INTRODUCTION
Background and Rationale of the Study
English serves as a global language essential for trade, politics, journalism, and technology In Vietnam, the open-door policy and WTO integration have significantly boosted economic and cultural exchanges, leading to a surge in demand for interpreting services The translation and interpreting market has expanded rapidly, with numerous registered agencies emerging nationwide Interpreting facilitates cross-cultural communication, making interpreters vital in international trade and migration contexts To meet societal needs, it is crucial to train qualified interpreters through updated professional programs However, challenges persist due to outdated curricula that emphasize linguistic knowledge without aligning with job market demands, resulting in insufficient preparation for students in interpreting courses.
Having a strong memory capacity is essential for effective interpretation, as it directly influences an interpreter's success Understanding the brain's memory mechanisms can enhance our grasp of cognitive and psychological processes related to language Particularly, short-term memory plays a crucial role in enabling interpreters to quickly and accurately access information Without adequate mnemonic abilities, interpreters may struggle to retain complex information, making short-term memory vital for capturing and conveying speakers' messages efficiently By leveraging short-term memory, interpreters can improve their performance and quality, ultimately bridging communication gaps between people.
―Inability to store a certain amount of information for a short time leads the interpreter to inaccurately turn the sources storing into another language‖ (Caroll,
2005) Therefore, the urgent issue today is how and what teachers and students should do to make the best use of short-term memory to enhance language learning
It can be said that, good short-term memory is considered the first quality all translation and interpreting students need to have to become professional interpreters in the future
As a former translation and interpreting major at Hue College of Foreign Languages, I faced significant challenges in mastering interpretation skills This inspired my research, titled “A Pilot Study on the Use of Short-Term Memory for the Third Year Interpretation Study at Hue University College of Foreign Languages.” My goal is to assist English Department students in overcoming mnemonic difficulties and discovering effective techniques to enhance short-term memory during the interpreting process.
Aims of the Study
This thesis focuses on exploring students' perceptions of short-term memory and its significance in their learning processes It aims to enhance students' understanding of how short-term memory contributes to effective study interpretation Additionally, the research identifies various techniques to improve short-term memory, ultimately aiding students in their academic pursuits.
This thesis explores the enhancement of short-term memory (STM) strategies for third-year students at Hue University, College of Foreign Languages, focusing on the English Department It aims to provide practical insights into how effective use of STM can significantly improve interpreting skills among students.
Thanks to the findings from this research, it is hoped that the EFL third-year students can continually improve themselves to be proficient interpreters in the future.
Research Questions
This research tries to answer the following questions:
1 What is the reality of using short-term memory in interpreting classes at HUCFL?
2 What are difficulties and challenges faced by teachers and the third-year EFL students of HUCFL in terms of using STM for interpretation?
3 What are the ways to help the third-year students effectively use short-term memory in their interpreting process?
4 What is the students‘ evaluation on the effects of using STM?
Scope of the Study
This study, conducted at Hue University’s College of Foreign Languages, focuses on third-year EFL students enrolled in an interpreting class, along with their translation and interpreting instructors The primary aim is to explore the utilization of short-term memory by these students during the interpreting process and to identify effective strategies to enhance their access to short-term memory.
Organization of the Study
This paper is divided into five main chapters as follows:
Chapter 1: Introduction provided the background, aims, objectives, research questions as well as organization of the study
Chapter 2: Literature Review and Theoretical Background presented the definitions of key terms, integral concepts, involved matters and previous studies related to this topic
Chapter 3: This chapter was concerned with Methodology and Procedures; the issues such as research method, subjects – the population that the study focuses on, procedures of the research and instruments for data collection, how data was analyzed as well as explanations for the researcher‘ employment of those instruments in the research were also discussed
Chapter 4: Findings and Discussion concentrated mainly on what has been collected from students‘ tests, questionnaire, interviews and class observations to answer the four research questions, and then a discussion was conducted based on the data collected in the study
Chapter 5: Conclusion and Implications presented a brief summary of the study, achievements that researchers have accomplished, limitations that need improving, implications of the study results and suggestions for further researches
LITERATURE REVIEW AND THEORATICAL BACKGROUND
Previous Studies Related to the Study
Research on short-term memory highlights its application in interpretation classes to improve students' overall memory and specific interpretation skills Sperling (1960) investigated the duration and capacity of memory by presenting a grid of letters for less than a second, resulting in students recalling an average of four letters His findings indicated that while iconic memory can retain up to 10 items, the processing of this information may deteriorate quickly before all items can be reported.
Miller (1956) conducted an experiment demonstrating that the capacity of short-term memory can be significantly enhanced by grouping individual pieces of information, such as letters or digits, into larger chunks.
Kriston (2012) emphasized the significance of utilizing short-term memory (STM) in interpretation and outlined various methods for training it The findings from this study offer promising perspectives for future research in this area.
In Vietnam, the development of English interpretation skills has garnered significant interest from researchers and educators Nguyen (2010) highlighted the crucial role of short-term memory in the interpreting process, primarily examining challenges faced by English major students Conversely, Tran's study (2006) concentrated on memory strategies within the interpreting process and proposed various activities aimed at enhancing short-term memory.
In conclusion, the researchers have made significant contributions to the study of short-term memory (STM) However, the application of STM has primarily been theoretical rather than practical Consequently, this study aims to conduct a pilot project that involves designing and implementing specific exercises to evaluate the effectiveness of short-term memory in the context of interpreting.
Human Memory
Memory is a complex and vital aspect of human identity, yet it remains one of the most misunderstood attributes Understanding how memory functions and why it sometimes fails is a key pursuit in the study of human nature.
In the book ―Memory‖, Thompson and Stephen (2005, p.1) defined that
Memory is an extraordinary phenomenon that encompasses a complex alliance of systems, enabling us to learn from the past and predict the future (Baddeley, 2004) It involves the process of acquiring, storing, retaining, and retrieving information, allowing individuals to recall sensations, ideas, and experiences In the context of language learning, memory plays a crucial role; without it, learners struggle to achieve fluency Mastering hundreds of words, phrases, and expressions is essential for progress in a second language, and a strong memory significantly enhances students' competence and confidence.
Memory involves three key processes: encoding, storage, and retrieval Encoding transforms external information into chemical and physical stimuli that our senses can perceive Storage refers to the maintenance of this information over time Retrieval is the process of recalling stored information when needed Notably, greater effort in encoding enhances the ease of storing and retrieving memories Additionally, memory consolidation, which can be viewed as part of either encoding or storage, is discussed as a distinct process.
