INTRODUCTION
Background to the study
Memory plays a crucial role in the storage and communication of information, with insufficient mnemonic abilities hindering quick and accurate access to knowledge Due to the brain's structure, humans cannot retain every piece of information they encounter, especially if it is overly complex or unnecessary for long-term retention This highlights the importance of short-term memory, which is essential for academic learners, particularly language students, to optimize their cognitive processes and enhance their learning experience.
The English Department aims to develop proficient translators and interpreters through four years of academic training, emphasizing the importance of translation and interpretation skills Given the limited classroom time and varying student motivation, incorporating short-term memory training for interpretation skills is essential for effective learning.
Effective interpreting is essential in various communication scenarios, with two primary types: consecutive and simultaneous interpreting Both require interpreters to quickly comprehend information, reorganize it, and convey it in the target language, relying heavily on short-term memory While many interpreters recognize the importance of short-term memory, not all utilize it effectively, particularly young interpreters at entry levels who often struggle with memory challenges in practice This raises the question of how to enhance the application of short-term memory in the interpreting process.
The challenge of limited short-term memory can result in interpreters inaccurately translating source material into another language (Carroll, 2005) Numerous insightful articles and publications explore strategies to optimize short-term memory for enhanced language learning.
This thesis explores the significance of short-term memory as a valuable tool for language acquisition in interpretation learning, aiming to assist English Department students in effectively utilizing this resource It evaluates the current application of short-term memory in interpretation studies and identifies challenges faced by students The study offers practical implications for students, teachers, and the library at HUFS, along with a comprehensive list of basic and advanced techniques designed to enhance the efficiency of short-term memory usage for learning purposes.
Despite extensive discussions on short-term memory in education, evidence supporting its effectiveness remains limited This thesis emphasizes the need to introduce effective strategies for leveraging short-term memory benefits Understanding the nature of short-term memory, its regulating factors, and the causes of remembering and forgetting is essential for enhancing mnemonic skills The primary goal of this thesis is to guide English Department students in optimizing their use of short-term memory for improved interpreting practice.
Aims of the Study
This thesis aims to highlight the advantages of short-term memory in the context of interpreting studies and practices, particularly for English Department students at HUFS While there is an understanding of the significance of short-term memory in interpreting, its effectiveness hinges on students' ability to identify and utilize this skill effectively The usefulness of short-term memory in interpreting is closely tied to how well its applications align with students' needs and proficiency levels Therefore, developing short-term memory skills is crucial for enhancing students' efficiency in employing related learning techniques.
This study explores students' perceptions and motivations for using short-term memory (STM) to enhance their interpreting skills Additionally, it highlights the significance of teachers' understanding of STM and their supportive role in facilitating effective utilization of this cognitive strategy for students.
I have created a survey to assess how English students utilize short-term memory in their interpreting studies and to offer recommendations for improving this process.
The overall purpose of this survey is to investigate the following issues:
(1) The factual state of students’ use of short - term memory;
(2) The difficulties when short - term memory is used as a interpreting skill;
(3) The students’ practice to improve short - term memory; and
(4) The role of the teachers in short - term memory application for students’ interpreting skills.
Organization of the Thesis
The thesis begins with Chapter I, outlining the study's background and structure Chapter II delves into the concept of short-term memory (STM) and its significance in developing interpretation skills Chapter III details the methodology employed to explore the thesis theme, laying the groundwork for a survey conducted in Chapter IV, which examines the use of STM in language learning among English students at HUFS Finally, Chapter V presents suggestions for enhancing STM in interpreting, followed by a concise conclusion summarizing the entire work.
Additionally, found in Appendices are a catalog of recommended websites, tests as well extra exercises for short - term memory training to help students solve short - term memory dilemmas.
REVIEW OF LITERATURE
An overview of short - term memory
2.1.1 Definition of short - term memory
Short-term memory, often called "primary" or "active" memory, is responsible for holding a small amount of information for a brief period, typically ranging from 15 to 30 seconds (Zhong, 2001).
Psychological studies indicate that short-term memory refers to the ability of a reader or listener to hold information temporarily, without establishing the neural pathways necessary for long-term recall.
That is, short - term memory is a system for temporarily storing and managing information required to carry complex cognitive memory
The information held in short - term memory may be: (1) Recently processed sensory input; (2) Items recently retrieved from long-term memory; (3) The results of recent mental processing
Such information is involved in short - term memory in three basic processes (Mayer, 2003) comprised of Selecting 1 , Organizing 2 and Integrating 3
From a linguistic standpoint, this paper defines short-term memory as having a limited duration, capable of retaining only six or seven items, provided that we focus our full attention on them (Smith, 1985).
Interpreters face challenges when retaining the structure of a source utterance, as their short-term memory (STM) can become overwhelmed with individual words that may not form complete sentences Conversely, focusing on finding corresponding lexical items in the target language can distract them from the incoming message To effectively manage their STM and ensure accurate interpretation, consecutive interpreters should interrupt speakers every six to seven words to refresh their memory and prepare for new information.
1 Focusing attention on the relevant pieces of information which are filtered for further processing
2 Constructing among the incoming pieces of information in STM to build up a coherent memory
3 Establishing connection between the newly organized knowledge in short - term memory and existing relevant knowledge in long-term memory
2.1.2 Major characteristics of short - term memory
STM is a category of memory, hence, shares the common features of memory in general as well as possess its own traits in particular
Information enters the Short-Term Memory (STM) when attention is applied to a stimulus, with research by Crowden (1982) indicating that this process takes approximately a quarter of a second.
