Anticipation in simultaneous interpreting for students majoring in translation and interpreting felte ulis

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER ANTICIPATION IN SIMULTANEOUS INTERP

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

ANTICIPATION IN SIMULTANEOUS INTERPRETING FOR STUDENTS MAJORING IN TRANSLATION AND INTERPRETING, FELTE, ULIS

SUPERVISOR: NGUYEN NINH BAC, MA STUDENT: VU THI MAI NGOC

YEAR OF ENROLMENT: 2009

Ha Noi, May 2013

ĐẠI HỌC QUỐC GIA HÀ NỘI ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH

KHÓA LUẬN TỐT NGHIỆP

DỰ ĐOÁN TRƯỚC TRONG PHIÊN DỊCH ĐỒNG THỜI CHO SINH VIÊN CHUYÊN NGÀNH BIÊN – PHIÊN DỊCH, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC

ACCEPTANCE PAGE

I hereby state that I: Vũ Thị Mai Ngọc, class QH2009.F.1.E25, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the University relating to the retention and use of Bachelor‟s Graduation Paper deposited in the library

In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper

Signature

Date

as well as throughout my process of conducting this research

Mr Nguyen Ninh Bac, as the supervisor for my thesis deserves special recognition for his always highly competent suggestions and his friendly manner to instruct me to overcome difficulties occurring

Ms Nguyen Cam Linh and Ms Ngo Ha Thu have had a very positive influence

on me from the very beginning of my studies Although not being my supervisors and busy at work, they still took care and enthusiastically answered all my questions There was time when I had troubles and got stuck in doing the research, it was the two dedicated teachers that supported me, encouraged me to keep going

I would like to thank Mr Do Minh Hoang, who has been studying abroad, for his support of materials and precious comments on my study

Furthermore, I would also like to thank all my friends in Class 09E25 They have been always beside me to share both difficulties and tiredness of doing graduation paper Especially, I want to express my sincere to Ms Tran Thi Minh, who always listened to my trouble and gave precious suggestions for my thesis

Last but not least, I owe profound indebtedness to my parents who always stand

by me and encourage me not matter what happens

ABSTRACT

Anticipation in simultaneous interpreting has been acknowledged its importance

in the improvement of simultaneous interpreting However, there have been little to no research on the attitude and the ways that students majoring in Translation and Interpreting can apply to improve anticipation in simultaneous interpreting As an attempt to contribute to gain more insights into anticipation in simultaneous interpreting for students, this research aims to investigate the attitude of students majoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation in simultaneous interpreting as well as the ways that they use to practice anticipation Finally, some suggestions would also be given

These goals were achieved by a research using questionnaire and document observation Questionnaires were delivered to all 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU

Findings from the study show that 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU have positive attitude towards anticipation in simultaneous interpreting together with the awareness of the importance of anticipation However, they do not practice anticipation quite frequently and also encounter many difficulties during practicing Among difficulties, the lack of studiousness, actual experiences as well as the effective way to practice anticipation in simultaneous interpreting are the most common The study also suggests some exercises for students to practice in order to enhance predicting skills

The results of the research can help interpreting teachers refer to have suitable teaching methods, students majoring in Translation and Interpreting have suggestions for self – practice Furthermore, it will benefit the researchers who are interested at the subject

