Introduction
Background to the study
In today's globally integrated world, the demand for mutual understanding among countries is growing, yet language differences remain significant communicative barriers Interpreting skills serve as a vital bridge for human interaction, making this profession increasingly appealing and promising However, interpreting is a demanding and challenging career that requires a high level of expertise.
Interpreting is an obligatory subject of all English majors at Hai Phong Private University (HPU) It is considered as a hard and challenging subject
To achieve optimal results in learning English, it is essential for learners to possess a strong foundation in grammar and vocabulary In addition to these fundamental aspects, employing effective techniques, such as enhancing short-term memory, is crucial for success.
Memory plays a crucial role in how we store and convey information, with limitations in mnemonic abilities potentially hindering quick and accurate access to information Due to the brain's structure, individuals cannot retain every detail they encounter, especially if the information is overly complex or unnecessary for long-term use Memory is generally categorized into two types: long-term and short-term memory This article focuses on the significance of short-term memory, emphasizing its optimal utilization within interpreting classes at HPU.
Short-term memory is essential for foreign language learners, particularly for those aiming to become proficient translators and interpreters after four years of academic training at the University The Faculty of Foreign Languages emphasizes this necessity, as students face the challenge of limited interpreting training, which is restricted to just 4 credits.
Students often have limited opportunities to practice and enhance their Short-Term Memory (STM), despite some recognizing its importance Many learners fail to effectively apply this crucial skill Thus, integrating STM training into interpreting courses is essential This thesis aims to guide students at the Faculty of Foreign Languages on the most effective ways to utilize STM in English-Vietnamese consecutive interpreting.
Aims of the study
This thesis aims to highlight the advantages of using Simultaneous Translation Method (STM) in the study and practice of interpreting It particularly focuses on providing students at the Faculty of Foreign Languages in HPU with practical insights on how STM can enhance their interpreting effectiveness.
In order to achieve this aim, the study attempts to:
Investigate the current situation of HPU students’ use of STM
Analyze difficulties they encounter when using STM in English – Vietnamese consecutive interpreting
Evaluate STM practice and improvement of students in English –
Propose some suggestions to improve STM in English – Vietnamese consecutive interpreting.
Scope of the study
Short-term memory plays a crucial role in consecutive interpreting, particularly in English to Vietnamese translation Despite its importance, mastering this skill can be challenging To achieve optimal results and improve study effectiveness, it is essential to focus on the relationship between short-term memory and interpreting tasks.
Methods of the study
In order to achieve the mentioned aims, different methods are carried out They include:
Qualitative analysis (spoken – language texts)
The questionnaires are designed for forty five (45) third and fourth year English majors at HPU to find out the realistic situation and the demands of them in interpreting lessons.
Organization of the thesis
Chapter one is the introduction of background, aims, scope, research method and organization of the study
Chapter two presents a comprehensive literature review, addressing key concepts such as short-term memory, consecutive interpreting, and the significance of short-term memory in the context of English to Vietnamese consecutive interpreting.
Chapter three examines the role of short-term memory in consecutive interpreting from English to Vietnamese It also includes findings from a survey conducted with 45 third and fourth-year English majors at HPU.
In chapter four, suggestions to improve short-term memory in English to Vietnamese consecutive interpreting are proposed They include listening improvement, training games, retelling story and mnemonic memory
Chapter five is the conclusion including summary, implication for learning and suggestions for further studies.
Literature Review
Short-term memory (STM)
Memory is the cognitive process of recalling information from past experiences or learned material This seemingly simple definition encompasses a complex interplay of various brain regions, highlighting the multifaceted nature of memory It is categorized into two main types: short-term and long-term memory.
According to Zhong (2001) short-term memory, sometime referred to as
“primary” or “active” memory, is the part of memory which stores a limited amount of information for a limited amount of time, roughly 15-30 seconds
As the studies of Mayer (2003), STM includes three basic processes:
2) items recently retrieved from long-term memory
3) the results of recent mental processing
From a linguistic standpoint, Smith (1985) noted that short-term memory (STM) has a restricted duration, allowing us to retain only six or seven items, provided we focus our full attention on them.
Short-term memory (STM) is defined as the ability to temporarily hold a small amount of information for a brief period, typically lasting from several seconds to a minute without the need for rehearsal This cognitive function enables quick recall of information, making it readily accessible when needed.
