INTRODUCTION
Rationale for the study
In today's globalized world, English has emerged as an essential tool for communication, particularly in developing countries striving for economic growth and international integration The absence of English hinders the ability to convey thoughts and ideas, which is crucial for a nation's economic progress in an interconnected global economy As a universal language, English facilitates understanding in diplomatic relations, economic cooperation, and various other fields, solidifying its status as the most influential international language and the official language in numerous countries.
English ranks as the third most widely used language globally, following Chinese and Spanish, and serves as the default communication language for international events and organizations The advantages of English are undeniable, particularly in today's information and technology-driven age, where proficiency in English and computer skills are essential for securing desirable jobs in international companies and enhancing global communication Since Vietnam joined the World Trade Organization in 2006, the need for strong English skills, especially in interpreting, has grown significantly, facilitating connections with international partners and promoting economic and cultural exchanges Consequently, the demand for professional interpreting services has become more critical than ever.
Interpreting is essential to learn, but it doesn't mean it is simple for learners
Mastering interpretation poses significant challenges for English learners, particularly for many Vietnamese individuals who struggle to translate their native language into English This difficulty affects not only beginners in interpreting but also those who are fluent in multiple languages, including English majors at VNUA and other universities Addressing this issue remains a pressing question for learners.
This study, titled "An Investigation into Difficulties Faced by Third-Year English Majors in Learning English-Vietnamese Consecutive Interpreting at Vietnam National University of Agriculture (VNUA)," aims to identify the challenges encountered by students The findings are intended to provide valuable insights that will help students recognize and overcome these obstacles in their learning process.
1.2 Aims and objectives of the study
This study aims to explore the challenges faced by junior English majors at VNUA in learning Vietnamese consecutive interpreting Additionally, it will propose potential solutions to address these difficulties.
The overall purpose of this survey is to investigate the following issues:
➢ Investigate some difficulties in learning English Vietnamese consecutive interpreting of the third-year English majors at VNUA
➢ Propose some solutions to improve their learning English – Vietnamese consecutive interpreting
To achieve the aims, this research is carried out by answering a following research question:
• What are the difficulties faced by the third-year English majors at VNUA in learning English - Vietnamese consecutive interpreting?
• What are some solutions to improve their learning English - Vietnamese consecutive interpreting?
This thesis focuses on the key challenges faced by third-year students at the Faculty of Education and Foreign Language (K63) at VNUA in learning English-Vietnamese consecutive interpreting It aims to identify the difficulties encountered by these interpreting students and provide effective study strategies By analyzing the main problems in consecutive interpreting, the research seeks to enhance the learning experience for aspiring interpreters.
The total numbers of the third-year English majors : 120 Students
Time: From January 2021 to July 2021
This project aims to investigate the challenges faced by third-year students in consecutive interpreting It will identify specific difficulties encountered by learners and propose effective strategies to help them overcome their weaknesses and enhance their learning experience.
Apart from acknowledgements; Abstracts; List of abbreviations, graphs, tables, and figures; References; Appendix, the study consists of three main part:
Research questions
To achieve the aims, this research is carried out by answering a following research question:
• What are the difficulties faced by the third-year English majors at VNUA in learning English - Vietnamese consecutive interpreting?
• What are some solutions to improve their learning English - Vietnamese consecutive interpreting?
Scope of the study
This thesis focuses on the key challenges faced by third-year students at the Faculty of Education and Foreign Language (K63) at VNUA in learning English-Vietnamese consecutive interpreting It aims to identify the main difficulties encountered by these interpreting students and provide effective study strategies By analyzing the experiences of this specific group, the research seeks to enhance their understanding and skills in consecutive interpreting.
The total numbers of the third-year English majors : 120 Students
Time: From January 2021 to July 2021.
Significance of the study
This project aims to investigate the challenges faced by third-year students in consecutive interpreting It will identify specific difficulties encountered by learners and propose effective strategies to help them overcome their weaknesses and enhance their learning experience.