TABLE OF CONTENT

ACCEPTANCE PAGE i

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENT iv

LIST OF TABLES, FIGURES vi

CHAPTER 1: INTRODUCTION 1

1.1 Statement of the problem and the rationale of the study 1

1.2 Aims and objectives of the study 2

1.3 Significance of the study 3

1.4 Scope of the study 3

1.5 The organization of the study 3

CHAPTER 2: LITERATURE REVIEW 5

2.1 Definition of translation 5

2.2 Overview of interpreting 6

2.2.1 Interpreting 6

2.2.2 Types of interpreting 7

2.2.3 Simultaneous interpreting 10

2.3 Anticipation in simultaneous interpreting 12

2.3.1 Definition of anticipation 12

2.3.2 Anticipation in simultaneous interpreting 12

2.3.3 Anticipation as an important strategy in simultaneous interpreting 13

2.3.4 Types of anticipation in simultaneous interpreting 15

2.3.5 Anticipation improvement 16

CHAPTER 3: METHODOLOGY 18

3.1 Sampling method 18

3.2 Data collection method 19

3.2.1 Data collection instruments 19

3.2.2 Data collection procedure 20

3.3 Data analysis method 21

3.3.1 Data from questionnaire 21

3.3.2 Data from document observation 22

CHAPTER 4: RESULTS AND DISCUSSION 23

4.1 Findings 23

4.2 Implication 37

4.2.1 Suggestions for students majoring in Translation and Interpreting 37

4.2.2 Suggestions for interpreting teachers 37

CHAPTER 5: CONCLUSION 39

5.1 Summary of findings 39

5.2 Limitations 40

5.3 Suggestions for further research 41

REFERENCES 42

APPENDIX 1 45

APPENDIX 2 48

APPENDIX 3 49

LIST OF TABLES, FIGURES

Figure 1 Interpreting in different spheres of social interaction 8

Figure 3 The attitude of students towards anticipation in simultaneous

Figure 6 Proportion of students practicing anticipation in class and at home 29

Table 1 Summary of the order of difficulties in anticipation in simultaneous

interpreting

31

CHAPTER 1: INTRODUCTION

This first chapter will provide the rationale, the aims and objectives, the organization and significance of the research In addition, the research questions are addressed to work as a guideline for the whole research

1.1 Statement of the problem and the rationale of the study

In the past, due to historical conditions of the country, the opportunities for Vietnamese people to approach foreign culture and the world economy were limited as well as restricted in some Asian and Eastern European countries Therefore, interpreters, especially English interpreters, received scant attention

Nowadays, with the rapid socioeconomic development and the integration of Vietnam into the world, the demand of cultural exchange and multifaceted cooperation among Vietnam and other countries keeps rising More and more international conferences, forums, events or casual dialogues have been held in Vietnam In this context, language differences become a big obstacle hindering these activities and furthermore, the development of the country As a result, the need for interpreters, especially simultaneous interpreters with the advantage of time saving and convenience also increases Moreover, at present, the number of students who major in interpreting and want to improve their simultaneous interpreting has considerably enhanced

In addition, given the fact that simultaneous interpreting is a tough job which requires many skills, right at the university, interpreter trainees should be equipped with necessary competence in dealing with difficulties potentially occurring during their performance Anticipation is one of these skills

The importance of anticipation has been acknowledged by many researchers like Moser 1978, Le Ny 1978, Herbert 1952, Gile 1995, Chernov 1992, Lederer 1981, etc (as cited in Besien 1999) According to Chervov (2004, Eds.), “it was probability anticipation of the development of the message made by interpreter that made simultaneous interpretation possible at all under the extreme conditions of this task”

(p.169) In other words, anticipation can help interpreters be more favorable and active while carrying on their work

Although having generally acknowledged, in Vietnam, anticipation in simultaneous interpreting has not attracted adequate notice Specifically, in the curriculum of Interpreting subject at University of Languages and International Studies, Vietnam National University, Hanoi, there is no time for teaching anticipation Additionally, there is almost no research on training anticipation in simultaneous interpreting for students majoring in Translation and Interpreting

Therefore, as one attempt to examine this under-researched topic, the researcher decided to conduct a study “Anticipation in simultaneous interpreting for students majoring in Translation and Interpreting, FELTE, ULIS, VNU”

1.2 Aims and objectives of the study

First of all, the research aims at identifying the attitude of 4th year students majoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation in simultaneous interpreting Afterwards, the ways that they have used to practice anticipation in simultaneous interpreting would be addressed Finally, through data collected, the ways or techniques that the students, who major in Interpreting and Translating, FELTE, ULIS can apply for practicing anticipation in simultaneous interpreting would be suggested

In order to gain the objectives, the research was conducted to answer the

1.3 Significance of the study

Overall, the research could be considerably helpful for students as well as researchers working on related studies

As for students majoring in Translation and Interpreting, the study, once completed, is expected to provide useful suggestions for students to practice anticipation in simultaneous interpreting, and thus can improve their performance and therefore, have better chance for their future job

As for interpreting teachers, the research will help them to identify the attitude

of their students towards anticipation in simultaneous interpreting, whether they have been already aware of anticipation in simultaneous interpreting, whether they have positive attitude or not, etc In addition, the ways that students use to practice anticipation would be explored All these data collected will help interpreting teachers have suitable teaching method and helpful suggestions for students to practice anticipation