1.2 Major characteristics of short-term memory
Firstly, as the findings of Crowden (1982): regarding to input of information, information enters the STM as a result of applying attention to stimulus, which is about a quarter of a second
Secondly, put into feature of modality, STM must be encoded in order to store information There are three basic possibilities in short-term memory:
Coding is rehearing through sub-vocal sounds (Conrad, 1964 and Baddeley, 1966)
Semantic coding is applying meaning to information, relating it to something abstract (Badddeley,1990)
Visual coding is, as implied, storing information as pictures rather than sound (Posner and Keele,1967)
Thirdly, related to capacity of storing, the capacity of STM is small and restricted It is seven items of information (Atkinson and Shiffrin, 1968)
Short-term memory is characterized by the inevitable loss of information, a phenomenon explored in various studies Baddeley, Thompson, and Buchanan (1975) suggest that information decays over time, while Waugh and Norman (1965) propose that new information can replace existing data when storage capacity is reached Furthermore, Keppel and Underwood's research highlights additional factors influencing memory retention.
(1962) emphasized the interference; it is the appearance of other information in the storage at the same time which distorts the original information
In conclusion, there are four main characteristics of STM related to four factors including input of information, feature of modality, capacity of storing and information loss.
Consecutive interpreting
Interpreting is often confused with translation, making it essential to clarify their differences According to Catford (1965), translation is defined as an "operation performed on languages," involving the substitution of a text in one language for a text in another This straightforward definition helps even non-professionals grasp the fundamental concept of translation, which can enhance understanding of interpreting as a distinct yet related activity.
Another definition of translation put forward by Edmond Cary (1985, p 85), as cited in Lederer, 2003, on page 7, has received the approval from many linguistic theorists
Translation is the process of finding equivalent meanings between texts in different languages, influenced by the texts' nature, objectives, and the cultural, moral, intellectual, and emotional contexts of both languages.
What is Interpreting? To arrive at a convincing answer to this question,
Roderick Jones, a European Union senior conference interpreter, did not set up a “standard” definition of interpreting He only stated that interpreting is
Immediate oral translation, as defined in 2002, is a form of interpreting that involves the art of re-expressing spoken content An interpreter listens to a speaker in one language, comprehends the message, and then promptly conveys the meaning in another language.
From other angle, Cynthia Roy (2000, p.3) applied the linguistic approaches of discourse analysis to the analytical study of interpreting in her book entitled Interpreting as a discourse process She said,
Interpreting is a vital linguistic and social act that facilitates communication between individuals who do not share a common language It involves conversational exchanges between two primary speakers, mediated by an interpreter who possesses a deep understanding of the communicative context This includes fluency in the relevant languages, expertise in their appropriate usage, and the ability to navigate cross-cultural nuances effectively.
Interpreting and translation involve comprehending an original text, removing its linguistic form, and conveying the understood ideas and emotions in another language.
(Marianne Lederer, 2003, p.8), however, while translation refers to converting a written text from one language into another, interpreting refers to orally converting one spoken language into another
Interpreters and translators both require proficiency in their native and at least one foreign language, along with analytical skills, concentration, subject matter expertise, and cultural sensitivity However, their skill sets differ significantly Translators must excel in writing and editing, while interpreters need exceptional listening skills, strong memory, effective note-taking techniques, and excellent public speaking abilities Additionally, interpreters must quickly convert idioms and culturally specific references into understandable statements for the audience without relying on dictionaries Unlike translators, interpreters work under time constraints and cannot revise their oral messages, making their role particularly demanding and challenging.
Interpreting can be classified into two main sub-types: consecutive interpreting and simultaneous interpreting Simultaneous interpreting occurs almost in real-time with the speaker's original utterance, while consecutive interpreting takes place after a segment of speech, which can range from a few sentences to several minutes Understanding these modes is essential for those involved in linguistic studies.
A more detailed picture of differences between the two main modes of interpreting can be seen clearly with the definition given by Jones (2002, p.5-
A consecutive interpreter listens to a significant portion of a speaker's remarks and then rephrases the speech using notes taken during the listening process, thus speaking after the original speaker In contrast, a simultaneous interpreter begins interpreting shortly after the speaker starts and continues to do so throughout the speech, finishing nearly at the same time as the original speaker.
The key distinction between consecutive and simultaneous interpreting lies in the timing of the interpretation relative to the speaker's message In both methods, interpreters must first listen attentively to the speaker, comprehend the content, and analyze it logically before delivering an accurate translation in another language.
