have good foundational knowledge Furthermore, they should practice and review knowledge regularly as well as notes and confidence
Trong một giờ lên lớp thông thường khi thầy dạy môn phiên dịch 2, học sinh sẽ được tham gia vào các hoạt động thực hành phiên dịch, bao gồm việc nghe và dịch các đoạn hội thoại từ tiếng nước ngoài sang tiếng Việt Thầy sẽ hướng dẫn cách phân tích ngữ cảnh và lựa chọn từ ngữ phù hợp, đồng thời khuyến khích học sinh thảo luận và chia sẻ ý kiến để nâng cao kỹ năng giao tiếp Các bài tập nhóm cũng được thực hiện để tạo cơ hội cho học sinh rèn luyện khả năng làm việc nhóm và phản xạ nhanh trong phiên dịch.
Interviewer: I got it Let’s move to the second question Could you describe a typical/regular lesson when teaching Interpretation 2?
Trước khi bắt đầu bài học, cô thường khuyến khích sinh viên thảo luận về một đề tài để kích thích ý tưởng và ôn lại kiến thức nền Sau khi thảo luận, sinh viên sẽ trình bày bằng cả tiếng Anh và tiếng Việt, tùy theo lựa chọn của mình Cô cũng thay thế phần từ vựng bằng hoạt động nhóm để tăng cường sự tự tin Trong quá trình dạy, cô cho phép sinh viên làm việc theo cặp, với một người nói và một người dịch, hoặc có thể làm việc nhóm với nhiều vai trò khác nhau Cô chỉ ngồi nghe và khuyến khích ý kiến từ các bạn Cuối buổi học, cô sẽ tổng kết những kinh nghiệm liên quan đến kiến thức, từ vựng và kỹ năng đã học.
Respondent 1: Before teaching, I will let my students discuss a topic which they are about to listen and interpret so that they can have ideas on the topic while awaken the background knowledge that they have on that topic After the discussion, they can present their interpretations in both English and Vietnamese depending on thier choice I also often replaces this activity with teamwork new vocabulary discussion to make my student be more confident While teaching, I often let them work in pairs The two of them will take turns playing Speaker and Interpreter It is also possible to work as a team, one person take the Speaker part, another one is the Interpreter and the others will hear and contribute comments to the interpretations I just listen and encourage them to give their opinions After finishing the lesson, I will provide them with relevant knowledge, vocabulary as well as skills This is what I often do in my class
Người hỏi: Dạ vâng ạ Câu hỏi thứ 3 thì cô có hoạt động nào mà mình tâm đắc nhất và rất thích sử dụng không ạ?
Interviewer: Thank you The third question, which activity that you are most interested in and frequently use?
Cô thường giao cho học sinh những bài tập lớn thú vị, trong đó các bạn sẽ chuẩn bị và quay video theo đề tài đã cho Học sinh sẽ viết kịch bản và đóng vai biên dịch viên như trong thực tế Ngoài ra, cô cũng cho các bạn đọc tài liệu liên quan đến chủ đề học trong ngày, điều này rất hữu ích và cô thường xuyên áp dụng.
Respondent 1: In addition to the activities that I have just shared, I often assign my students large exercises which they and I love very much I often give a topic first and they will prepare and shoot a video of it They also have to prepare the script and play the same role of interpreter as in real life I also often give them materials related to the topic that will be learned that day I found it quite useful, too I use it regularly
Trong bối cảnh dịch COVID-19 căng thẳng, nhà trường đã chuyển sang hình thức học online, dẫn đến nhiều hoạt động tương tác bị ảnh hưởng Cô có những biện pháp hoặc cải tiến nào để khắc phục tình trạng này không ạ?