Besides, researchers who happen to develop an interest in this topic, could certainly rely on this research to find reliable and useful information for their related studies in the future

1.4 Scope of the study

Although anticipation in simultaneous interrelating have been chosen to be the target of some studies, this paper places a stronger focus on the attitude of students and ways that students, who major in Translation and Interpreting, can apply for effective anticipation in simultaneous interpreting

Also, it is noteworthy that the study will be restricted to 4th year students majoring in Translation and Interpreting, FELTE, ULIS

1.5 The organization of the study

There are totally five chapters in the research After chapter 1, the rest will consist of the following chapters

Chapter 2 (Literature review): provides theoretical background of the research,

including the overview of translation and interpreting in general, a closer look at

simultaneous interpreting; anticipation and the role of anticipation in simultaneous interpreting

Chapter 3 (Methodology): describes the sampling method, numbers and

features of participants, research instruments as well as the procedures of data collection and analysis

Chapter 4 (Results and Discussions): answers three research questions

mentioned previously

Chapter 5 (Conclusion): summarizes the main points, states the conclusions,

admits the limitations and suggests for further studies

After Chapter 5 are the References and Appendices

CHAPTER 2: LITERATURE REVIEW 2.1 Definition of translation

Through years, translation has been seen from various perspectives; as a result, there are various definitions of this term

Sokolovsky (2010) classified the definitions of translation basing on four main perspectives, namely: translation is a process, translation is a process and a result of this process, translation is a skill and translation is a communication

Firstly, A Lilova, R.K Minyar – Beloruchev, Popovic, Y.P Solodub, etc are the representatives of the view: translation is a process According to A Lilova (1985), translation is a specific oral or written activity aimed at the recreation of an oral or written text (utterance) existing in one language into a text in another language, accompanied by keeping the invariance of content, qualities of the original and author‟s authenticity Sharing similar idea with Lilova, Solodub et al (2005) asserts that translation is a creative intellectual activity, denoting the transmitting of information from a source language into a target language The highlight of this perspective is that the scholars consider translation as merely a type of activity to transfer ideas form source language to target language

In the second perspective, the scholars do not only see translation merely a process, a type of activity but also a result of this process In other words, translation includes both activity and the product resulting from it As a representative of this view, A L Semenov (as cited in Sokolovsky, 2010) defined translation as follows:

First of all, translation is the translator‟s activity of transforming a message in one language into a message with the same meaning in another language; secondly, translation is a result of the translation‟s activity, i.e an oral or written language utterance

(Sokolovsky, p.286)

Thirdly, Sdobnikov and Petrova, Garbovsky, Latishev and so on regard translation from a viewpoint of “translation is a communication” According to

Latishev (as cited in Sokolovsky, 2010, p.287), “translation is a type of language mediation, socially serving to approximate a mediated bilingual communication by

fullness, effectiveness and naturalness to a common monolingual communication” In

this perspective, scholars see the translation in a broader linguistic extent Translation

as being seen in their eyes is no longer a process or an activity, but a linguistic phenomenon Besides, they list the criteria of translation, particularly “fullness”,

“effectiveness” and “naturalness” Compared to the two previous ones, this perspective

is totally distinct

Finally, in the fourth view that translation is a skill, Peter Newmark (2001) is the one who put forward the definition as: “Translation is a craft consisting of the attempt to replace a written message by the same massage and/or statement in another language” (p.7) This point of view is quite similar to the two first views in the idea of transferring ideas between languages However, the definition provided by Newmark only includes written message or in other words, written translation, but omits oral translation which is mentioned by the two first views One striking point of the fourth perspective is that translation is considered “a craft”, or it can be generalized as a kind

of art and therefore, needs skills and creativity

In general, there are many ways to define translation with various perspectives with certain outstanding points In this paper, the researcher decides to use the idea of the second perfective that translation is a process and a result of this process As perceived by the researcher, this view is the most general as well as has a clear-cut definition among the four

2.2 Overview of interpreting

2.2.1 Interpreting

Interpreting or interpretation is one kind of translation and can be called “oral

translation” The definition of interpreting is diversified with a range of perspectives