Consecutive interpreters often deliver more accurate and equivalent interpretations compared to their simultaneous counterparts This is primarily because consecutive interpreters can focus entirely on analyzing and reformulating the message without the distraction of simultaneously managing their output As a result, they are able to devote more cognitive resources to understanding and conveying the content effectively.
(Santiago, 2004, p.5) Moreover, because consecutive interpreters have time to take notes which serves as a very effective tool of the interpreters
Consecutive interpreting involves an interpreter listening to a speech in one language and then orally translating it into another language, allowing for a brief pause between the original speech and its interpretation The interpreter delivers the interpretation after the speaker has finished their message This method is generally considered less challenging than simultaneous interpreting, making it a valuable focus for English majors at the university level to practice and enhance their skills.
2.3 Short-term memory and English to Vietnamese consecutive interpreting
Role of short-term memory in interpreting
Short-term memory (STM) plays a crucial role in the interpreting process, as it is central to encoding, storing, retrieving, and decoding information from the source language to the target language While the role of STM may vary depending on the interpreting mode used, its importance in effective interpretation remains undeniable.
For an interpreter, retaining what they have just heard is crucial for effective interpretation Regardless of their analytical abilities or public speaking skills, without memory retention, their interpretation will falter As Phelan (2001: 4-5) emphasizes, a strong memory is essential for interpreters to convey accurate and coherent messages.
Effective retention of information relies on short-term memory (STM) to grasp what is heard, while long-term memory (LTM) is essential for contextualizing that information Concentration and the ability to analyze and process auditory input are crucial factors in this cognitive process.
For interpreters, simultaneous translation memory (STM) is crucial, as they must convey every detail of the source language without omission This is particularly vital in court interpretation, where even the fastest speech must be fully represented Therefore, effective interpreting requires not only strong transfer skills but also excellent memory capabilities.
Short- term memory and consecutive interpreting
The study of short-term memory usage in English to
Introduction
This study highlights the challenges of short-term memory in English to Vietnamese consecutive interpreting, addressing both theoretical and practical dimensions Given their distinct methodologies, it is essential to integrate these two aspects for a comprehensive understanding of short-term memory in this interpreting context.
This article examines the role of short-term memory in consecutive interpreting through a study conducted with 45 third and fourth year English majors at HPU By analyzing gathered data, it reveals how short-term memory is utilized in English to Vietnamese interpreting among learners The findings emphasize the importance of short-term memory as a valuable skill in this field, encouraging its effective use in interpretation practices.
Subject of the study
This thesis explores the theme of "Short-term memory in English to Vietnamese consecutive interpreting," focusing on the significance of short-term memory, its relationship with the interpreting process, and providing suggestions for enhancing this vital skill.
This study focuses on generating profit for interpreters and specifically targets language students The primary subjects of the research are students, who were surveyed through interviews and questionnaires as part of the primary research methodology A total of forty-five third and fourth-year honor students from the Faculty of Foreign Languages at HPU, who are enrolled in translation courses, participated in this questionnaire survey.
This study employs secondary research methodology to indirectly access language students and interpreting trainees, leveraging findings from previously published works, including books, journals, magazines, theses, and other relevant documents.
Instrumentations
In order to finish this study, the combination of primary and secondary research methodology was conducted Besides, the method of collection data, actual experience and revision are implemented
A questionnaire survey was conducted to investigate the application of short-term memory in English to Vietnamese consecutive interpreting among English majors The survey included multiple-choice questions (see Appendix) and was supplemented by direct interviews Students responded to questionnaires addressing key issues related to their interpreting practices.
Investigate the current situation of HPU students’ use of short-term memory
Analyze the difficulties they encounter when using STM in English – Vietnamese consecutive interpreting
Evaluate STM in English – Vietnamese practice and improvement of students
Propose suggestions to improve in English – Vietnamese consecutive interpreting
The research was successfully completed with the guidance of an experienced instructor in interpreting, who provided valuable insights into short-term memory skills.
Procedures
The author conducted extensive research on short-term memory by reviewing various sources and exploring relevant websites This process included interviews and surveys with friends and third-year English majors at the university Ultimately, the study was completed through careful analysis of the gathered data.
Findings and discussion
Surveys were conducted to evaluate the current use of short-term memory in English to Vietnamese consecutive interpreting among English majors This research methodology aims to assess key issues related to the effectiveness and challenges faced by students in this interpreting process.