Cognitive psychology categorizes memory mechanisms into three key functions: sensory memory, short-term memory (also known as working memory), and long-term memory (often referred to as permanent memory) (Anderson, 2000).
Sensory memory captures an exact replica of visual and auditory information, serving as the initial step in memory formation New data enters short-term memory through sensory registers, primarily involving the eyes and ears Unselected information quickly decays or is replaced by new inputs, with visual sensations lasting less than a second and auditory sensations around four seconds This brief registration process is significantly influenced by key factors.
Short-Term Memory (STM) is a crucial system that temporarily stores and manages information necessary for complex cognitive tasks like learning, reasoning, and comprehension It plays a vital role in the processes of selecting, initiating, and terminating information-processing functions, including the encoding, storing, and retrieving of data.
Long-Term Memory: A system for temporarily storing, managing and retrieving information for later use Items of information stored as long-term memory may be available for a lifetime
2.2.3 Information Processing Model of Human Memory
Figure 2.1: Atkinson and Shiffrin Memory Model
According to Atkinson and Shiffrin's model (1968), individuals acquire information from their surroundings, which then enters sensory memory This stage of memory temporarily holds all stimuli perceived through the five senses, retaining them for a duration ranging from a fraction of a second to three seconds.
Then, any sensory input that catches your attention is transferred into short term memory which has pretty limited capacity
The transfer of important information from short-term memory (STM) to long-term memory (LTM) involves the encoding or consolidation of data, which is influenced more by the organization and meaningfulness of the information than by the duration it remains in STM Conscious attention plays a crucial role in registering new information, while rehearsal helps in recalling and maintaining it in STM The multi-store model highlights the distinct characteristics of STM and LTM, emphasizing their different stages in the memory process.
Memory strategies play a crucial role in the language learning process, particularly for foreign language learners As Rebecce (1990) noted, memory strategies are gaining recognition as effective mental tools Quincey (2001) highlighted that memory improves with use and becomes more reliable when trusted These insights underscore the significance of memory in mastering a new language.
Oxford (1995) described 10 memory strategies that students need to gain fluency in a second language They fall into four categories:
The 1 st category, creating mental links, consists of three strategies which are grouping (classifying or reclassifying language material into meaningful units to
To enhance memory retention, simplify material by minimizing discrete elements and utilizing strategies such as labeling groups with acronyms, making connections between new and previously learned words, and contextualizing new vocabulary through sentences, stories, and role plays.
The 2 nd category is applying images and sounds It contains four strategies These are using imagery (connecting images and vocabulary through mental images or drawing Concrete images are more memorable than abstract ideas, and that is why pictures are such important instructional aids for your instructors and text authors Practice colourful thinking! Associate your own mental pictures to the academic content Use shapes to help organise ideas; triangles, boxes, flow charts, circles), semantic mapping (making an arrangement of words into a picture, which has a key concept at the center or at the top, and related words and concepts links with the key concept by means of lines or arrows), using key words (remembering a new word by using auditory and visual links) and representing sounds in memory
(using sounds in a broad sense such as associating similar sounding words or making notes of stress and intonation) Four strategies all involve remember by means of visual or sound
The 3 rd category, reviewing well, has only one strategy, but it is an important one Structured reviewing refers to the process of reviewing what one has learnt in gradually longer increments of time (1 hour later, 2 hours later, a week later and so on) while one continuously learns new material (a process known as ‗spiraling‘) The 4 th category is employing action with two strategies The first is using physical response or sensation (acting out a language item or relating it to some bodily sensation such as temperature or texture) The second is using mechanical techniques (manipulating language items by organizing them, such as writing new words on cards and putting them into different piles as they are mastered)
Storage and retrieval of new information are the two key functions of memory strategies These strategies help learners store in memory the important
16 things they hear or read in the new language and also enable them to retrieve information from memory when they need to use it for comprehension or production.
Short-Term Memory
2.3.1 Definition of Short- term Memory
Short-term memory, as defined by Zhong (2001), is a crucial component of memory that functions as "primary" or "active" memory, capable of holding a limited amount of information for a brief duration of approximately 15 to 30 seconds.
Short-term memory enables interpreters to recall the complete linguistic details of events, allowing them to remember all the words in a sentence However, its capacity is limited to short phrases and does not accommodate complex ideas.
Short-term memory is more than just a temporary storage space; it involves conscious processing of information Accessing data in short-term memory is remarkably quick, as all information stored is activated and readily available.
On the other hand, the information in the STM disappears very rapidly unless it is passed on and stored in the long-term memory
2.3.2 Definition of Long term Memory
Long-term memory is a relatively permanent storage system that retains information based on its meaning and importance for future use Effective coding during the short-term memory phase is crucial; it creates meaningful connections between new and existing information If this initial coding is inadequate, recall may become distorted or even impossible The efficiency of the coding process directly influences the ease of recall It's important to recognize that long-term memory functions as a reconstruction rather than a mere recall of information.
17 information or events It also is subject to limitations, such as time, biases, and, in many cases, personal inaccuracies
2.3.3 Differences between Short-Term Memory and Long-Term
James (1890) differentiated between primary memory, which refers to information in the "conscious present," and secondary memory, which involves information acquired and stored outside of conscious awareness for later recall This classification aligns with the contemporary understanding of short-term memory, also known as working memory, and long-term memory, as outlined by Atkinson and Shiffrin in 1968.
The key distinction between active working memory and passive long-term memory lies in their capacities; active working memory has a limited capacity, retaining information for only 20 seconds to one minute and typically only a few items, while passive long-term memory can store unlimited information for extended periods, sometimes lasting a lifetime.
The utilization of information varies significantly based on the allowed time for processing Short-Term Memory (STM) necessitates the immediate organization of primary information for quick access, whereas Long-Term Memory (LTM) involves encoding information for future retrieval For instance, as noted by Huebsch, these differing requirements highlight the distinct approaches to managing information effectively.
According to research from 1998, the brain categorizes information into short-term and long-term memory; short-term memory holds data needed for brief periods, like a phone number, while long-term memory retains information for years, such as the skills required to use a telephone.