Design of the study
Apart from acknowledgements; Abstracts; List of abbreviations, graphs, tables, and figures; References; Appendix, the study consists of three main part:
The initial section provided an overview of the research, detailing the study's rationale, aims, objectives, scope, and significance.
DEVELOPMENT
LITERATURE REVIEW
This chapter addresses the challenges faced in learning English-Vietnamese consecutive interpretation, divided into three key sections The first section explores the difficulties encountered by serial interpreters both abroad and within Vietnam The second section provides definitions and insights into interpreting, consecutive interpreting, and the specific challenges associated with the consecutive interpreting stage The chapter concludes with a summary of the discussed topics.
1.1 REVIEW OF THE PREVIOUS STUDIES
This section aims to review prior research on interpreting, with a specific focus on consecutive interpreting It highlights essential information regarding the practice of consecutive interpreting, as discussed by Melville Jackson in his article "Consecutive Interpreter – What They Have To Do."
One of the main challenges of consecutive interpreting is the simultaneous execution of multiple operations, which demands a high processing capacity from the interpreter A consecutive interpreter must manage several tasks concurrently.
Effective listening involves not only hearing the speaker but also critically analyzing their message A significant challenge in this process is short-term memory, as it requires retaining the speaker's information until it can be accurately translated into the target language.
Production: He has to come up with a target language to reproduce the speech of the speaker
On the other hand, during the reformulation process an interpreter has to go through another set of operations which include:
Note reading: An interpreter is needed to understand and if required decipher the notes which he has written
Long-term memory poses a significant challenge for consecutive interpreters, as they must access information stored in short-term memory to accurately construct and convey the speech in the target language.
Production: Finally he has to reproduce the entire speech from the speaker in the target language
The thesis focuses on the challenges faced in English-Vietnamese consecutive interpreting, which limits the availability of relevant foreign research articles Consequently, the study primarily examines domestic dissertations that address the same or related topics.
In Vietnam, research on English-Vietnamese consecutive interpreting has been conducted by various authors Notably, Hanh (2006) explored "Note taking in consecutive interpreting English," while Nguyen Thi Mai Anh (2012) addressed the "Difficulties and suggested solutions in learning English-Vietnamese consecutive interpreting for third-year English majors at Hai Phong Private University."
Pham Hong Hanh's 2006 research focuses on "note-taking in consecutive interpreting English," utilizing a quantitative survey method to assess interpreting students' perceptions of note-taking skills The study highlights the significance of these skills, outlines the essential requirements for effective note-taking, and examines students' strategies in various situations during the note-taking process Employing a group-administered questionnaire, the findings emphasize that note-taking is a crucial skill in consecutive interpreting Additionally, the research delves into key aspects of note-taking, including what to note, how to note, and when to note.
Research indicates that effective note-taking in consecutive interpreting involves techniques that can be easily learned and mastered through regular practice It is essential to recognize that note-taking is a crucial skill for consecutive interpreters.
Nguyen Thi Mai Anh's 2012 thesis, titled “Difficulties and Suggested Solutions in Learning English-Vietnamese Consecutive Interpreting for Third-Year English Majors at Hai Phong Private University,” investigates the challenges faced by students in this field The research employs a quantitative survey method to identify key difficulties in learning English to Vietnamese consecutive interpreting and explores how students address these issues The questionnaire, consisting of 11 questions, focuses on four main areas: students' perceptions of consecutive interpreting, challenges in the listening stage, difficulties with short-term memory, and note-taking issues The findings reveal that students primarily struggle with listening, memory, and note-taking skills Based on these insights, the author proposes targeted solutions to help students overcome these challenges.
This chapter reviews various perspectives and prior research on interpreting, with a specific focus on consecutive interpreting It begins with a brief overview of interpreting and its classifications, before delving into the nuances of consecutive interpreting The latter part of the chapter addresses the challenges faced by English major students in mastering consecutive interpreting.