The current situation and students’ awareness of STM in English to Vietnamese consecutive interpreting
The practice of students to improve short-term memory
The difficulties students facing with when practice short-term memory
The role of teachers in STM application for students’ interpreting skill
5.1 The current situation and students’ awareness of STM in English to Vietnamese consecutive interpreting
Question 1: What is average length of information that you can remember?
Table 1 illustrates the average length of information that students can retain, indicating that most students can remember complete details of a clause.
A study reveals that 82% of students struggle to remember a paragraph, with only 9% able to recall the information accurately This highlights the limited short-term memory (STM) capacity among students, indicating a need for improved focus on enhancing short-term memory skills.
Question 2: Which percentage of information you can remember after the first listening?
Table 2: Percentage of information remembered after the first listening
The most significant finding reveals that 74% of students (33 out of 45) selected answer B On average, participants retained only 20% to 50% of the information after a single listening session Additionally, 18% of the participants recalled just 10% of the text's content, while only 4% managed to remember 70% after the first listening This indicates that it is common for individuals to struggle to remember the complete content of the source language text.
Interestingly, 4% of participants, totaling 2 individuals, did not provide an answer to the question Upon inquiry, they explained that their inability to respond stemmed from a lack of recollection following their initial listening.
Most students struggle to retain information from a source language text after just one listening In real-life situations, speakers typically do not repeat their statements, except when clarifying technical terms or cultural expressions that require further explanation.
Question 3: Which percentage of information you can remember after the second listening?
Table 3: Percentage of information remembered after the second listening
After the second listening, 71% of participants reported retaining 50-70% of the information, while 15% recalled 27%, and only 2% (one student) remembered the entire source text This shows an improvement in retention compared to the first listening; however, students are still not ready to perform effectively in real interpreting contexts.
Question 4: Which percentage of information you can remember after the third listening?
Table 4: Percentage of information remembered after the third listening
The data indicates that after three listening sessions, 85% of students (38 out of 45) can recall the information presented However, only 5% of participants claim they can retain all the details, while 15% require additional practice, struggling to grasp even half of the information by the third listening This highlights the need for improved listening skills among students To excel as interpreters, English majors at HPU must dedicate more effort to their listening practice.
Question 5: How long do you need to rearrange information before interpreting from English to Vietnamese?
Table 5: Time need to rearrange information before interpreting
The results indicate that students require time to rearrange and manage information before interpreting from English to Vietnamese The data reveals that no student can interpret immediately without preparation Only 14% of participants can manage to interpret within 3-5 seconds, while over half need 5-15 seconds, which is deemed the most effective duration for delivering accurate target language utterances Nearly one-third of students take about one minute to rearrange their ideas, risking the loss of information due to the prolonged time This suggests that English majors at HPU utilize short-term memory during interpretation but still need to enhance their skills for optimal effectiveness.
Question 6: How do you remember the information?
A Key words, numbers, figures, etc 43/45 95%
Table 6: Way of remembering the source information
A significant majority of students (95%) utilize effective strategies to retain information, primarily focusing on key words Conversely, a small percentage (5%) of participants struggle with remembering source information, opting for "no answer," and notably, none chose to remember "every word," indicating that this method is ineffective It is clear that recalling every word is unrealistic; therefore, to excel as interpreters, English majors must engage in more practice and enhance their skills.
Question 7: How long do you need to rearrange information before interpreting?
Table 7: Time needed to rearrange information before interpreting
Table 7 reveals that a majority of students (58%) require over 5 seconds to organize information before interpretation, while 27% need between 4 to 5 seconds In contrast, only 7% of participants can rearrange information in a brief span of 1 to 3 seconds.
Short-term memory plays a crucial role in interpreting, involving the encoding, storing, retrieval, and decoding of information from the source language to the target language These processes occur rapidly and continuously, and spending over five seconds on information rearrangement can lead to information loss When students take too long to reorganize previous information, they struggle to process new content, indicating an ineffective use of short-term memory for quick responses to the source text.
Question 8: How can you evaluate at English to Vietnamese consecutive interpreting?
Table 8: Self-evaluation of interpreting work
The table illustrates students' self-assessment of their abilities in English to Vietnamese consecutive interpreting, revealing a general lack of confidence in completing full interpretations Approximately 50% of students believe they can manage only 55% of the task, while 22.5% of more proficient students feel capable of achieving about 70% Conversely, some students estimate they can complete just one-third of the work These findings suggest that interpreting is a challenging discipline, and students may lack essential skills, such as short-term memory, necessary for optimal performance in this field.