Short-term memory (STM) can hold approximately 7 chunks of information at once, while long-term memory (LTM) has the capacity to store an almost limitless amount of information Unlike STM, which is fragile and easily disrupted, LTM is more resilient, making it less likely for information to be lost even when distractions occur Additionally, information in STM is typically encoded acoustically and retained for only a few seconds, whereas LTM stores information semantically, based on its meaning.
Memory in interpreting is brief, as interpreters quickly transition to new tasks involving different contexts, subjects, and speakers Consequently, trainee interpreters must develop short-term memory (STM) skills essential for effective performance.
Short-term memory (STM) and long-term memory (LTM) are distinct yet interconnected processes; rehearsal in STM facilitates the transfer of information to LTM, while LTM plays a crucial role in the encoding of new memories in STM.
2.3.4 Major Characteristics of Short-Term Memory
Short-term memory is a temporary storage system essential for managing information needed for complex cognitive tasks like learning, reasoning, and comprehension While it shares common features with general memory, it also has distinct characteristics Key traits of short-term memory include its limited capacity, brief retention duration, and its role in facilitating immediate cognitive functions.
Information enters short-term memory (STM) through focused attention on stimuli, with this process occurring in approximately a quarter of a second (Sperling, 1960; Crowden, 1982).
Short-term memory (STM) capacity, often referred to as memory span, is limited and varies among individuals Research by Peterson and Peterson (1959) indicates that STM lasts about 15 to 30 seconds without rehearsal, while Miller (1956) proposed that the average memory span is around seven items, plus or minus two Although this "magical number seven" holds true for college students recalling digit lists, memory span can differ significantly across different populations and types of material Some individuals may only recall four or five digits, whereas others can remember ten or more (Jacob, 1887).
To effectively store information in Short-Term Memory (STM), the interpreter must utilize various encoding methods There are three primary modalities for encoding information in STM, which play a crucial role in how this process operates.
19 a Acoustic (Phonemic) coding is rehearsing through sub-vocal sounds
Interpreting
According to Shuttleworth and Cowie (1997, p.32) interpreting is defined as
―oral translation of a written text‖
According to Bui and Dang (1999, p31), interpreting involves the oral transmission of information and ideas from one language to another Interpreters focus on spoken language, conveying the meaning of words either to individuals or groups.
According to Jones (1998, p.27), interpreting involves a process where the interpreter listens to the speaker, comprehends and analyzes the message, and then rephrases it accurately in another language.
Mahmoodzadah (1992) highlighted that interpreting involves conveying the precise meaning of spoken words from the source language to the target language, whether in real-time or sequentially, while maintaining the speakers' tone.
Interpreting involves conveying information and ideas from one language to another through spoken communication It is primarily categorized into two main types: consecutive interpreting and simultaneous interpreting.
Interpreting involves the interpreter listening to the speaker, comprehending the message, and then accurately conveying it in another language.
Based on the feature of the language context in different interpreting situation, there are two main modes of interpreting:
Conservative interpreting involves interpreters beginning their work only after the speaker has completed lengthy speech segments This method requires interpreters to provide a structured and precise interpretation of the speaker's message, ensuring that the meaning is accurately conveyed without omissions or distortions.
21 major distortions of meaning, changes to the logical order of the statement or serious omissions of detail‖
Interpreting in large gatherings, such as trade fairs or conferences, is essential for facilitating communication between non-English speaking groups and English speakers In situations where telephonic interpreting facilities are unavailable, interpreters often sit with speakers and provide interpretation at intervals, ensuring that all participants can engage effectively in discussions.
Simultaneous interpreting is a method where interpreters translate speech in real-time without waiting for the speaker to pause This technique significantly reduces time and minimizes disruptions compared to other interpreting methods, making it highly efficient for live events.
Figure 2.2: Interpreting Process (Bui & Dang, 1999, p.40)
Figure 2.2: Interpreting Process (Bui&Dang, 1999)
I = The input stage This interpreter must have excellent hearing and receive the message without interference
U = Understanding This is the most important stage of the interpreting triangle Not understanding with result in a breakdown of communication
D = Deciphering At this stage the interpreter gets rid of all the words, retaining the concept, the idea
T = Transference The concept or idea is now transferred into the other language
C+C = Context and Culture During the transfer stage, the meaning is clarified by cultural and contextual considerations
O1 = Output 1 The interpreter finds an equivalent idiomatic expression
O2 = Output 2 The interpreter transfers the meaning
A review of existing literature highlights significant commonalities in defining the characteristics of an ideal interpreter Unlike translation, interpreting is constrained by time and relies heavily on oral communication Consequently, interpreters often lack the opportunity to meticulously organize their words for flawless translations Various authors have identified key qualities that are essential for effective interpreting.
Interpreters must possess strong language skills, demonstrating a high level of proficiency in both the source and target languages to ensure accurate interpretation Their command of these languages is essential for effective communication and conveying the intended meaning.
Analytical skills: Gonzalez (1991) declared that analysis is ―foremost‖ among the strategies employed by interpreters Jones (1998) also stressed how important it is to analyze a speech before interpreting it
Effective interpreting hinges on strong listening skills, as highlighted by Gentile (1996), who emphasizes that interpreters engage in "active listening." This form of listening is distinct from other types and must be cultivated by interpreters Given that the source text is presented only once, the ability to listen attentively and recall information is crucial Interpreters' success in capturing the essence and details of the message relies heavily on their listening and memory capabilities For consecutive interpreters, proficient note-taking skills are particularly essential to aid in memory retention.
Effective speaking skills are essential for successful product delivery Interpreters must restructure ideas, maintain a strong voice, and utilize appropriate verb phrases and idioms to convey clear messages.
(1996, p 47) pointed out that interpreter generally needs to express ideas well:
Effective speaking skills encompass various elements, including voice quality, vocabulary selection, and phrasing Both the content of what the interpreter communicates and the manner in which it is delivered significantly impact the overall effectiveness of the interpretation.
More important, the interpreter should own a standard and clear pronunciation, and to avoid unnecessary misunderstanding, a graceful and fluent voice is a vital thing
Interpreters must possess a deep understanding of cultural differences, as emphasized by Seleskevitch and Lederer, who highlight the intrinsic connection between language and culture Jones succinctly captures this necessity, stating that interpreters are tasked with bridging the cultural and conceptual divides among meeting participants This cultural knowledge is essential for effective interpretation.