The capacity of Short-Term Memory (STM) is notably limited, with Atkinson and Shiffrin (1968) suggesting it can hold about seven items, plus or minus two Miller (1956) refers to this capacity as seven "chunks," which represent integrated pieces of information Additionally, some researchers propose that the constraints of STM may not solely stem from its storage capacity, but rather from its processing capacity.
To effectively store information in Short-Term Memory (STM), encoding is essential, and there are three primary modalities involved Acoustic (Phonemic) coding involves sub-vocal rehearsal of sounds (Conrad, 1964; Baddeley, 1966), while Visual coding refers to the storage of information as images, particularly useful for nonverbal items that are hard to articulate (Posner and Keele, 1967) Lastly, Semantic coding focuses on assigning meaning to information, allowing it to connect with abstract concepts (Baddeley, 1990; Goodhead, 1999).
Put into memory process, these coding types can be described in the following flow chart:
Short-term store Temporary working memory
Rehearsal Coding Decisions Retrieval Strategies
Long-term Store Permanent Memory
Information initially resides in sensory memory for less than a second before transitioning to short-term memory, where it can be held for 15 to 30 seconds Through rehearsal or repetition, this information can then be transferred to long-term memory, allowing for retention over an extended period, potentially for a lifetime (Carroll, 2005).
Information loss is an inevitable aspect of memory, particularly in short-term memory (STM) Three primary theories explain why we forget: Displacement occurs when new information replaces existing data once the storage capacity is reached (Waugh and Norman, 1965) Decay refers to the gradual fading of information over time (Baddeley, Thompson, and Buchanan, 1975) Lastly, Interference happens when other information stored simultaneously distorts the original data (Keppel and Underwood, 1962).
As the final stage of memorization, Retrieval takes a crucial role, which are classified into two modals as below:
Serial search - items in STM are examined one at a time until the desired information is retrieved (Sternberg, 1966)
Activation - dependence on activation of the particular item reaching a critical point
To sum up, when generalized in short - term memory description, the interactions among these characters and different kinds of memory are shown in the following diagram:
Figure 2: Short - term memory Physiological Model (Atkinson and Shiffrin, 1971)
2.1.3 Differences between short-term memory and long-term memory
Long-term memory (LTM) is established through the formation of neural pathways that enable the storage of information for extended periods, allowing recall weeks, months, or even years later In contrast, short-term memory (STM) retains information for a much shorter duration, typically lasting 30 seconds or less.
The utilization of information varies significantly between short-term memory (STM) and long-term memory (LTM) due to their distinct timeframes STM necessitates the immediate organization of information for quick access, whereas LTM involves encoding information for future recall Consequently, LTM represents a learning process, contrasting with the note-taking function of STM (Zhong, 2001).
Both long-term memory (LTM) and short-term memory (STM) play crucial roles in the interpreting process LTM contributes to an interpreter's knowledge base, enhancing their ability to convey content effectively Research by Peterson (1959) and Atkinson and Shiffrin (1968) indicates that memory during interpreting is notably brief, lasting only 6 to 12 seconds After completing an interpreting task, such as a sentence or paragraph, interpreters quickly move on to new contexts, topics, and speakers, leaving little opportunity to recall what was just said Therefore, it is essential to focus on improving interpreters' short-term memory skills.
Short - term memory and interpreting
To establish a clear understanding of interpreting, it is essential to first define the term, acknowledging the variety of perspectives that exist Interpreting can be described as the "oral translation of a written text" (Shuttleworth & Cowie, 1997, p.32), highlighting its role in facilitating communication across languages.
According to Mahmoodzadeh (1992), interpreting involves accurately conveying the meaning of spoken content from the source language to the target language, whether in real-time (simultaneously) or after the speaker has finished (consecutively), while maintaining the speaker's tone The primary objective of interpreting is to effectively transfer information and ideas between languages.
However, based on the feature of language context in different interpreting situation, this work may be classified into varied types In fact, there are two main modes of interpreting:
Consecutive interpreting is a mode where the interpreter delivers their interpretation of a complete message only after the speaker has finished speaking During this time, the interpreter is the sole individual in the communication setting actively conveying the message.
Consecutive interpreting requires a good STM Even some interpreters take notes but many simply rely on their memory, especially for the short utterances
(2) Simultaneous interpreting – A mode in which interpreter renders their interpretation while still receiving the source utterance
In this simultaneous interpretation mode, two individuals speak concurrently, with the interpreter not waiting for the speaker to complete their thought Instead, the interpreter continuously translates, trailing just behind the speaker and concluding a few seconds after them.
2.2.2 The stage of short - term memory in interpreting process
According to Gile's Effort Model, short-term memory (STM) plays a crucial role in the interpreting process Interpreting is primarily an STM-centered activity that involves several key steps: encoding information from the source language, storing that information, retrieving it when needed, and finally decoding it into the target language.
Gile highlights the challenges and efforts required in interpreting tasks, emphasizing the importance of understanding these difficulties to develop effective strategies for overcoming them He introduces his Effort Models for interpreting, which aim to assist interpreters in recognizing the complexities of their work and selecting suitable strategies and tactics These models are grounded in the concept of Processing Capacity, acknowledging that certain mental operations in interpreting demand significant cognitive resources.
The stage of short - term memory in interpreting process is different due to each mode of interpreting:
(producing a target - language version of speech)
(storing information just received from the speaker until it can be rendered in the target language)
(listening to and analyzing the source speech)
Listening and Analysis (L) encompasses the cognitive processes involved in perceiving spoken discourse through auditory mechanisms This includes the moment when the listener either assigns meaning or chooses not to assign meaning to what they have heard, allowing for the consideration of multiple potential interpretations.