1.2 Students’ practice to improve STM
Question 9: How often do you practice to improve short-term memory?
Table 9: The frequency of practice short-term memory
The findings from Table 9 indicate a significant variation in how frequently students practice their short-term memory skills While nearly half recognize the importance of this skill and practice it occasionally, only about 9% actively prioritize short-term memory development Conversely, the same percentage of students appear disengaged and unaware of its significance in interpretation Alarmingly, 37% of students need to be more proactive in enhancing their short-term memory Overall, the data suggests that students are not dedicating enough attention to this crucial skill, highlighting the need for increased training and the introduction of effective techniques to motivate them.
Question 10: What sources of language (English) do you often listen to?
Table 10: Kinds of source language (English) often listened to
Table 10 highlights popular English listening sources among students, revealing that approximately 55% prefer VOA news, indicating a preference for American English spoken at a slower pace Additionally, nearly 20% of students utilize textbook CDs for language interpretation, while 22.5% listen to complex sources This exposure allows students to familiarize themselves with various English accents from different regions Understanding these listening habits can inform strategies to enhance their listening skills and short-term memory.
Question 11: What are causes of your difficulties in short-term memory?
Table 11: Reasons for difficulties in short-term memory
Conclusion 23 Chapter IV: Suggestions to improve short-term memory in English to
The survey data reveals valuable insights into the challenges faced by English majors, particularly in the context of English to Vietnamese consecutive interpreting While most students understand the significance of short-term memory in interpretation, few effectively utilize this skill The study highlights various difficulties encountered during the interpreting process and underscores the need for students to dedicate more time and effort to enhance their short-term memory capabilities Additionally, the crucial role of teachers in facilitating improvements in this area is acknowledged, emphasizing the importance of guidance in achieving better interpreting outcomes.
Techniques to improve STM in English to Vietnamese consecutive
Short-term memory is crucial for enhancing the quality of the interpreting process, making it essential for interpreters to not only have a solid background on the subject matter but also strong short-term memory skills To assist learners in improving their interpreting outcomes, this chapter explores effective techniques for training short-term memory, including listening enhancement, memory training games, retelling in the source language, and mnemonic devices These strategies significantly boost short-term memory for English to Vietnamese consecutive interpreting and serve as valuable resources for further exploration in the field of interpreting.
2 Techniques to improve short-term memory in English to Vietnamese consecutive interpreting
Listening skills are crucial for mastering English, as they are essential for both interpreters and learners While many individuals excel in this area, continuous practice in listening remains vital for achieving excellence in interpretation.
When an interpreter experiences a temporary loss of hearing, it disrupts their ability to receive subsequent information, negatively affecting their short-term memory This interruption makes it challenging to produce accurate utterances in the target language Consequently, enhancing listening skills is essential for improving short-term memory capacity, highlighting the importance of prioritizing listening development for effective interpretation.
2.1.2 What to pay attention pay attention to accent:
An interpreter must be adept at understanding diverse accents and dialects from individuals across various countries and regions To enhance their skills, it is crucial for interpreters to engage with a wide range of audio sources featuring different voices, including those of men and women, as well as young and older speakers Just as Vietnamese speakers exhibit distinct accents based on their geographic origins, English is similarly spoken with various accents worldwide Therefore, interpreters should familiarize themselves with as many accents as possible to improve their interpretation accuracy and effectiveness.