An effective interpreter must possess extensive knowledge across various subjects, as they often encounter unexpected interpreting tasks with little preparation time This necessitates that interpreters are not only well-versed in their professional skills but also maintain a readiness to engage with diverse topics, ensuring they can respond competently in any situation.
Short-Term Memory in Interpreting
2.5.1 The Phases of Short-Term Memory in the Interpreting Process
According to Gile's Effort Model (1995), short-term memory plays a crucial role in the effectiveness of interpreting work Interpreting is primarily a short-term memory-centered activity that involves encoding information from the source language, storing it, retrieving it, and then decoding it into the target language.
Gile then emphasized the difficulties and efforts involved in interpreting tasks and strategies needed to overcome them, based on interpreting failure observation
The Effort Models proposed for interpreters aim to clarify the challenges faced during interpretation and guide the selection of effective strategies and tactics These models are grounded in the concept of Processing Capacity, highlighting that certain mental operations involved in interpreting demand significant cognitive resources.
In his 1992 work, the author emphasized that interpretation training should focus on linguistic competence, analytical skills, and knowledge beyond language He viewed interpreting as a multifaceted process where the interpreter must effectively manage critical tasks and convey key information.
The phases of short - term memory in the interpreting process are different due to two main modes of interpreting:
(listening to and analyzing the source speech)
(producing a target - language version of speech)
(storing information just received from the speaker until it can be rendered in the target language)
Listening and Analysis encompass the cognitive processes involved in perceiving spoken discourse through auditory mechanisms This stage involves the interpreter's decision-making regarding the assignment of meaning, or the consideration of multiple potential meanings, to the heard segment.
Short-term memory (M) encompasses all mental processes involved in storing segments of discourse until they are either recalled in the target language, forgotten, or deemed unnecessary for interpretation by the interpreter.
Production involves all mental processes from the moment an interpreter decides to convey a piece of information or idea until they articulate the prepared form.
Figure 2.3: Gile’s Model for Simultaneous Interpreting (1995)
Gile highlighted that the memory effort arises from the necessity to retain the words of a proposition until the listener has processed the entire statement This information storage is considered to be especially challenging.
SI, since both the volume of information and the pace of storage and retrieval are imposed by the speaker
Consecutive interpreting involves two key phases: the listening and reformulation phase, followed by the reconstruction phase (Gile, 1992; 1995) In the initial phase, short-term memory plays a crucial role, serving as a prerequisite for the subsequent phase of interpreting.
(Listening to and analyzing the source speech)
(Producing notes, not a target - language version of speech)
(Storing information just received until it is noted-for that part of the information taken down as notes)
(Some PC is required to understand-and sometimes decipher- the notes)
(For retrieving information stored in long-term memory and reconstructing the content of the speech)
(For producing the target-language speech)
L = Listening and analyzing the source language speech
M = Short-term memory required between the time information is heard and the time it is written down in notes
Rem = retrieving messages from their short-term memory and reconstructing the speech
P = producing the Target-language speech
Figure 2.4: Gile’s Model for Consecutive Interpreting (1995)
In the initial phase of consecutive interpreting, the interpreter dedicates approximately 15 minutes to encoding and storing information Following this, the interpreter transitions to the second phase, where they retrieve and decode the information into the target language.
2.5.2 Roles of Short-Term Memory in Interpreting
Short-term memory plays a crucial role in the interpreting process, as highlighted by Mahmoodzadeh, who asserts that a skilled interpreter must possess a "powerful memory" (1992, p.233) This cognitive ability enables interpreters to enhance their memory capacity, manage time constraints, and effectively address the characteristics of the source speech Furthermore, Gile (1992) emphasizes that memory skills are essential and should be incorporated into interpreter training programs.
Interpreters perform two simultaneous tasks: processing and encoding messages from speakers while also preparing to receive new information Relying on long-term memory complicates this process, as retrieving information can be time-consuming and may lead to errors or misunderstandings in interpretation Additionally, short-term memory (STM) has its limitations, which can further impact the quality of interpretation.
27 volume of information digits and pushes up the pace of capacity process to prevent brain from overloading
Simultaneous interpreting requires interpreters to process information quickly, relying heavily on short-term memory (STM) to grasp the main ideas of the speaker's message Since STM has a limited duration, once interpreters deliver the interpretation in the target language, they no longer need to retain the previous information This allows them to clear their minds and focus on the upcoming content, enhancing their ability to provide accurate and timely interpretations.
Short-term memory (STM) plays a crucial role in managing source-speech features during interpretation For brief segments, interpreters rely on STM rather than long-term memory (LTM), making it the most effective approach When faced with lengthy utterances, the inability to store information in LTM can overwhelm the brain, resulting in misunderstandings or loss of critical interpreted information.
Short-term memory (STM) is an essential tool for recalling and interpreting proper names, terminology, and sequences of numbers, retaining information both acoustically and visually for brief periods Research by Peterson and Peterson (1959) indicates that STM lasts approximately 15 to 30 seconds without rehearsal, while Miller (1956) reveals a limited capacity of about 7±2 'chunks' of information Additionally, Baddeley (1966) demonstrates that STM primarily encodes memory in an acoustic format, emphasizing the importance of sound in memory retention.
Memory training in simultaneous interpreting is essential for enhancing comprehension of the source language, ultimately leading to effective interpreting In consecutive interpreting, memory primarily involves grasping the conveyed meaning.
28 words (Lin, 1999) Hence, understanding is the first step in successful interpreting
Chapter Summary
This chapter provides the theoretical framework essential for understanding the study's content, highlighting key issues and reviewing previous research to distinguish this study's unique contributions The insights gained here will serve as the foundation for designing the questionnaire and memory training exercises, as well as offering clear evidence for discussing the study's results.
METHODOLOGY AND PROCEDURES
Overview
This research aims to address the challenges of utilizing short-term memory in interpretation while enhancing both the logicality and validity of its theoretical and practical aspects The study employs a flexible range of methods, progressing from simple to complex approaches Key issues discussed include the chosen method orientation, the target population, and the data collection instruments, which consist of questionnaires, interviews, tests, and class observations Additionally, the chapter outlines the research procedures and data analysis techniques, providing explanations for the selection of these instruments in the study.