Understanding "what is interpretation?" requires examining various linguistic scholars' perspectives on interpretation and translation It becomes evident that a consistent definition of translation is elusive To clarify interpreting, it is essential to differentiate it from translation, which is frequently confused with it Catford (1965) defines translation as an "operation performed on languages, a process of substituting a text in one language for a text in another."
Many people mistakenly confuse translation with interpreting Interpreting, as defined by Nguyen Pham Mai Anh, is an oral form of translation Pochhacker (2004) describes it as "immediate oral translation," while Roderick Jones (2002) emphasizes that the key distinction lies in the medium: translation is written, whereas interpreting is verbal Mahmoodzadeh further clarifies that interpreting involves conveying the exact meaning of spoken words from the source language into the target language.
Interpreting involves accurately conveying information in the target language, requiring a deep understanding of the original thought rather than merely substituting words It is essential to utilize the cultural nuances and resources of the target language to ensure that the interpretation sounds natural and faithful to the source text.
A study in the domestic country highlights the nuances of interpreting, emphasizing that, as Hanh (2006) states, "Interpreting, just like translation, is fundamentally the art of re-expressing." This process involves the interpreter listening to a speaker in one language and verbally conveying the meaning in another Both interpreting and translation aim to process information from one source to a target language, but interpreting is characterized as an active oral communication process, requiring informed choices based on linguistic knowledge (Martin & Garces, 2008) Hanh (2006) further notes that interpreters and translators must possess a strong command of their native and at least one foreign language, along with analytical skills, concentration, subject matter expertise, and cultural sensitivity While translators need to be adept writers and editors, interpreters must excel in listening, memory, note-taking, and public speaking Interpreting demands superior language proficiency in at least two languages, enabling interpreters to instantly transform idioms, proverbs, and colloquialisms into the target language.
METHODOLOGY
The research question, “What are the difficulties faced by the third-year English majors at VNUA in learning English-Vietnamese consecutive interpreting?”, was explored using a combination of a questionnaire and semi-structured interviews The quantitative analysis of the questionnaire results was presented in percentage form, while the interview data were synthesized and organized for further insights.
The research question focuses on identifying effective solutions to enhance English-Vietnamese consecutive interpreting skills Through data collection via surveys and interviews, the author conducted a thorough analysis to uncover potential strategies for improvement.
The writer employed both qualitative and quantitative approaches to enhance the depth and breadth of the research Initially, quantitative data was collected, followed by qualitative data to provide detailed insights into the quantitative findings For instance, a questionnaire was used to investigate the challenges faced by third-year English majors, while qualitative interviews offered a detailed clarification of these issues, ultimately leading to effective solutions.
Data collected from survey questionnaires and interviews were synthesized and organized Subsequently, Microsoft Excel was utilized to analyze the data, providing percentage figures across various themes.
The study aimed to explore various objectives, with the findings displayed through tables and charts This method of presenting information allows the writer to gain a comprehensive understanding of the research problem, facilitating analysis and comparison of students' diverse perspectives on the issue.
The major method that the writer applied in the thesis is survey research Survey research was conducted by questionnaire and semi-structure interview with 120 third-year students English majors
The thesis employed two methodologies: a quantitative approach for analyzing questionnaire data and a qualitative approach for examining data from semi-structured interviews.
According to Gillham (2000), questionnaires are an effective method for gathering data from a large population quickly and cost-efficiently Wallace (2001) further emphasizes that questionnaires are widely used for data collection, as they allow researchers to obtain information in real-world settings.
Survey questionnaires was conducted in the second-term of students in schoolyear 2020-2021, after the third-year students completed the
The "Interpretation" and "Advanced Interpretation" modules, along with a practical lab component, are designed for third-year English majors at the Faculty of Education and Foreign Languages at VNUA This study aims to identify the challenges these students encounter while learning English-Vietnamese consecutive interpreting through the use of multiple-choice questions.