One of the simplest definitions of interpreting is provided by Baker & Saldanha (2009) as “the oral translation of oral or signed discourse, as opposed to the oral

translation of written texts” (p.51) It can be seen that this definition is very understandable, in which the scholars start from the definition of translation and add the feature of oral performance to describe interpreting; however, the definition remains one shortcoming due to the fact that it only refers to the superficial

characteristic but the specific nature of interpreting

On the one hand, Brislin (1976) shares the same idea with Baker & Saldanha (2009) that interpreting occurs orally On the other hand, he does not include oral translation of written texts in interpreting; in addition, he clarifies more actions in the process of interpreting In his opinion, interpretation is merely one type of translation taking place in oral communication situations, in which one person speaks in the source language and interpreter processes this in inputs and produces output in a second language, a third person listens to the target language version Basically, two definitions as stated are quite similar

One of the earliest definitions of interpreting is made by Otto Kade (1968) In her point of view, interpreting is a form of translation in which the source language text is presented only once and thus cannot be reviewed or replayed; and the target language text is produced under time pressure, with little chance for correction and revision One outstanding point in this definition is that instead of describing visual actions in the process of interpreting, Kade provides the characteristics of interpreting, which defines the most clear-cut nature to distinguish interpreting with other kinds of translation, namely (1) no chance to replay, (2) under time-pressure

Generally, despites many definitions of interpreting and the fact that Kade‟s definition came to exist the earliest, the researcher considers the definition made by Otto Kade as the foundation of the study

2.2.2 Types of interpreting

There are many ways to categorize interpreting into types: basing on “distance”

vs “proximity”, “equality/solidarity” vs “non-equality/power”, “formal setting” vs

“informal setting” and direction of interpreting

In the book “Introduction Interpreting Studies”, Franz Pöchhacker (2004)

divides interpreting by (1) settings and constellations including social context and institutional setting and situation constellations of interaction; (2) typological parameters including language modality, working modes, directionality, technology and professional status

a) Settings and constellations of interaction

- Inter-social and intra-social setting

Figure 1: Interpreting in different spheres of social interaction (Pöchhacker, 2004:14)

Isolated contact Institutionalized contact

Law & Justice Religious services Public services

Missionary work

Missionary work Media

Scientific/Technical Cooperation

- Situation constellations of interaction

Figure 2: Conceptual spectrum of interpreting (Pöchhacker, 2004:17)

b) Typological parameters

- Language modality

+ Spoken-language interpreting + Sign language interpreting

- Directionality

+ Retour interpreting + Relay interpreting

- Use of technology

+ Remote interpreting + Automatic interpreting

Individual vs prof

Power differential Face-to-face

dialogic Bilateral

+ Natural interpreting

- Working mode

+ Simultaneous interpreting + Consecutive interpreting The ways that Pöchhacker categorizes interpreting into different kinds are very detailed with complex and specific criteria Of all the ways to categorize interpreting above, working mode is the easiest and most common one

(Chernov, 2004, p.6) Chernov describes simultaneous interpreting as a two-way communicative activity, in which on one hand, the interpreter receives input and on the other hand, produces output orally under time pressure He focuses on clarifying the working mode of interpreters as well as the difficulties that interpreters encounter during work

Besides, Franz Pöchhacker (2004) introduced a concise concept of simultaneous interpreting, as follows: “Simulation interpreting is often used as shorthand for spoken language interpreting with the use of simultaneous interpreting

equipment in a sound-proof booth” (p.19) This concept puts stress on the use of

technology (i.e simultaneous interpreting equipment in a sound-proof booth) in simultaneous interpretation Comparing to the prior definition provided by Chernov (2004), it has a new remark of working condition but fails to point out the main characteristics of simultaneous interpreting In addition, the researcher does not consider the use of simultaneous interpreting equipment in a sound-proof booth as an

essential condition because in reality, interpreter can work directly without any technical assistance

Other definitions provided by Isabelle Perez (2004) and Elmira Pooyamehr (2008) share the same idea with Franz Pöchhacker in the use of supporting equipment while interpreting simultaneously The two latter tends to include the working condition of interpreter in their explanation

According to Isabelle Perez (2004), simultaneous interpreting is the most common form used for multilingual meetings and involves all floor contributions being relayed by microphone to the team of interpreters who are located in soundproof booths within the meeting room and transmit the interpretation (usually in their mother tongue) back to the delegates through receivers by headsets It is not truly a definition; however, to some extent, it expresses her viewpoint on simultaneous interpreting, in which assistant equipment plays an important role