Short-term memory (M) encompasses all cognitive processes involved in retaining spoken segments of discourse until they are either recalled in the target language, forgotten, or consciously chosen not to be interpreted by the interpreter.
Production encompasses all cognitive processes that occur from the moment an interpreter chooses to communicate a piece of information or idea until they verbally express the prepared form.
Figure 3: Gile Model for Simultaneous Interpreting
Gile highlights that memory effort arises from the necessity to retain the words of a proposition until the listener comprehends its conclusion He asserts that this information storage is especially challenging in simultaneous interpreting (SI), as the speaker dictates both the amount of information and the speed at which it is stored and retrieved.
Short - term memory appears in the FIRST phrase and becomes pre-condition for the SECOND phase of consecutive interpreting:
(listening to and analyzing the source speech)
(producing notes, not a target-language version of the 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 & 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 4: Gile Model for Consecutive Interpreting
In Consecutive Interpreting, interpreters have up to 15 minutes to encode and store information based on the speaker's segments, which represents the first phase of Gile's Effort Model During the second phase, interpreters retrieve and decode this information into the target language.
During simultaneous interpretation (SI), the encoding and decoding of information occur almost simultaneously, resulting in a very limited duration for information storage Consequently, SI relies significantly more on short-term memory compared to consecutive interpretation.
In conclusion, Gile highlights the crucial role of Short-term Memory in interpreting Therefore, memory skills should be prioritized as the foundational technique for aspiring interpreters.
2.2.3 Implications of short - term memory in interpreting process
Memory skills, including short - term memory is the top requirement of interpreters when doing their job They are also considered as the first step of becoming professional interpreters
Short-term memory plays a crucial role in the interpretation process, as it supports various coping strategies used during interpretation This cognitive function indirectly facilitates a smoother interpretation experience, enhancing overall effectiveness For further illustrations, refer to Appendix 5.
Interpreters may pause briefly when facing comprehension challenges, allowing them to utilize short-term memory (STM) to review information while simultaneously processing additional content from the source-language speech This strategic delay enhances their understanding and ensures accurate interpretation.
Because of its very nature, the delay tactic involves an accumulation of information in short-term memory, especially in the case of simultaneous interpreting
2.2.3.1b Reconstructing the segment (with the help of the context)
Summary
To sum up, memory skills are the most fundamental requirements for the students of English department to be a proficient interpreter in the future They include
Successful interpreting requires a combination of quick speech, sharp cognitive skills, effective memorization techniques, and strong concentration (Dang and Bui, 1999, p.37) Aspiring interpreters often lack these essential skills initially, and many of these prerequisites are developed through experience Therefore, current and future interpreting students must focus on enhancing their memory capabilities, improving their processing skills, and mastering advanced memorization techniques in both languages One particularly effective method is the utilization of short-term memory, which has been shown to be crucial in the interpreting process.
THE STUDY OF SHORT-TERM MEMORY USAGE
Introductions
This thesis explores the role of short-term memory in interpreting, addressing both theoretical and practical dimensions It emphasizes the need to evaluate these two aspects using distinct methodological approaches when examining short-term memory in the context of interpreting.
Short-term memory plays a crucial role in interpreting, with various methods employed to enhance interpretation effectiveness, ranging from simple to complex approaches Typically, the process involves several key steps: gathering relevant materials, analyzing the information, conducting personal assessments, and ultimately summarizing or drawing conclusions.
Subject of the study
This thesis explores strategies to enhance short-term memory in interpreting, emphasizing its significance and the connection between short-term memory and the interpreting process It also addresses practical applications of short-term memory techniques to improve interpreting effectiveness.
The primary objective of this thesis is to propose methods for enhancing short-term memory to improve interpretation learning, benefiting both interpreters and language students This study focuses on students, specifically sixty fourth-year and third-year honor students from the English Department at Hanoi University of Foreign Studies, who were chosen due to their enrollment in translation courses Data was collected through a questionnaire survey to gain insights from these respondents.
This study utilizes secondary research methodology to indirectly access language students and interpreting trainees by referencing existing research published in various sources, including books, journals, magazines, and theses.
Instrumentations
This thesis employs a blend of primary and secondary research methodologies, utilizing document selection, expert consultation, firsthand experience, and a thorough writing and revision process to achieve its objectives.
In Chapter IV, a questionnaire survey was chosen for the needs analysis of this study to provide clear, unbiased, and accurate information This method is effective for gauging the attitudes and knowledge of a large population The survey includes various question formats, such as checklists, yes/no questions, and multiple choice questions (refer to Appendix 1).
The students were asked to answer a questionnaire with four (4) major sections:
(1) The factual state of students’ use of short - term memory;
(2) The difficulties when short - term memory is used as a interpreting skill;
(3) The students’ practice to improve short - term memory; and
(4) The role of the teachers in STM application for students’ interpreting skills and the main content of which will be discussed and evaluated in the next part
To ensure accurate responses, the questionnaire included clarifications for complex questions, aiding respondents in their understanding It was developed from my personal research and practical experience with short-term memory in interpreting and related fields.
The researcher conducted minor tests with college friends to explore their use of Short-Term Memory (STM) in remembering and recalling information The results obtained are utilized for assessing factual states and developing exercises.