Research Design and Approach
According to Condelli & Wrigley (1999), the most effective research design is a mixed-method approach that combines both quantitative and qualitative research This integration leverages the strengths of each method to collect valid and reliable data The quantitative approach employs statistical analysis to interpret data in mathematical terms, while the qualitative approach focuses on non-numerical, verbal data, allowing participants to express their experiences in their own words (Cresswell, 1994) Qualitative methods, such as focused groups, in-depth interviews, and observations, provide flexibility and adaptability in the research process, enhancing the interaction between researchers and participants.
The combination of quantitative and qualitative methods is the ideal approach for this research, as it offers a comprehensive understanding of the study's subject.
Subjects
The research involved thirty students from the K6 class, all majoring in English interpretation, selected for their enrollment in the interpretation course Additionally, the study included two teachers from the translation and interpreting division, who contributed by participating in various phases such as questionnaires, class observations, pre-post tests, and in-depth interviews.
Instrument for Data Collection
The data collection instrument used in the study consisted of the following tools:
A questionnaire is a research tool designed to collect information from respondents through a series of questions and prompts According to Brown (2005), it is the most efficient method for gathering data from a large number of participants within a limited timeframe Malhotra (2006) noted that questionnaires are not only easy for researchers to create and manage, but they are also straightforward for respondents to comprehend.
Questionnaires are an effective data collection tool due to their thematic arrangement, which simplifies comparison and analysis for researchers They enable quick and easy data gathering, allowing participants to self-complete the survey with clear instructions Researchers value questionnaires for their cost-effectiveness, anonymity, and standardized questions tailored for specific research purposes (McMillan & Schumacker, 1993).
However, no procedure is completely prefect and questionnaires are indeed not an exception Questionnaires have some disadvantages First, there are many
A questionnaire with 31 questions can generate extensive data, requiring significant time for researchers to process and analyze Respondents may provide superficial answers, leading to lengthy completion times, and their responses can vary based on their motivation While they may be eager to participate, they might not express their true opinions as anticipated by the researcher (Gilbert, 1993).
This study utilized a questionnaire comprising 21 questions, featuring both closed and open-ended formats Closed-ended questions restricted responses to predefined options, including dichotomous answers like yes/no and multiple-choice selections, along with a ranking scale Conversely, open-ended questions invited respondents to elaborate on their thoughts and feelings, allowing for more personalized and detailed feedback.
In addition to using questionnaires, the researcher opted for individual interviews due to their significance in qualitative inquiry, as noted by Richards (2003) Interviews offer the flexibility to delve deeper into responses, allowing the researcher to validate questionnaire results and gather more reliable information while encouraging students to share their perspectives and interests This approach provides valuable insights into issues that questionnaires may not reveal However, it is important to note that conducting interviews can be costly and time-consuming, as highlighted by McMillan and Schumacher (1993), requiring substantial time investment from establishing rapport with interviewees to analyzing and reporting the findings.
To facilitate a smooth data collection process, I scheduled appointments and clearly outlined the necessary steps beforehand The interviewees indicated their preferred times, and each session lasted between 15 to 20 minutes During the interviews, the interviewer utilized a tape recorder for accurate documentation and also took notes.
32 interviewer‘s words This allowed the interviewees to think of what to say and to expand the answer
To alleviate pressure and boost confidence in students, it is essential for researchers to foster a friendly environment that encourages open expression of genuine viewpoints Maintaining a neutral attitude during interviews is recommended to ensure an unbiased and respectful dialogue with interviewees.
Classroom observation is a quantitative approach that directly measures various behaviors and events within the classroom setting, serving as a crucial link between theoretical concepts and practical application (Reed & Bergenmann, 2001, p 6).
The researcher developed exercises to enhance short-term memory and collaborated with the interpreting teacher to implement them over a month This approach enabled the researcher to observe student reactions firsthand, ensuring the reliability of the data collected for the study.
To ensure students feel at ease and maintain consistent performance during observations, the researcher fostered a close relationship with them, creating a friendly and supportive atmosphere throughout the observation process.
An observation sheet (Appendix 5) was designed to serve the classroom observation
3.4.4 Pre-test and Post-test
To evaluate the progress of students before and after the intervention, third-year students will undergo both pre-tests and post-tests under the supervision of researchers.
To assess memory abilities, a pre-test was administered before the treatment course to evaluate students' use of short-term memory (STM) in interpreting Following the pilot source, a post-test was conducted to determine if there was an improvement in the students' STM capabilities.
The 2 tests were designed in accordance with the content of curriculum at Hue College of Foreign Languages The contents of two tests were authentic and suitable for the students‘ level Both of them were similar in formats, length and time allowance.
Pilot Study
A pilot study, as defined by Teijlingen & Hundley (2001), is a small-scale preliminary investigation conducted prior to the main research to assess feasibility and refine the research design One key advantage of a pilot study is its ability to identify potential issues that may arise in the main research, such as adherence to protocols or the appropriateness of methods and instruments By addressing these concerns early on, researchers can make necessary adjustments, ultimately saving time and resources in large-scale quantitative studies Additionally, pilot studies serve various purposes that enhance overall research quality.
A pilot study allows for initial testing of hypotheses, paving the way for more refined hypotheses in the main study This preliminary research can result in the modification, elimination, or creation of new hypotheses.
Conducting a pilot study frequently uncovers unexpected ideas, approaches, and clues for researchers, enhancing the likelihood of achieving clearer findings in the main study.
+ It can greatly reduce the number of unanticipated problems because researchers have opportunity to redesign parts of the study to overcome problems that the pilot study reveals
The design of the study can be modified during the pilot phase, which is beneficial as it allows for the addition of any missing elements before the main experiment This proactive approach often means that the full-scale study does not need to be repeated Typically, the pilot study yields sufficient data for researchers to determine whether to proceed with the main research project.
+ In the pilot study, the researcher may try out a number of alternative measures and then select those that will bring the clearest results for the main study
Pilot studies play a crucial role in research, utilizing both quantitative and qualitative methods Large-scale studies often incorporate multiple pilot studies prior to the main survey Researchers typically begin with qualitative data collection and analysis on less-explored topics, using these insights to inform the design of the subsequent quantitative phase of the study.
The initial phase of the pilot study utilized in-depth interviews and focus groups to identify key issues for a comprehensive questionnaire survey Following this, the questionnaire and class observations were tested to gather more detailed insights The researcher systematically implemented these methods, aiming to achieve meaningful results.