Besides, Elmira Pooyamehr (2008) described the process of simultaneous interpreting, as follows:

The simultaneous interpreter sits in a booth, listens to the speech through headphones, and interprets into microphone while listening and the users hear the interpretation thorough their headphones Interpreters have to listen to next part of speech while interpreting the previous one The listener hears the interpretation at the same time as the speech is made

to generalize the term universally Overall, the shared point of these four is that the simultaneous interpreter has to interpret at the same time as the speaker makes utterance, which can be regarded as the most prominent trait of simultaneous interpreting

2.3 Anticipation in simultaneous interpreting

2.3.1 Definition of anticipation

A variety of definitions of anticipation or probability anticipation has been made with a range of ideas In a very general sense, anticipation is described in Oxford Learner‟s Pocket Dictionary (2011) as the noun form of “see what might happen in the future and take action” (p.16) Seeber (2001) sees it in the context of everyday life as

“the prediction of an event, much like the weather forecast we watch on television every day” (p.61)

More specifically, in 1977, Freigenberg and Zhuravlev (as cited in Chernov 2004) describes probability anticipation as follows:

Past experience and the current situation supply grounds for hypotheses about forthcoming developments, a certain probability being ascribed to each of the latter In accordance with such a prognosis the subject is set, or prepared, for such actions in the forthcoming situation that would help attain a certain objective with the highest probability

(Freigenberg & Zhuravlev, Chernov, 2004, p.92)

These above definitions are in general sense, which provide the ground for the development of the concept of anticipation in specific field

2.3.2 Anticipation in simultaneous interpreting

Lederer (1981) states that anticipation in simultaneous interpreting has traditionally been taken to be the instance in which the interpreter is able to conclude the message he or she is interpreting before the speaker has terminated

To some extent, this definition is similar to one provided by Besien (1999) According to his opinion, anticipation is:

The simultaneous interpreter‟s production of a constituent in the target language before the speaker has uttered the corresponding constituent in the source language It

is result of hypothesizing on the content of the speaker‟s utterance before it has been finished

(Besien, 1999, p.250)

In the late 1980s, Nancy Schweda-Nicholson (1987) addressed anticipation in interpreting field as the previous knowledge of the field or topic, and previous knowledge of what will be presented that enable the interpreter to select the most

salient units of meaning, also geared to the background knowledge of the audience

Compare to the definition provided by Nancy Schweda-Nicholson, on one hand, the two former are able to point out the most noticeable characteristic of anticipation in interpreting, that is the interpreter is totally able to produce the translation even before the speaker states the sentence in source language On the other hand, one highlight point in Schweda-Nicholson‟s definition is that she mentions the background knowledge of the audience as a principle to make a proper interpreting

In the paper, the research decides to use definition provided by Besien (1999) as the foundation for all related issues hereafter

2.3.3 Anticipation as an important strategy in simultaneous interpreting

For decades, the importance of anticipation in simultaneous interpreting is acknowledged by many researchers majoring in translation studies

Simultaneous interpreting is considered a highly challenging task which requires both proficiency of the source and target languages and employment of a number of techniques and strategies, among which anticipation is considered one of great significance and an important factor contributing to the success of interpreting

Chen (2010) confirms that a good simultaneous interpreter should know how to predict what the speaker would say next with his own language ability, knowledge and experience, which can save a lot of time and energy, thus following the speech of the speaker

In September, 2012, in Anticipation in Simultaneous Interpreting Yoann

Rostaing stated that “Anticipation in simultaneous interpreting is especially common between languages in which the normal word order is not the same” (p.1) For example, due to the different order of verb, subject and object among languages, the interpreter has to wait until the end of speaker‟s utterance to fully understand the idea and produce in target language This situation may create frequent pauses interrupting sentence into chunks, which makes the audience feel uneasy Thanks to anticipation,

“the interpreter makes a hypothesis […] which enables him or her to postpone stating the verb which comes at the end of the sentence” (Rostaing, 2012, p.1)

Besides, in the book Inference and anticipation in simultaneous interpreting –

A probability-prediction model, Chervov (2004, Eds.) postulated that it was

probability anticipation of the development of the message made by interpreter that made simultaneous interpretation possible at all under the extreme conditions of this task