Procedures
The author conducted secondary research by exploring various online resources related to short-term memory using popular search engines like Google This approach enabled the study to gather valuable information from a wide array of sources, including e-books, academic journals, e-magazines, and research publications from renowned universities and institutions.
The study primarily relies on resources from libraries pertinent to the author's field, including the HUFS Library, British Council Library, and National Library These formal sources provide a significant foundation of both theoretical and practical insights into the use of short-term memory in interpretation, enhancing the overall quality of the research.
To effectively understand the role of short-term memory in interpreting for language training, it is essential to utilize a robust primary research methodology Conducting surveys emerges as the most effective approach for this investigation.
After distributing 60 questionnaires and gathering an equal number of responses, the data has been organized into four distinct sections to streamline the analysis process Each response category is quantified by the number of participants selecting the same answer, with their proportions clearly indicated This percentage data highlights the significance of each category, accompanied by insightful explanations and recommendations.
FINDINGS AND DISCUSSIONS
Introduction
This study enhances the thesis by incorporating primary research methods and practical statistics A survey was conducted to assess the current state of short usage, providing valuable insights into the topic.
- term memory in interpreting among English students in HUFS and then, to find out the major challenges posed to them
The survey is carried and assessed under in four main areas:
(1) The factual state of students’ use of short - term memory;
(2) The difficulties when short - term memory is used as a interpreting skill;
(3) The students’ practice to improve short - term memory; and
(4) The role of the teachers in STM application for students’ interpreting skills and the main content of which will be discussed and evaluated in the next part.
Findings and discussions
4.2.1 The factual state of students’ use of short - term memory
To identify effective short-term memory training methods, a survey should be conducted to assess short-term memory usage among HUFS students This inquiry addresses a crucial aspect of the current application of short-term memory in the field of interpreting.
This section of the thesis examines how students utilize short-term memory in the process of interpretation, while also assessing the duration of memory retention and analyzing the features of utterances in the source language.
Table 1.1 Average time duration of source-language utterance
According to Table 1.1, nearly half of the students (43.33%) frequently engage in interpreting source-language utterances lasting 5-15 minutes Additionally, 23.33% of students reported interpreting texts that range from 15 to 30 minutes, while only 15% handle longer texts of one hour Furthermore, 11.67% are comfortable with 15-30 minute texts, and 6.67% excel in 5-minute interpretations The data indicates that most students prefer interpreting shorter texts with limited information and manageable pacing As the duration of the utterances increases, the number of students capable of handling more extensive information also rises, raising questions about effective strategies for retaining such material during practical work.
Table 1.2 Average length of information that can be remembered best
According to Table 1.2, students indicated that information presented in two to three sentences is most effective for memory retention Additionally, longer passages consisting of five to seven sentences were found to enhance the utilization of short-term memory among students.
A significant 18.33% of participants reported difficulties in memorizing even short sentences, highlighting that longer source-language utterances complicate the memory process This finding underscores the need for students to focus on enhancing their short-term memory capabilities when managing lengthy speeches, which are commonly encountered in real interpreting contexts.
Table 1.3 Times of listening needed to remember a piece of information
Table 1.3 highlights that only 10% of students are satisfied with their short-term memory during the initial listening phase of the interpreting process In contrast, 90% reported needing multiple exposures to information for effective comprehension Specifically, approximately 51.67% of respondents require two listens to recall the content, while 20% need three listens, and 18.33% prefer as many listens as necessary This indicates that many students struggle to effectively utilize their short-term memory to summarize information without repetition Such challenges may hinder interpreting students' ability to manage the flow of source-language information and create psychological barriers that could impact their future performance.
Table 1.4 Time needed to rearrange information before interpreting
Short-term memory in interpreting involves encoding, storing, retrieving, and decoding information from the Source Language into the Target Language Effective information rearrangement prior to interpreting is crucial for producing a coherent interpretation A sub-survey on pre-interpreting reconstruction indicates that the majority of responses (38.33%) occur within a time frame of 1-3 seconds, followed by 28.33% for 4-5 seconds, with 23.33% taking longer This data highlights the significance of short-term memory among HUFS students Prompt responses to the source text enhance the efficiency of short-term memory, allowing interpreters to assimilate information effectively and prepare for subsequent segments Conversely, delays exceeding 5 seconds may alleviate short-term memory overload but can jeopardize the overall quality of interpretation.
Table 1.5 Time spent to forget information
Surprisingly, there is a fact that many students concern about their short - term memory usage when a lot of information can be encoded but not be decoded at all
Actually, the problems with these students is that the time for retrieving and recalling the received items is too short for them to adequately finishing the interpreting
According to the findings presented in Table 1.5, approximately 5% of respondents forget the information they receive immediately, leaving them without material for interpretation Additionally, 11.67% of participants have a very brief short-term memory retention of 1 to 5 seconds Notably, around one-third of students reported that they typically clear new information from their short-term memory within 6 to 10 seconds Furthermore, nearly 50% of survey participants indicated that encoded items remain in their short-term memory for more than 10 seconds This timing is significant, as interpreters often need a brief moment to process information after a native speaker, particularly in simultaneous interpreting Thus, a reasonable duration of 6 to 10 seconds is essential for interpreters to accurately decode information into the target language without confusion.
Table 1.6 Self-evaluation of interpreting work (based on the accuracy)
In a study examining the use of short-term memory in interpreting, respondents were asked to assess their own performance While a perfect interpretation is defined as having 90-100% accuracy, only 38.83% of students reported satisfaction with their task, achieving an average accuracy of 70% This indicates that most students were not fully content with their interpreting skills.