Procedures
To enhance students' understanding of Short-Term Memory (STM), the researcher scheduled a meeting to explain the concept before administering an experimental test and questionnaire Alongside the questionnaire, a pre-test was designed to assess students' initial knowledge, while a post-test was conducted to evaluate improvements in their application of memory exercises following the treatment.
For my research, I follow these steps:
First, students did a pre-test (see in Appendix 6) with the presence of the researcher
The researcher developed exercises aimed at enhancing short-term memory (STM) and collaborated with a lead teacher to implement these activities in the classroom This process took place over a month, from February 3rd to March 5th, during which the researcher conducted observations.
Third, the class observation was conducted at the same time with applying activities to check how much students could remember when doing the experimental exercises about improving STM
Two copies of questionnaires were distributed to the teachers responsible for the interpreting class, alongside 30 copies provided to K6A students for additional insights The researcher clarified any confusing terms and was available to address student inquiries during the half-hour completion period After collecting the completed questionnaires, the researcher ensured the reliability of the instrument by piloting five questionnaires with selected students prior to the main survey.
In a collaborative and positive environment, two teachers and five students participated in interviews to validate the questionnaire results The student interviews, conducted during break intervals, lasted between 15 to 20 minutes, while the teachers provided their responses to interview questions via email at their convenience.
Finally, a post-test (See Appendix 7) was given to students after the treatment to check their progress
Table 1: A Summary of Data Collection Instruments
1 Questionnaires To measure students‘ perception on using
2 Pre-post test To check students‘ memory performance before and after the treatment
3 Observations To have a profound sight on students‘ performance in class
4 Interviews To gather reliable information about students‘ perception and difficulty in using STM before and after the treatment
Data Analysis
This research utilized a quantitative analysis of questionnaire data, categorizing and examining it based on statistical frequency and percentage The findings were visually represented in tables and charts to effectively illustrate the investigated issue Additionally, a qualitative approach was employed through class observations and interviews, providing a deeper insight into the subject under study.
Summary of the Chapter
This research employed both qualitative and quantitative methods to ensure the validity and reliability of the data collected Questionnaires were selected as the primary research instrument due to their advantages in this context, with a total of 30 students and 2 teachers participating Additionally, class observations, interviews, and tests were conducted to enhance the practicality and reliability of the findings.
FINDINGS AND DISCUSSIONS
The Reality of Using Short-term Memory in Interpreting Classes at Hue
Figure 4.1 below summarizes students‘ responses to the issue for evaluating the students‘ understandings of STM
Figure 4.1: Students’ Understandings of STM
According to Figure 4.1, 86% of students demonstrated a profound understanding of STM after completing the treatment course, while only 14% reported a limited understanding, with none indicating a lack of knowledge This indicates significant progress in students' comprehension of STM, highlighting its strong influence on the quality of interpreting work and suggesting that the use of STM can enhance their interpreting skills.
The treatment course significantly enhanced students' understanding and positively transformed their perceptions of using STM for interpreting work, leading to a remarkable increase in their motivation to learn.
4.1.2 Students’ Perceptions on Using STM in Interpretation Work
Figure 4.2 illustrates student responses regarding the importance of utilizing Short-Term Memory (STM) in interpretation A comprehensive understanding of STM is crucial for students as they practice interpreting The data analysis shows a surprisingly high percentage of students recognizing the necessity of implementing STM and mnemonic strategies in their interpretation classes.
Strongly agree Agree Little disagree Strongly disagree 26%
Figure 4.2: Students’ Perceptions on Using STM in Interpretation Classes
A recent study indicates that 93% of students recognize the significance of Short-Term Memory (STM) in enhancing their interpreting skills, with 26% strongly agreeing and 67% agreeing that it is crucial for effective presentations Students expressed concerns about the limited time allocated in the curriculum for practical exercises, which hinders their ability to develop STM skills This lack of practice ultimately creates challenges in their interpreting work, as none of the students believe they can achieve success without strong short-term memory capabilities.
A proficient interpreter must possess strong linguistic skills, extensive general knowledge, and specific subject expertise, alongside a deep understanding of cross-cultural nuances Additionally, they should excel in interpreting techniques, including effective note-taking, the ability to abstract and paraphrase information, public speaking skills, and a robust memory.
An experienced English interpreting and translation lecturer at HCFL emphasized the value of applying STM (Short-Term Memory) techniques in interpreting, stating that it significantly enhances students' memory capabilities.
4.1.3 The Frequency of Practicing STM in Interpreting
According to Figure 4.3, a significant majority of students in the interpreting course dedicate considerable time to enhancing their Short-Term Memory (STM) skills Notably, over 87% of students expressed a strong interest in STM, with 67% indicating that they practice it "often."
Understanding the significance of Short-Term Memory (STM) is crucial for students, as it plays a vital role in enhancing their interpreting skills This awareness serves as a foundational step in developing effective interpretation techniques.
Figure 4.3: The Frequency of Practicing STM in Interpreting Classes
While no students claimed to have never practiced the STM skill, around 20% admitted to spending little time on it Conversations with several students revealed that many are actively working to enhance their memory skills through consistent practice of various activities.
4.1.4 The Students’ Application of STM in Interpreting Classes
4.1.4.1 Times of Listening Needed to Remember a Piece of Information
Once Twice Three Four As many as possible
Figure 4.4: Times of Listening to Remember a Piece of Information
Research shows a significant variation in the number of times students need to listen to retain information, with only 7% reporting they can remember a piece of information after a single listening.
A study revealed that only 41% of students could retain information after a single listening, while 57% required two listens to fully comprehend the speech Additionally, 30% preferred to listen three times, and 6% opted for as many times as needed This indicates that a higher number of listens correlates with challenges in utilizing short-term memory (STM) Interviews conducted with students highlighted that they felt confident listening to shorter speeches once, but struggled with longer ones, necessitating multiple listens to grasp the content effectively.
Interpreting is a challenging skill that requires more than one exposure to information for effective retention To fully understand and recall content, I often listen to material multiple times Initially, I utilize short-term memory (STM) during the first listening, followed by additional sessions for note-taking This approach ensures that I gather sufficient information before translating it into the target language.
(Interview on April, 24 th ) Sharing the same ideas, student N 0 5 also showed his point of view:
I have a poor memory, so I need to listen to information twice During the first listening, I focus on grasping the main points of the speech, and I listen a second time to clarify any incomplete ideas.