The writer used qualitative approach through semi-structured interview – it is mean used qualitative approach to analyzing and finding out some solution
The semi-structured interview is a flexible qualitative research method commonly used in the social sciences and clinical data collection As defined by Boyce and Neale (2006), it involves conducting in-depth interviews with a limited number of respondents to gain insights into their perspectives on specific topics Dunn (2005) describes interviews as verbal exchanges where the interviewer seeks to obtain information from the interviewee Interviews can be categorized into three types: structured, unstructured, and semi-structured, which exist along a continuum of flexibility.
A telephonic interview will take place after completing the online survey questionnaire collection
Consecutive interpreting skills are a focal point for educators at foreign language universities, including VNUA To assess these skills, I conducted a survey involving 120 third-year students from the Faculty of Education and Foreign Languages at VNUA between March and May 2021 This group was selected because they have completed at least one term of study and practice in consecutive interpreting, and many possess practical experience from part-time interpreting jobs.
As I mentioned in the Subjects section, the subjects are all third-year students at English majors For the needs analysis in this study, I used two instruments:
The primary tool utilized in this study is a questionnaire, which includes twelve multiple-choice questions and one short-answer question Respondents are required to select a single point on a scale that accurately reflects their perspective This questionnaire is adapted from a previous study conducted by Nguyen Thi Mai Anh in 2012, ensuring relevance and consistency in the research approach.
The second research instrument utilized was interviews, conducted with five students who received "D" scores in basic Interpretation and five students with the highest scores in the same subject from class K63 This semi-structured interview approach aimed to gain a clearer understanding of the challenges faced by students in consecutive interpreting, as well as to identify potential solutions The goal was to ensure an accurate assessment and maintain an objective perspective on the difficulties encountered during the learning process.
The data collection procedures is divided into three steps
Create research-focused questionnaires for students, featuring 13 questions that include 12 multiple-choice items and one short-answer question to explore the solutions students have implemented The questionnaire will be composed in English.
The survey consists of 13 questions, with the initial section focused on gathering general information about students The second part is specifically designed to address two key research questions of the thesis.
The survey questionnaire will be delivered to 120 third-year English majors to find information for the two research questions
Due to the COVID-19 pandemic, in-class surveys could not be conducted as usual Consequently, an online survey was administered to all third-year English language majors (k63) at Vietnam National University of Agriculture The questionnaire begins with an introduction to the topic, outlining the purpose and significance of the research for the participants A sample of the questionnaire can be found in Appendix 1 at the end of the thesis.
CONCLUSION
Recapitulation
The research focused on the challenges faced by third-year English major students at Vietnam National University of Agriculture in learning English-Vietnamese consecutive interpreting Following the collection and analysis of data, key conclusions were reached regarding these difficulties.
Students face three primary challenges in learning English-Vietnamese consecutive interpreting: listening, note-taking, and short-term memory Additionally, the complexity of the topic contributes to these obstacles Most students acknowledge the significance of all four skills—listening, speaking, note-taking, and short-term memory—in mastering consecutive interpreting Overall, students have a clear understanding of the difficulties they encounter in this learning process.
To address the challenges faced, students primarily adopted "daily practice" as a solution, engaging with various audio materials such as themed files, short speeches, news reports, and even English songs, which became essential daily activities Additionally, they employed the "retelling" method, where they read an article or story and then accurately retell it To enhance their skills, students also focused on note-taking, practicing this technique in conjunction with listening exercises for better improvement.
Limitation of the study
The primary limitation of this study is that the survey participants are all English major students who have only completed two semesters of study As a result, they lack the necessary experience in consecutive interpreting, which may affect the accuracy of their interpretations.