A significant 56.67% of respondents expressed dissatisfaction with their work, indicating a 50% accuracy rate Short-term memory plays a vital role in the early stages of the interpreting process, significantly impacting other techniques Consequently, inadequate utilization of short-term memory can adversely affect the overall quality of interpretation.
In conclusion, the findings reveal that many English Department students recognize the importance of short-term memory in the interpreting process and are open to utilizing it However, a significant number displayed indifference towards its application, leading to a general sense of dissatisfaction with their interpreting performance.
4.2.2 Difficulties encountered when using STM as an interpreting skill
Table 2.1 Types of information causing difficulty to remember
Research findings show that various types of information pose challenges for short-term memory in interpreting, with private names, numbers, lists, and terminology representing 23.33%, 21.67%, 20%, and 25% of difficulties, respectively Additionally, 10% of students identified signals or abbreviations as significant barriers In real-world interpreting contexts, source-language speeches often include these information types, particularly terminology related to specific fields Consequently, it is crucial for interpreters to effectively address language issues such as spelling for names, pronunciation for numbers, speaking speed for lists, and understanding technical terms.
Topic/ Content of source - language information 19 31.67
Table 2.2 Reasons of difficulties in short - term memory
Table 2.2 reveals that 31.67% of students felt embarrassed by the source-language content, indicating a concern regarding the topic However, this embarrassment was less significant than the impact of poor concentration, with 50% of students citing difficulties in encoding and recalling information from short-term memory as a more pressing issue.
According to Table 2.2, 11.67% of respondents reported difficulties in utilizing short-term memory during interpretation due to physical causes related to brain structure In contrast, only 3.33% attributed their short-term memory challenges to psychological factors associated with the pressures of interpreting Additionally, 8.33% cited subjective factors, such as external environmental distractions, explaining their struggles when faced with audience presence or external noise.
The findings indicate that students struggle to effectively utilize short-term memory during interpretation, often overwhelmed by the continuous flow of information from speakers This distraction hampers their concentration and increases anxiety Therefore, it is crucial to equip students with essential knowledge about short-term memory and fundamental strategies to enhance their memory skills for improved interpreting performance.
4.2.3 The students’ practice of short - term memory improvement
Table 3.1 The Frequency of practicing short - term memory in interpreting
Summary
The survey examined the current state of short-term memory utilization in interpreting studies, highlighting the challenges students face in this area It explored the strategies employed by students to enhance their short-term memory and emphasized the crucial role of teachers in introducing and training these memory techniques within the interpreting curriculum.
The study revealed that while most English students are eager to improve their interpreting skills, many struggle to effectively manage and translate information from speakers into the target language, largely due to the demands on short-term memory Disappointment in information control may stem from difficulties with speaker accents or the content of the speeches Additionally, learners find it challenging to identify effective memorization techniques during the brief periods of consecutive and simultaneous interpreting.
Recent statistics indicate that learners lack the motivation to fully utilize short-term memory training methods, which are essential for enhancing their interpreting skills.
The survey revealed that teachers and the learning environment significantly influence students' short-term memory practice Therefore, it is essential to develop effective strategies for enhancing short-term memory to boost the retention of information necessary for interpreting skills Additionally, reinforcing the role of teachers and motivating students is crucial for optimizing the short-term memory training process The next chapter will explore recommendations for leveraging short-term memory in interpreting.
SUGGESTIONS OF USING SHORT-TERM MEMORY IN INTERPRETING 31 5.1 Suggested primary methods for short - term memory enhancement
Auditory short - term memory improvement
This foundational method involves using audiotapes, where the selection of tapes is influenced by individual preferences and the necessity for engaging content To enhance effectiveness, it is essential to incorporate a range of speeches that vary in length and cover diverse topics, facilitating better adjustment for listeners.
This approach aims to enhance listeners' retention of detailed information by maintaining a continuous flow of content without pauses This uninterrupted listening experience is designed to capture the audience's attention, facilitating better encoding of information and allowing for effective summarization afterward.
Yesterday, Tom had an unforgettable experience when he encountered a crowd on his way to school Curious, he asked someone about the gathering and learned that Robin Williams was present, drawing fans eager for his autograph.
Tom couldn't believe his eyes when he spotted his idol, Robbin, unexpectedly in his car Overwhelmed with excitement, he felt a pang of regret as he remembered his examination scheduled for that morning Robbin, with a friendly smile, urged him, "Come on, guy Help me to hide, just a moment."
After playing tapes, the listeners are required to say what they can remember about the story:
- Name of main character: Tom
- Event: Robbin William – his idol – asked Tom to help him avoid the crowd
Intensive listening is a key method for training auditory short-term memory, involving the careful listening of specific information followed by precise repetition of the details Given the limitations of short-term memory, which can typically hold five to seven digits, it is important to keep the duration of this exercise brief.
This approach aims to enhance the promptness of responses to received information and improve language accuracy Effective comprehension and recall of spoken content enable listeners to grasp the overall message of the passage.
One effective exercise involves presenting listeners with a sequence of five or six objects Initially, participants are required to accurately repeat the list As the exercise progresses, the challenge increases, requiring listeners to name the objects in the exact order they were presented.
(1) As some recent researches prove, some fruits like apple, grape, tomato, orange, melon and peach are rich of vitamin C
The list is about object, listeners can use short - term memory to rename adequately
(2) If you want to sign in the security system, you need to have a personal identification number (PIN), for example: 784291736520
The utterance includes twelve digits without order, then a tip to use short - term memory for memorizing is “chunk”: divide the number into set of digits (2 or 3 digits per chunk):
(3) Vietnam history has witness many victories against invaders: from Ngo dynasty to Ly, Tran, Le empires in the previous millennium.