Sharing the similar idea, according to Seleskovitch (1984), anticipation allows the interpreter to decode incoming messages early by taking advantage of the linguistic and semantic redundancy of the text

More to the point, in a comprehensive catalogues of simultaneous interpreting strategies which presents strategies that she considered of great importance for simultaneous interpreting, Kalina (as cited in Liontou, 2012) regards anticipation as one of four strategies (together with preparation, inference and chunking) to enhance comprehension

Liontou (2012) reconfirms the vital role of anticipation in simultaneous interpreting She stated that “anticipation is rather a language – specific strategy, employed to assist the interpreter out of the plight imposed by language dissimilarities (Liontou, 2012, p.51)

In general, the importance of anticipation has been recognized by many researchers in various studies Definitely, anticipation is a strategy which helps interpreters to reduce pitfalls during actual work, which facilitates their interpreting

2.3.4 Types of anticipation in simultaneous interpreting

Depending on differences relating to the production of anticipation, different types of anticipation have been distinguished

Lederer (1978) recognizes “anticipations based on language prediction” and

“anticipations based on sense expectation” (p.331) These terms are then referred to as linguistic anticipation and extralinguistic anticipation by many authors, e.g.: Gile

1995, Seleskovitch 1984, Wills 1978, etc

As their definition, extralinguistic anticipation is when the interpreter uses his/her situational and general knowledge Linguistic anticipation is when the interpreter predicts the appearance of a constituent on the basis of the syntactic and/or semantic information provided by the source language sentence In other words, the former is tied to comprehension of sense; the latter is a consequence of the frequent use of “fixed” collocations and linguistic formulae which can be immediately recalled

in full starting from their initial part

As regard to extralinguistic anticipation, the interpreter bases mainly on his/her background knowledge about the subject Take the case of increasing interest rate for

an example in economy It is expected to have information like the Central Bank decreases money supply or increase required interest rate, etc

As regard to linguistic anticipation, if the interpreter, for example, knows the idiom “The grass is always greener on the other side” beforehand, right after he/she hears the first part of the structure, all the meaning of the massage can be caught

This way of classification is clear and practical However, it should be noticed that it is not easy to separate clear-cut these two types due to the fact that they tend to come and combine together as for the sake of making good production

Besides, Lederer (1981) distinguishes two types of anticipation, namely “proper anticipation” and “freewheeling anticipation” (p.252) The first one is related to the interpreter‟s production comes before the speaker‟s production As for the second one,

it comes more or less at the same time as the speaker‟s production The key point in her distinction is the time of making anticipation: before or approximately concurrent

The researcher thinks that this way of classification remains some confusion Since anticipation is a cognitive process, interpreter‟s and speaker‟s production are verbal process; therefore, they do not link tightly together Verbal and cognitive processes do not necessarily happen at the same time They may happen before, after

or at the same time with other due to actual factors Thus, taking time of making oral production as a criterion is not reasonable Therefore, in this paper, the researcher uses the classification in which linguistic and extralinguistic anticipation are considered

2.3.5 Anticipation improvement

Anticipation is a cognitive process that cannot be seen or touched; therefore, it

is hard to interfere it and the result will be also invisible Some might question the probability of practicing anticipation in reality Definitely, it is a time-consuming and sophisticated process, but it does not mean practicing anticipation is impossible

There have been articles and research in the framework of cognitive change in general and anticipation improvement in particular

In sports, anticipation is an important skill to win a game; therefore, coaches exploit many techniques to improve anticipation for players For example, in

Improving anticipation in Racquet Sports, Bruce Abernethy (1989) lists two sources of

information to aid anticipation Firstly, it is information available before the stroke even commences related to the probability of the opponent hitting a particular type of stroke Secondly, it is the information coming from postural cues giving off by the opposing player during their stroke preparation This information will help the player

to raise the probability of anticipation

Academically, David Gatsos (n.d.) in the work “Maximizing Cognitive Change: defining development language leading to best practices for peer education” quotes

two theories: Change in cognitive development theory and Change in personal epistemology development theory In the former theory, Danner (as cited in Gatsos, n.d.) put forward the idea that:

[…] once a person acquires a new mental skill or reaches a new understanding of their own development, they feel empowered and apply that skill or sense of growth to multiple new situations As that process matures, they become „embedded in their own point of view

(Gatsos, n.d.)