(Interview on April, 24 th ) Unlike the two above students, studentN 0 1 argued:
“I will try to remember the information in my mind, I do not want to spend time taking note except for long strings of number or complex words”
(Interview on March, 30 th ) Another student thought that if he listened as much as possible, he could remember more information “I often hear until I can understand and catch all information”
Students exhibit varying listening durations influenced by their individual memory capabilities By leveraging the strengths of Short-Term Memory (STM), they can enhance their interpretative presentations significantly.
4.1.4.2 Time Needed to Rearrange Information before Interpreting
Figure 4.5 illustrates the time required for students to rearrange information before interpretation, revealing that 80% of students took 4-5 seconds Additionally, 17% of the participants needed 1-3 seconds, while only 3% required more than 5 seconds Notably, none of the students were able to interpret the information immediately after the speech concluded.
0 second 1-3 seconds 4-5 seconds More than 5 seconds 0%
Figure 4.5: Time Needed to Rearrange Information before Interpreting
Ways to Help the Third Year Students Effectively Use STM in Their
4.3.1 Some Mnemonic Devices Used to Improve Students’ Memory Table 4.2: Some Mnemonic Devices Used to Improve Students’
Memory Mnemonic devices Number of choice
In observing the third-year interpreting classes (English K6A, K6B & K6C), it became evident that mnemonic devices significantly aided students in retaining information Data indicated that 93% of students employed "chunking," a method that groups information to enhance memory retention, facilitating the transfer from short-term to long-term memory Given that short-term memory can only hold about seven items, chunking optimizes learning by allowing the brain to organize data more effectively Additionally, 63% of students utilized visual imagery, while 67% favored diagrams to streamline the memorization process Other memory techniques, such as acrostics, acronyms, and the method of loci, were similarly popular, with usage rates of 50%, 43%, and 47%, respectively, though only 10% reported using rhymes and songs Notably, a substantial number of students recognized the effectiveness of mnemonic devices, particularly chunking, with 23% using it "always," 53% "often," and 20% "sometimes," and none dismissing its value.
Mnemonic devices are fundamental techniques in every interpreting work Therefore, the necessity and high applicability of developing them is undeniable
Many interpreting students recognize the significance of short-term memory (STM) in their studies; however, some struggle to utilize it effectively They often find it challenging to retain the information presented to them, making it difficult to recall and accurately translate it into the target language.
4.3.2 Activities Organized to Help Students Practice STM in Interpreting Classes
The choice of classroom activities is crucial for the success of interpreting courses, as effective activities not only enhance student learning but also increase motivation and engagement with the lesson.
Table 4.3: Activities Organized to Help Students Practice STM Name of Activities Number of Choice
According to Table 4.3, the majority of students favored talk shows (97%) and conferences (93%) as their most frequently organized activities Additionally, 87% of students valued peer interpreting practice, while 80% participated in activities such as tape listening and watching TV for interpreting purposes These activities provided students with opportunities to enhance both their interpreting and listening skills.
Students often encounter various challenges during the interpreting process, but by engaging in diverse activities and applying effective mnemonic techniques, they can achieve better results When faced with memory blocks, such as struggling to recall familiar names, students should remain calm and utilize associative methods Ultimately, consistent practice and the use of appropriate strategies are essential for improving interpreting skills.
Table 4.4: Kinds of Exercises Used for Improving STM Exercises for improving STM Number of
A study on memory enhancement exercises for students revealed that 97% favored mnemonic techniques such as chunking, acrostics, acronyms, and mind mapping Shadow exercises, which help develop simultaneous interpreting skills and quick comprehension, were chosen by 90% of participants Additionally, 77% found listing activities beneficial for short-term memory (STM), as they involved listening to presentations and recalling information Furthermore, 67% believed that condensing long speeches while retaining their core content would enhance their STM Remarkably, 60% of students supported the idea that retelling exercises could further improve their memory skills Various exercise types were utilized, including retelling in the source language with tactics like generalization, comparison, description, categorization, as well as imaginative exercises, association techniques, note-taking, and sequence games involving numbers.
4.3.3 The Frequency of Using Activities in Interpreting Classes
The analysis revealed that a majority of students recognized the importance of organized activities in enhancing their memory They acknowledged that increased participation in these activities led to greater accuracy in their recall abilities.
54 quicker their interpreting was In fact, the percentage of the students who always took STM into account is rather high
A total of 30 students participated in the survey, providing responses to Question 1 of the questionnaire (refer to Appendix 1) The feedback was categorized using a five-point scale: always, often, sometimes, rarely, and never.
Table 4.5: The Frequency of Using Activities in Interpreting Classes
N 0 Name of Activities Frequency of using Number of choice
The analysis of student activities in interpretation revealed noteworthy trends, as summarized in the data Table 4.4 highlighted unexpected percentages regarding the use of activities such as peer interpreting practice, talk shows, tape listening, and conferences.
A survey on peer interpreting practices revealed that 70% of the 30 students frequently engaged in these activities, with only 17% and 10% indicating occasional or rare participation Additionally, over 70% of students expressed interest in conferences and talk shows, while a smaller group of 20-30% showed less enthusiasm and dedicated less time to improving their interpreting skills; notably, no students reported never participating Audio-visual activities such as tape listening (33%) and watching TV for interpretation (37%) also garnered significant attention, with over 40% of students selecting "sometimes" for these practices Students utilized their free time for practice both in class and at home.
The analysis reveals a high frequency of students eager to enhance their Short-Term Memory (STM) through participation in various activities, as they recognize its importance in developing their interpreting skills.
4.3.4 The Aids for STM in the Interpreting Process
Teachers demonstrated a highly positive attitude towards the use of aids to enhance short-term memory (STM) skills during interpreting tasks To achieve successful interpretation, the integration of various aids is essential Preferences for these aids, as outlined in Table 4.5, include pre-discussions with speakers, leveraging note-taking skills, utilizing outlines provided prior to interpretation, and consulting glossaries or terminology dictionaries for important references.
Table 4.6: Aids for STM in the Interpreting Process Aids/ Techniques Supported for STM Number of Choice
Table 4.5 indicates a significant reliance on aids for short-term memory (STM) in English interpreting classes, with over half of the students (57%) identifying note-taking as the most effective method, despite its lower appreciation compared to self-memory skills Note-taking serves as a straightforward technique that alleviates cognitive load, even when speakers talk rapidly It is crucial for interpreters to focus on capturing essential information rather than transcribing every word, utilizing abbreviations or symbols to optimize memory retention and prevent overload.