In this case, listeners should pay attention to the time sequences to rename the subjects: Ngo,
Listening to a longer paragraph presents a greater challenge, as the information is spread out The listener's task is to absorb the details from the passage and organize them in a coherent sequence.
Exercise 3 (Object Listing with arrangement)
Throughout my education, I've encountered various subjects, but only a few truly resonate with me In primary school, I excelled in history and geography, with the latter remaining my favorite as I transitioned to secondary school However, high school introduced me to the challenges of math, chemistry, and physics, all of which are essential natural sciences.
I forget, I was also interested in music at junior high school because I seemed to be talent at this subject
The speaker provided a number of subject but the point of time may be confusing Therefore, when using short - term memory, the listeners should rearrange items as well:
- High school: maths, chemistry, physics
To enhance short-term memory, trainees can participate in engaging STM games that require them to recall and name a series of objects In these exercises, players must remember previously named items and add a new object to the list, fostering active involvement and cognitive improvement.
Exercise 4: (Short - term memory game) – “I went to the market”
Jonny went to the market Jonny went to the store
But when poor Jonny got there, he forgot what he went there for
Momma gave him a list Momma gave it to him twice
And what Momma wanted was a big bag of rice…
Then the first player add: “Momma wanted rice and carrots”
The next player repeat and add another items “Momma wanted rice, carrots and a cake….”
Visual short - term memory improvement
This method involves quickly flashing units of high-interest images, typically shown for 3 seconds before prompting a response By leveraging short-term memory, trainees can enhance their visual processing skills by either naming the images in sequence or rearranging them in the correct order.
In the absence of flash or visual effects, cards featuring drawn objects or written numbers can be utilized Trainees will briefly observe the card before it is removed, with the task mirroring that of visual flash exercises.
This academic practice involves utilizing a list of words, preferably in a foreign language, across various forms or parts of speech At a basic level, trainees are encouraged to rewrite as many of these words as they can.
More complicated, each listed word can be attached with a number, then trainees are required to rewrite the words with the corresponding number or following the new order of numbers
Suggested advanced methods for short - term memory improvement in interpreting
Short-term memory (STM) can store information through three primary methods: Acoustic Coding, Visual Coding, and Semantic Coding For a detailed exploration of how short-term memory functions in a linguistic context, refer to Appendix 3.
Interpreters often utilize visual coding in conference settings that involve multimedia, while notes serve to enhance this visual coding process However, in most interpreting scenarios, they primarily rely on acoustic and semantic coding To support this approach, it is essential to design targeted exercises that focus on these coding methods.
In this method, the instructor presents a text of approximately 200 words through reading or audio recording, which trainees must then retell in the same language without taking notes Initially, trainees are encouraged to replicate the original wording as closely as possible during their retelling.
In order to support this method, some tactics should be used by the trainees when retelling in source language:
This technique focuses on categorizing items with similar characteristics, enabling interpreters to identify connections and relationships between them By organizing these items logically, it enhances memory retention and facilitates easier recall.
European governments are facing rising racial and ethnic tensions related to immigration and population growth This issue became particularly pronounced in France last year when hundreds of young Arab and African men rioted in response to economic inequality and societal rejection Many of these protesters were children of immigrants who arrived from Algeria and Tunisia during the 1950s and 1960s.
Europe's population is aging rapidly, second only to Japan, with declining birth rates across many countries Experts predict that the ratio of dependents to workers will increase as the workforce shrinks Consequently, European nations will need to boost spending on retirement, healthcare, and long-term care for the elderly in the coming years.
(cited in “Population Growth is Dropping in Industrialized Nations and Increasing in Some
Developing Ones” – www.voanews.com) ẻ Trainees should pay attention to two sub-topics in the passage, then classifying items in the two grounds:
- Immigration: Racial and ethnic tensions
Economic equality Failure of society acceptance
Retirement, Health care Long –term care for old people
In spoken language, speakers may occasionally provide overly lengthy or detailed information, leading to potential misunderstandings for interpreters To address this issue, a technique is employed that allows for the extraction of general conclusions from specific examples or messages, ensuring that the essential meaning is effectively communicated.
Omitting well-known information or repeated content in a speech is acceptable, as it helps maintain clarity Additionally, generalization allows listeners to effectively summarize the key ideas presented by the speaker.
The Chinese government's one-child policy is credited with driving rapid economic growth; however, experts like Wang Feng from the University of California-Irvine warn that it may lead to a challenging economic future As the population ages, there will be a decline in the workforce, with fewer individuals entering the job market, while the number of retirees demanding government support will increase significantly This demographic shift could negatively impact China's economy in the coming years.
China's one-child policy has led to a significant gender imbalance, with a cultural preference for sons resulting in many parents opting to terminate pregnancies if the fetus is female This has resulted in approximately 40 million more men than women in the country, creating a potential crisis where many men may struggle to find partners to marry in the next 15 years Experts warn that this situation could increase the risk of kidnappings and trafficking of women and girls in China.