In the latter theory which centers on the nature of knowing the adherence to beliefs about knowledge, he affirms the mind will grow or revert back to previous understandings throughout development In the conclusion of the article, he emphasizes the method of challenge and support throughout practicing to maximize the development of college students

These above works are only for a narrow view of specific subject; however, it can prove that cognitive process can be intervened and anticipation can be improved through practicing

CHAPTER 3: METHODOLOGY

In this chapter, the methodology of the study will be presented This includes the sampling, data collection method and the procedures of data collection and analysis

3.1 Sampling method

The researcher decided to use purposive sampling in the research In the hope

of having a significant study, purposive sampling was applied to help the researcher collect the data as much accurate as possible As a result, all members of three classes

of 4th year students majoring in Translation and Interpreting, FELTE, ULIS were chosen to distribute questionnaire

4th year students were chosen because they have experienced three terms of Translating subject, which can provide them knowledge together with quite clear professional‟s awareness that 3rd

year students who have studied one term of interpreting do not surely have Moreover, 3rd year mostly students learn consecutive interpreting, but not simultaneous interpreting 4th year students have step-by-step approached simultaneous interpreting, at least in class

Questionnaire was designed to find out their attitude as well as their ways to practice anticipation in simultaneous interpreting, particularly, to answer the research question 1 and 2 Due to the current situation and the convenience of students, 48 questionnaires were delivered via email

For question 3, to suggest effective and practical ways for students to practice anticipation in simultaneous interpreting, the researcher decided to use document observation It means that all the available data from books or articles relating to the subject would be exploited Actually, because time for simultaneous interpreting is little in interpreting training curriculum; therefore, it is also hard for interpreting teachers to suggest comprehensive ways to practice anticipation in simultaneous interpreting for students Therefore, the researcher believes that exploiting data is the best way to find desired information

3.2 Data collection method

The researcher planned to make an attempt to answer the research questions from quantitative and qualitative approaches This way facilitated the research in model the results as well as make the most use of available data collected

A combination of two data collection instruments including questionnaire and document observation was employed

3.2.1 Data collection instruments

The researcher decided to use two research instruments, particularly questionnaire and document observation

According to Gillham (2000), thanks to questionnaire, one person can collect a huge amount of information; furthermore, if the questionnaire is well constructed, processing the data can also be fast and relatively straightforward The researcher highly appreciates these benefits and decided use questionnaire in the paper

By questionnaire, the study accomplished its first target of identifying the attitude of 4th year students majoring in Translation and Interpreting towards anticipation in simultaneous interpreting In addition, the actual ways that they use to practice anticipation in simultaneous interpreting were also found out The questionnaire was designed with some open-ended questions to fully employ students‟ opinions that the researcher failed to predict in the design

As stated above, the purpose of this paper is to address the suggestions to practice anticipation in simultaneous interpreting for students Therefore, in the hope

of utilizing theories and finding suitable suggestions for students in the context of Vietnam, document observation was conducted with works relating translation, interpreting and anticipation in simultaneous interpreting which were written by experts

3.2.2 Data collection procedure

3.2.2.1 Data from instrument 1 - Questionnaire

Step 1: Piloting the data

Piloting is very important in order to have effective questionnaire and can exploit as much information as possible

The first version of the questionnaire was piloted on a randomly selected group

of students and sent to the supervisor for comments Their feedback and suggestion on the questions were carefully considered

Step 2: Design the questionnaire

Basing on the literature review and piloting, a list of questions was carefully worded to make sure that some certain purposes were served effectively by the information collected Some open-ended questions were included in the design Finally, the questionnaire was designed to be standard and friendly for readers

Step 3: Inform and deliver the participants about the questionnaire

The email addresses and phone numbers of all 4th year students were collected through class monitors and other resources Firstly, a text message was sent to each potential participant to offer their help in the research After receiving their approval and email addresses, a mail which attaches soft questionnaire was sent to each participant to inform about the purposes, significance and the content of the study as well as the questionnaire The confidentiality of the information given together with the participant‟s anonymity were be guaranteed Sincere thanks were also included at the end of each text message, mail and questionnaire

Step 4: Receive answers from participants

Answers were received through emails To ensure receiving answer on time, the researchers sent email or text to remind participants