53 apart from Interpreting practice hours in the Faculty's lab Therefore, requiring them to have in-depth knowledge of skills is difficult, mainly gathering information through practice, not theory
The limitation of the quantitative survey lies in its inability to reveal the students' interpretations The analyses derived from the data are solely based on the writer's judgment, reflecting only the subjective views of the students Consequently, accurate conclusions regarding the level of students' interpretation acquisition cannot be drawn.
Recommendations/Suggestions for further study
More researchers are encouraged to explore the challenges faced in learning interpretation, focusing on the intricacies of students' interpreting processes A qualitative survey could involve students completing various exercises to assess their proficiency and understanding of consecutive interpreting, with the findings contributing valuable insights for further research in this field.
Concluding remarks
Interpreting, much like chess, involves problem-solving, critical thinking, and intuition, making each assignment a unique challenge that demands continuous knowledge and skill development Success in interpreting comes from disciplined study and consistent practice of various techniques However, acquiring the necessary expertise is a significant challenge As part of their curriculum, English majors at universities are introduced to interpreting to familiarize themselves with this vital aspect of language and prepare for future careers as interpreters Throughout their training, students encounter numerous challenges, both internal and external.
The author explores the challenges encountered by third-year English majors at Vietnam National University of Agriculture in learning English-Vietnamese consecutive interpreting This investigation aims to identify the specific difficulties faced by students and propose effective solutions to enhance their learning experience.
Thanks to the instruments such as questionnaire, semi-structured interview, the researcher has achieved the two main goals initially set:
“Investigate the difficulties in learning English - Vietnamese consecutive interpreting at VNUA third-year English majors” and “Propose some solutions to the problems”
In short, the purpose of this thesis is to find out the difficulties of students in learning consecutive interpreting from English to Vietnamese and propose solutions
This article aims to define consecutive interpreting and address common challenges faced by students By offering clear definitions, practical examples, and effective solutions, it seeks to equip students with a comprehensive understanding of consecutive interpreting, enabling them to excel in this field.
Through this thesis, I hope that students will spend more time practicing and equipping themselves with techniques so that you can handle problems during interpreting
Given the constraints of time and expertise in this area, errors and gaps in knowledge are inevitable We sincerely welcome and appreciate any feedback and suggestions from readers to enhance the quality of this paper.
I would like to extend my heartfelt thanks to my supervisor, Ms Nguyen Thi Huong, M.A., and all my educators in the Faculty of Education and Foreign Language for their invaluable guidance and insightful feedback.
1 Andrew Gillies (2017) “Note-taking for Consecutive Interpreting: A
Short Course” Taylor & Francis Publishing
2 Boyce, C & Neale, P (2006) “Conducting in-depth Interviews: A Guide for Designing and Conducting In-Depth Interviews”, Pathfinder International Tool Series
3 Catford, J C (1965) “A linguistic theory of translation” England:
4 Flowerdew, J and Miller, L (1996) “Student perceptions, problems and strategies in second language lecture comprehension” “RELC Journal Vol.23 (2)”
5 Gile, D (1995) “Basic Concepts and Models for Interpreter and
Translator Training” Amsterdam & Philadelphia: John Benjamins Publishing Company
6 Graces, C V., & Martin, A (2008) “Crossing borders in community interpreting” Definitions and Dilemmas USA: John Benjamins Publishing Company
7 Hanh, N.T (2006) “Note taking in consecutive interpreting” Vietnam:
8 Hasan, A (2000) “Learners’ perceptions of listening comprehension problems” Language, Culture and Curriculum, Vol.13 (137-153)
9 Herron, C and Seay, I (1991) “The effect of authentic aural texts on student listening comprehension in the foreign language classroom”, in Foreign Language Annals Vol.24
10 Jones, R (2002) “Conference Interpreting Explained” USA: St Jerome
11 Liu, Minhua (2008) “Consecutive Interpreting and Note-taking” Taipei
12 Mahmoodzadeh, K (1992) “Consecutive Interpreting: Its Principles and
Techniques” In Dollerup, C and Loddegaard, A (eds.) (231-236)
13 Nguyen Thi Mai Anh (2012) “Difficulties and suggested solutions in learning English to Vietnamese consecutive interpreting for the third-year English majors at Haiphong Private University”
14 Seleskovitch, Danica (1978) “Interpreting for international Conferences”
(2 nd printing 2001), Pen and Booth, Arlington, VA
15 Yagang, F (1994) “Listening: Problems and solutions” In T
16 Teacher Development: Making the Right Moves Washington,
DC: English Language Programs Divisions, USIA
17 https://www.questionpro.com/blog/what-is-a-questionnaire/
Survey on the difficulties faced by third-year English majors in learning English-Vietnamese consecutive interpreting at Vietnam National University of Agriculture
My name is Trang, and I am currently working on my graduation thesis at Vietnam National University of Agriculture I am conducting a survey to explore the challenges faced in learning English-Vietnamese consecutive interpreting I would greatly appreciate your participation in this survey, as your insights will help gather objective information on the difficulties encountered in interpreting studies and potential solutions Your feedback is crucial to the success of my research.