(cited in “Population Growth is Dropping in Industrialized Nations and Increasing in Some
Developing Ones” – www.voanews.com) ẻ The speaker much discussed the disadvantages of China’s one-child policy; however, facilitating short - term memory in such context needs the technique of generalization:
The disadvantages of China’s one-child policy:
- Gender imbalance: more boys than girls -> girls kidnapping and trafficking
When the speaker lists some objects in detailed, interpreters may find it difficult to follow, thus problems with target-language expression and accuracy are raised
To aid interpreters in challenging situations, the comparison technique is recommended This method encourages interpreters to identify the differences and similarities among various facts, events, and objects By doing so, they can enhance their short-term memory, allowing them to better distinguish features of separate items and effectively categorize them.
Around the globe, individuals are increasingly focused on launching innovative businesses Entrepreneurs play a crucial role in this process by organizing, developing, and backing their business concepts These visionaries often generate ideas for new products or explore unique approaches to conducting business.
Social entrepreneurs are similar to business entrepreneurs However, social entrepreneurs try to improve conditions in their communities
They organize, build, and support new and creative projects Their goal is to improve people’s lives Their work is very important
Social entrepreneurs often struggle to find adequate support for their initiatives, but the World Bank is actively working to address this issue Recognizing the vital role of social entrepreneurs, the bank has launched a dedicated program aimed at providing essential assistance to these innovators.
The speaker highlighted two types of businesses, suggesting that interpreters should compare them to enhance their short-term memory skills.
Criteria Private entrepreneurs Social entrepreneurs
Performance organize, build and support their business proposals organize, build, and support new and creative projects
Description language is one of the challenges facing interpreters when doing their job
Actually, it is very hard for interpreters to use short - term memory to passively encode source-language description without adding or modifying some minor details
Interpreters are encouraged to employ descriptive techniques when conveying scenes, shapes, or object sizes, using their own words to enhance the vividness and persuasiveness of their interpretations.
Short-term Memory training for Forms of Source-language Utterances
3 Take a newspaper article or record a brief news (or a paragraph of a journal/ a book) 75-100 in length and scan it for a short (1-2 minutes); or listen to the tape for only one time
3 Put the article face down or stop listening and repeat as fluently as possible in the article’s language
In Hong Kong, consumer prices experienced a 0.9 percent decline last month, marking the slowest rate of decrease in nearly three years This trend is attributed to increased household spending and a surge in tourism, allowing businesses such as stores, hotels, and restaurants to reduce their discounts.
The recent decline, reported by the Government, marks a decrease of 1.5 percent in April and is the smallest drop since July 2001 Trainees are advised to focus on key details when memorizing and translating this information.
- Statistic: CPI: fell 0.9% (slowest in 3 years)
- Reasons: Slash discount, due to increase in:
- Impact: decline in early of the year -> a slide of 1.5% (smallest since 7/2001)
3 Ask a friend or family member to read fairly slowly a passage about 300-400 words
3 Use short - term memory and make notes at the same time
3 Reproduce the passage in the target language
Farmers, in their desperation to eliminate the cane beetle from their fields, relied on unverified reports instead of conducting their own research, leading to a significant error.
In 1947, a highly effective pesticide was developed to eliminate the beetle, securing the survival of the sugar cane industry In contrast, tropical north-east Australia is now overrun by cane toads, which serve no beneficial purpose, and experts warn that their population is rapidly spreading southward.
Now as agricultural scientists, we have to ask ourselves: what lessons are to be learned from this tale? And I can think of three main points
It is crucial to avoid trusting unverified claims, particularly regarding the efficacy of the cane toad in consuming cane beetle grubs and effectively controlling this pest.
When introducing a living species into a new environment, it is crucial to carefully consider the potential effects Additionally, decisions should not be swayed by desperation, as this can obscure judgment Seeking objective advice is essential for informed decision-making in such matters.
(Source: Cambridge Course of IELTS Practice)
In addition to note-taking, short - term memory should be properly applied in the speech because of the length and the complexity of the passage:
Organization of target-language interpretation:
- The factual state/ Phenomenon: Harm of some imported species: cane beetle, toad
- The reason of such species’ wide-spread distribution: farmers’ awareness
+ All-sided consideration of possible effects when introducing new species into a new environment
(See Appendix 4 to clarify the STM-enhancing exercises in consecutive interpreting)
Conclusion
In summary, this paper has assessed the role of short-term memory in interpretation, emphasizing its application as a vital interpreting skill Additionally, it has provided practical recommendations for students in the English Department to effectively harness short-term memory for their interpreting studies.
Short-term memory plays a crucial role in helping students develop their interpreting skills, as it effectively aids in the management of information Its inherent characteristics make it an excellent tool for enhancing the learning process.
Short-term memory plays a crucial role in determining learning outcomes and student success, making it essential for learners, including those in the English Department, to engage in training that enhances their short-term memory skills.
This thesis explores the significance of short-term memory in enhancing the skills of future interpreters It highlights the current use of short-term memory in interpretation training and provides practical suggestions for English students to maximize its potential in developing interpreting skills Importantly, the study emphasizes that while the Internet serves as a valuable resource, it should complement rather than replace traditional interpreting techniques and skills.
The thesis has certain limitations, primarily due to time constraints and the writer's limited experience As a result, the study was conducted solely on the campus of Hanoi University of Foreign Studies, which may restrict the generalizability of the findings to other populations.