Distinguish similar sounds: in English, there are many words which seem to have similar sounds but differ in meaning Here the reference lists:
Angel /'eindʒəl/ (n) = thiờn thần Angle /'ổηgl/ (n) = gúc (trong hình học) Dessert /di'zə:t/ (n) = món tráng miệng Desert /'dezət/ (n) = sa mạc
Later /`leitə/ (adv) = sau đó, rồi thì
(thường dùng với động từ thời tương lai)
Latter/'lổtə/ (adj) = cỏi thứ 2, người thứ 2, cái sau, người sau
Affect /ə'fekt/ (v) = tác động đến Effect /i'fekt/ (n) = ảnh hưởng, hiệu quả;
Emigrant /'emigrənt/ (n) = người di cư Immigrant /'imigrənt/ (n) người nhập cư
Elude /i'lu:d/ (v) = tránh khỏi, lảng tránh, vượt ngòai tầm hiểu biết
Allude /ə'lu:d/ (v) = nói đến ai/cái gì một cách rút gọn hoặc gián tiếp; ám chỉ; nói bóng gió
Complement /'kɔmpliment/ (n) = bổ ngữ Compliment / 'kɔmplimənt/ (n)
= lời khen ngợi Secret /'si:krit/ = bí mật Cigarette /,sigə'ret/ = điếu thuốc
In English-Vietnamese consecutive interpreting, the speed of speech can vary significantly depending on the speaker, often delivering a large amount of information in a continuous flow To succeed as an interpreter, it is crucial to develop strong listening skills and gradually adapt to the speaker's pace while maximizing information retention This approach not only improves listening abilities but also enhances memory skills, essential for effective interpretation.
2.1.3 Auditory short-term memory improvement a Comprehensive Listening
This approach focuses on using audiotapes, with their suitability reliant on the individual listener's preferences and the need for engaging content To enhance learning, it is essential to play a variety of speeches that progressively increase in length and cover diverse topics, ensuring that listeners can adapt effectively.
This approach aims to enhance listeners' retention by maintaining a continuous flow of information without pauses, which helps to capture their attention and facilitates the encoding of the material After the listening experience, listeners can effectively summarize the content they've absorbed.
In 1930, Mary Anderson, an innovative woman from Alabama, invented the windshield wiper after observing a streetcar driver struggle to clear snow from the windshield during a trip to New York City Inspired by this challenge, she sketched a mechanical design for the wiper and attempted to sell her idea to a Canadian company, which ultimately dismissed its potential for success Despite her groundbreaking invention, Anderson never profited from her creation, as she eventually abandoned her efforts to market it.
(Cited from Let’s Talk 2 – Leo Jones, page 179)
This text is quite short and simple After listening to the text, the students are required to remember some main ideas:
- Topic: the invention of windshield wiper
Good afternoon, ladies and gentlemen This is Captain Anderson welcoming you aboard Air Magnesia's flight to London We apologize for the brief delay in our departure due to a tire issue, but everything is resolved now, and we anticipate making up for the lost time during our journey.
We will be flying at an altitude of 30,000 feet, with an estimated arrival time of 19:30 local time While weather conditions are favorable, expect some turbulence during the first 30 minutes, so please keep your seatbelts fastened Dinner will be served during the flight, and our cabin crew will be on hand to assist you.
(Cited from Think first Certificate – Jonnaunton, page 176)
The text is more detailed and requires students to focus closely while listening to retain the main ideas effectively.
- Name of the flight: Air Magnesia
- Event: short delay, the reason of delay, arrival time, etc b Intensive listening
Intensive listening is a crucial method for training auditory short-term memory, involving the careful listening of specific information followed by precise repetition of the items Given the limitations of short-term memory, which can typically hold five to seven digits, it is essential to keep the listening sessions brief and the information simple to ensure effective retention.
This approach aims to promote swift responses to received information and enhance the precision of language expression Listeners must accurately comprehend and remember what they hear in order to grasp the overall context of the passage.
One effective exercise in this approach involves presenting listeners with a sequence of five or six objects Initially, participants are required to accurately repeat the items in the list As the exercise progresses, the challenge increases, requiring listeners to recall and name the objects in the exact order they were presented.
I spent a week with my grandparents on their beautiful country farm, surrounded by chickens, various animals, fruit trees, and fresh vegetables The peaceful atmosphere made my stay truly enjoyable.
Conclusion, implication for learning and suggestions for
Conclusion
This article explores the techniques and applications of short-term memory in English to Vietnamese consecutive interpreting, highlighting the current implementation among English majors at HPU It identifies key shortcomings among students and emphasizes the critical role of short-term memory in the interpreting process Additionally, the study introduces several techniques aimed at enhancing learners' performance in English to Vietnamese consecutive interpreting and other interpretation tasks.
The article begins by outlining the theoretical background of interpreting and short-term memory Building on this foundation, a study was conducted on short-term memory in English to Vietnamese consecutive interpreting, focusing on English majors who have taken interpreting courses at the university Subsequently, the article analyzes various training methods for enhancing short-term memory skills that are tailored to the specific needs of the learners.