I am sure all information will be used for research purposes only
Please circle the appropriate answers
( Khoanh tròn vào những đáp án thích hợp)
1 What is your purpose of learning interpreting?
2 How often do you self-study E-V consecutive interpreting?
3 What level of English do you curently have?
4 Which of the following topics is the most difficult one for you in English – Vietnamese consecutive interpreting?
5 How do you evaluate the importance of these skills in English-Vietnamese consecutive interpreting?
Very important Important Neutral Unimportant Memorizing
6 Which of the following elements do you think is the most difficult in learning English – Vietnamese consecutive interpreting?
7 How often do you encounter these following problems?
Problems Never Sometimes Often Always
Guessing unknown words while listening
Finding Difficulty when deal with strong accents
The poor quality of equipments
8.What type of information do you feel difficult to remember?
9.What is the reason of your difficulties in short-term memory?
E Topic/ Content of source-language information
10.What element prevents you from taking a good note?
11.What do you do if you cannot understand words or phrases while listening?
A Ignore it and keep on listening
B Try to guess its meaning
C Feel depressed and cannot listen anymore
12.What do you often do if you can’t note down all the words?
B Keep noting down any words that you can hear without understanding
C Stop noting and only listening
13 What are your recommendations to overcome your difficulties in learning English - Vietnamese consecutive interpreting?
Thank you very much for your help!
Question 1 In your opinion, are listening skills difficult? What difficulties do you have when listening?
Question 2 Do you often use note-taking skills in consecutive interpreting? What difficulty do you have when taking notes?
Question 3 What kind of information do you find difficult to remember?
Question 4 What do you usually do to enhance short-term memory?
Question 5 When you realize the difficulty you are facing, what solutions have you thought of to overcome your difficulties? Did it effective for you?
Question 6 Some students claim that daily listening practice will help improve the difficulty they are facing How often do you practice listening? How do you practice?
Astrophysics Vật lí học thiên thể
Atom Nguyên tử, yếu tố, đơn tố
Interdisciplinary Science Khí hậu học
Meteorologist Nhà khí tương học
Magnetism Hiện tượng từ, tính từ, từ học
Paleontology Môn cổ sinh vật học
Astrophysics Vật lí học thiên thể
Atom Nguyên tử, yếu tố, đơn tố
Interdisciplinary Science Khí hậu học
Meteorologist Nhà khí tương học
Magnetism Hiện tượng từ, tính từ, từ học
Paleontology Môn cổ sinh vật học
4 Lists of Names of International Organizations and Agencies in Abbreviation
United Nations Children's Fund UNICEF
North Atlantic Treaty Organization NATO
Food and Agriculture Organization FAO
Asia-Pacific Economic Cooperation APEC
Association of Southeast Asia Nations ASEAN
United Nations Educational, Scientific and UNESCO
5 Examples of some conventional symbols