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Tran Thuy Duong’s Survey on “The status quo of using Short-termmemory in Interpreting among
Thank you for taking the time to answ er this questionnaire All details w ill be kept strictly confidential
1 What is the average time duration of source-language information? a Less than 5 minutes b 5-15 minutes c 15-30 minutes d 30 min-1 hour e more than 1 hour
2 What is the average length of information that you can remember? a A clause/ a phrase b A sentence c 2-3 sentences d A paragraph (of 5-7 sentences) e A text
3 How many times of listening do you need to remember a piece of information? a Once b Twice c Three times c As many as possible
4 How long do you need to rearrange information before interpreting? a 0s b 1-3 s c 4-5 s c More than 5s
5 How long do you forget information after interpreting? a Immediately b 1-5 s c 6-10s d 10-30 s e More than 30s
6 How exact is your interpreting work? (self-evaluation) a 30% b 50% c 70% d 90% e 100%
7 What types of information do you feel difficult to remember? a Private name b Number c List d Signal/ Abbreviation e Terminology
8 What are the reasons of your difficulties in STM?) d Psychological factors e Topic/content of source-language information
9 Methods adopted to practice STM in interpreting? a Object Listing b Story summarization c Peer Interpreting Practice c Tape Interpreting
10 What are the aids for STM when interpreting? a Glossary (on topics) b Outline (delivered before start) c Pre-discussion (with the speaker) d Note
11 How often do you practice to improve STM?
Tick √ in the cell numbered 1 - 5 as the degree of frequency increases
12 How effective are your STM training measures?
Tick √ in the cell numbered 1 - 5 as the degree of effectiveness increases
13 Do your English teachers give you any suggestions for studying through the Internet? a Usually b Sometimes c Rarely d Never
Recommended websites to test short - term memory
2.1 Interactive experiments for short - term memory use in the classroom exhibiting
(1) Capacity, chunking and encoding in short - term memory ht t p: / / fer l.bect a.or g.uk/ display.cfm ?r esI D= 3640
(2) Teaching methods to improve primary short - term memory ht t p: / / w w w succeedt oread.com / m em or y.ht m l
(1) Picture test ht t p: / / falcut y w ashingt on.edu/ chudler/ puzm at ch.ht m l
(2) Recall test ht t p: / / falcut y w ashingt on.edu/ chudler/ st m 0.ht m l
(3) Games, tricks, and techniques ht t p: / / falcut y w ashingt on.edu/ chudler/ chm em ory ht m l
Short - term memory checklists: Test of sentence recall and comprehension
This task is designed to help trainees decide whether a sentence is a correct description of a given picture All the sentences involve two clauses:
(1) NP is PP: e.g The horse is above the circle
(2) NP precedes/ follows PP: e.g The bus is preceded by the train
Or combines as a complex sentence: e.g The dog which the circle is above follows the bus
Is there any lexical mismatch?
(one of items in the sentence was replaced by a different object from the same semantic category)
2 Is there any verb mismatch?
(the sense of the precede/ follow verb was reserved)
3 Is there any preposition mismatch?
(the sense of locational preposition was reserved)
3.2 Syntactic judgements of long sentences
The task is specified on the evaluation of long-distance syntactic dependencies which aims to detect specific difficulties in sentence parsing in particular and short - term memory in general
Is there any function word deleted? e.g Can Petronas Towers be described as one of *(the) highest building in the world?
2 Is there any function word transposed? e.g Many people wondered what *is his name (his name is)
Is there any wrong function words? e.g After two months, the Government has found a best place *of
(for) building the new parliament
4 Is there any inflected suffix deleted? e.g Yesterday, I was hit by a car while * walked (walking) on Old Street
Is there any wrong inflexional suffix? e.g The prisoner was involved in a murder but has not yet
*admitting (admitted) responsibility for his action
Is there any wrong tag? e.g Students should never forget their deadlines, *shouldn’t
Is there any wrong reflexive? e.g Although I have never tried playing football, I think I * ourselves (myself) can do this job
8 Is there any wrong voice of centre embedded clause? e.g The lion, who *was eaten by (ate) some raw food, terrified the child
The focus of this task is to enhance the skill of accurately repeating complex sentences, ensuring precision in both semantics and syntax Participants will receive sentences either individually or in groups of five, which may include lists of objects or numbers.
1 Is there any word omission?
2 Is there any word substitution?
3 Is there any word addition ?
4 Is there any order error?
Memorization Techniques for Consecutive Interpreting
1 Your short-term memory capacity is normally limited to between five and nine bits of information (units of memory), and your ability to recall depends on how well you can organize what you have heard by finding patterns Have someone read a series of seven unrelated numbers to you As soon as you are able to repeat the series accurately, try to repeat it backwards To do this, you must be able to retain the series in your short-term memory
2 Increase your analytical skills by reading a newspaper or magazine After finishing each story, try to summarize what you read in a single sentence Do this in all your working languages
3 Try exercise 2 after listening to a news report or a radio or television talk show Summarize the main idea in a single sentence
4 For the exercises below, have someone read a newspaper or magazine article into a recorder, or record talk or interview programs from the radio or television Limit yourself to non-technical material Do not record the news, because the newscaster reads from a prepared script Record increasingly longer texts as your skills improve You will only repeat the information you hear in the same language and will not interpret it a Listen to the passage without taking notes and try to repeat as much as possible b Listen to the passage and write down key words to help you remember the content Then repeat as much information as possible Compare the results you achieved with and without notes Which worked best for you? c As you listen to the passage, try to condense it into a few meaningful units Organize the information into groups For example, if a person were to list the schools she had attended and the subjects she studied, you could group the schools by location and the subjects studied by topic Numbers can be grouped the way people recite phone or social security numbers, in groups of two, three, or four numbers, rather than as a string of unrelated numbers Please note that when interpreting testimony you should maintain the speaker's word sequence as spoken, except to accommodate the syntax of the target language.