There is a slight variation in preference among three options: a glossary or terminological dictionary (20%), an outline provided in advance (23%), and a pre-discussion (27%) Engaging in a pre-discussion before commencing work is beneficial, as it fosters confidence and helps prevent unforeseen issues for the interpreter.
Thirteen percent of students proposed alternative aids for short-term memory (STM) enhancement By developing a colorful mnemonic tool for interpretation, interpreters can minimize errors and improve their cognitive organization.
Students‘ Evaluation on the Effect of Using STM in Interpreting Class
10% ineffective Rather effective effective Extremely effective
Figure 4.11: Students’ Self-evaluation about Their Interpreting Work
After completing the treatment course, students in interpreting classes expressed a positive self-evaluation of their interpreting skills Over half of the students (57%) reported feeling satisfied with their current work, and 40% noted that improvements in short-term memory (STM) significantly enhanced their interpreting effectiveness Only 3% held a negative view regarding the prospects of STM These findings provide strong evidence that nearly all students who participated in the treatment achieved satisfactory results.
4.4.2 The Importance of Applying Mnemonics Devices
The result of the data analysis in Figure 4.12 showed a surprising high percentage on the necessity of applying Mnemonic advices to interpreting work
A significant 97% of students (29 out of 30) highlighted the positive impact of mnemonic devices on short-term memory (STM) in interpretation, while only 3% felt they were of little necessity Notably, all students recognized the importance of these devices in enhancing their interpretative skills.
Figure 4.12: The Importance of Applying Mnemonics Devices
Students agree that mnemonic devices significantly enhance memory retention compared to short-term memory (STM) These techniques aid interpreters in retaining information and effectively communicating messages to others Additionally, mnemonic devices help alleviate the overload in STM, allowing for a quicker translation of speech into the target language.
4.4.3 Effect of Using Various Activities to Practice STM in the Interpreting Training Program
The investigation involved 30 students who evaluated the effectiveness of various activities for practicing Short-Term Memory (STM) in interpreting classes Each student provided a response, which was categorized into five groups: very effective, effective, little effective, and ineffective The results of these evaluations are illustrated in the accompanying figure, highlighting the students' perceptions of the activities' impact on their learning experience.
Very effective Effective Little effective ineffective
Figure 4.13: Effectiveness of Using STM Activities
A significant majority of students, specifically 73%, reported that STM activities greatly enhanced their work effectiveness Furthermore, 24% of students expressed their appreciation for the effectiveness of these activities In alignment with this sentiment, Student N 0 3 echoed similar views regarding the positive impact of STM activities.
After undergoing extensive training and practice, I transformed my initial feelings of fear and lack of confidence in interpreting tasks into a sense of satisfaction and smoothness in my work.
Despite the general belief in the effectiveness of Short-Term Memory (STM) activities, a surprising 3% of students expressed doubts about their impact One student, identified as N 0 1, stated, “Although I try to practice a lot, I don’t think that the activities to practice STM will bring positive effect to my interpreting tasks Therefore, I do not care about the success or failure in applying such activities” (Interview on April 5th) This insight highlights a minority perspective on the perceived value of STM exercises in enhancing interpreting skills.
In conclusion, the results from both questionnaires and interviews indicate that most students excelled in addressing brain capacity challenges during interpretation Additionally, consistent practice and effective strategies are essential for enhancing students' interpreting skills and memory retention.
The Result of Pre-test and Post-test
To investigate how the students use STM, the researcher asked them to do the pre-test and post-test on interpreting
A study involving 30 students required them to complete a test within 30 minutes prior to a treatment course The analysis of their scores revealed a lowest score of 4.8 and a highest score of 8.2, as detailed in Table 4.6 Descriptive statistics were employed to summarize these findings.
Table: 4.7: Scores of the Pre-test on interpreting
Test Lowest mark Highest mark
It can be observed from the above table that the score of the test vary from the low to high level and there is a disproportion in score
Figure 4.14: Distribution of Scores before Doing the Treatment
The data presented in Figure 4.14 reveals that 40% of students scored between 4.8 and 5.9 marks, indicating a significant proportion of lower performance In contrast, only 10% of students achieved a score of 8.2 marks, highlighting a stark disparity in higher achievement levels.
An unexpected outcome emerged from the survey conducted to understand students' opinions, revealing several key challenges they face.
In part 1: - Most of them felt stressed and confused when seeing a long string of number They could not catch up with the numbers appearing on the screen
- Many of them seldom used the mnemonic technique ―chunking‖ to break such long numbers down and then chunk it into smaller sets of number
In part 2: - some of the students spent so much time taking note that they forgot the old information when the speaker moved to another idea
The pre-test scores revealed that many students struggled to effectively utilize mnemonic methods, leading to lower performance levels.
Following the treatment course, students undertook a subsequent test of comparable difficulty, achieving significantly improved scores compared to their pre-test results The lowest score recorded was 5.0, while the highest reached 8.5.
Table: 4.8: Scores of the Post-test on Interpreting
Test Lowest scores Highest scores
After the treatment, the score distribution revealed a significant improvement, with the lowest score recorded at 5.0 and the highest score rising impressively to 8.5.
Figure 4.15: Distribution of Scores after Doing the Treatment
The data indicates a significant decline in the number of students scoring between 5.0 and 5.9 marks, dropping by 20% In contrast, an impressive 23% of students achieved scores between 6.0 and 7.9 in the post-test, with an average score of 8.5 reflecting their successful performance.
4.5.3 Pre-test and Post-test Analysis
Table 4.9: The Results of Pre-test and Post-test
Table 4.8 highlights a significant difference in test scores before and after the treatment course, with students achieving higher scores post-treatment The lowest pre-test score was 4.8, which increased by 0.2 points in the post-test Additionally, the highest scores showed a slight variation of 0.3 points between the pre-test and post-test Overall, the average improvement across all students after the treatment course was 0.25 points.
Chapter Summary
In summary, this chapter analyzed data from student questionnaires, teacher and student interviews, class observations, and pre-test and post-test results of third-year students to address the research questions outlined in Chapter 1 The findings revealed that, despite minor differences, both quantitative and qualitative data indicated that most students exhibit a positive attitude toward using STM and are committed to enhancing this skill to achieve success in their interpreting endeavors.