The author aims to create a clear and accessible document for students studying interpretation, hoping it serves as a valuable reference for English majors at HPU This study has been crafted with dedication and effort to ensure its usefulness.
Despite the author's limited experience and knowledge, the article acknowledges that certain shortcomings are inevitable due to time constraints It primarily concentrates on a single mode of memory and a specific aspect of interpretation.
Implication for learning and suggestions for further study
This study highlights the significance of short-term memory in the field of interpreting, making it a valuable resource for English majors, especially those focusing on interpreting By engaging with this document, students will gain insights and practical suggestions to enhance their short-term memory skills, particularly in the context of English to Vietnamese consecutive interpreting.
The university library currently lacks sufficient resources on interpreting skills, highlighting a gap for future research This study aims to serve as a reference for subsequent researchers focused on creating valuable documents for English majors It is hoped that future investigations will explore techniques to enhance short-term memory in interpreting, as well as related topics like long-term memory.
In short, this is a readable document and I am looking forward to hearing feedbacks from all readers including English majors and teachers at Faculty of Foreign Languages
1 Adolfo, G (1996) Liaison Interpreting Melbourne: Melbourne
2 Duong, Tran Thuy (2006) How to Improve Short-term Memory in Interpreting Hanoi: Hanoi University
3 Gile, D (1992) Basic Theoretical Components in Interpreting and Translator Training In Dollerup, C and Loddegaad, A (eds), 185-194
4 Gile, D (1995) Basic Concepts and Models for Interpreter and Translator
Training Amsterdam & Philadelphia: John Benjamins
5 Jones, L (Ed.) (2004) Let's Talk 2 Ho Chi Minh City: Ho Chi Minh press
6 Jonnauton (Ed.) (1993) Think First Certificate United Kingdom: longman
7 La, Nguyen Thi (2009) Graduation Paper: Problems Facing Third-year English students at Vinh University in Consecutive Interpreting Vinh: Vinh
8 Lambert, S & Mose-Mercer, B (1994) Bridging the Gap: Empirical Research on Simultaneous Interpreting Amsterdam & Philadelphia: John
9 Mahmoodzahed, K (1992) Consecutive Interpreting: Its Principles and Techniques In Dollerup, C and Loddegaard, A (eds.), 231-236
10 Mc Clintock, J & Sterrn, B (Ed.) (2003) Let's Listen Hai Phong: Hai Phong Press
11 Phelan, M (2001) The Interpreter's Resource Clevedon, Buffalo,
Toronto, Sysney: Multilingual Matters Ltd
12 Smith, F (1985) Reading Without Nonsense NY's Teacher's College
13 Zhong, W (2001) "Simultaneous Interpreting: Principles and Training"
Hoang Thi Thanh Van’s Survey on the factual awareness and using short- term memory in interpreting of English majors at HPU
Circle the answers that fit you most:
English is considered to be the source language in all questions
Question 1: What is average length of information that you can remember?
Question 2: Which percentage of information you can remember after the first listening?
Question 3: Which percentage of information you can remember after the second listening?
Question 4: Which percentage of information you can remember after the third listening?
Question 5: How long do you need to rearrange information before interpreting from English to Vietnamese?
Question 6: How do you remember the information?
A Key words, numbers, figures, etc
Question 7: How long do you need to rearrange information before interpreting?
Question 8: How can you evaluate at English to Vietnamese consecutive interpreting?
Question 9: How often do you practice to improve short-term memory?
Question 10: What source of language (English) do you often listen to?
Question 11: what are causes of your difficulties in short-term memory?
Question 12: What types of information do you feel difficult to remember?
Question 13: How important are the teachers in improving students’ memorizing skill?
A Very important, as an instructor, a guider
B Only important in some cases
C Not very important, students make progress by themselves
Thank you for your co-operation!
Here are some valuable online resources for testing and improving your short-term memory You can explore the following websites: the University of Washington's short-term memory test at [faculty.washington.edu](http://faculty.washington.edu/chudler/stm0.html), a mini memory test at [neutralx0.net](http://neutralx0.net/home/mini04.html), and a detailed report on short-term memory at [intelligencetest.com](http://www.intelligencetest.com/report/short-term-memory.htm) Additionally, you can find helpful tips on enhancing your short-term memory at [wikihow.com](http://www.wikihow.com/Increase-Your-Short-Term-Memory).
Tips to increase your short term memory
Several factors can influence your short-term memory capacity, including mental health conditions such as depression and anxiety, which can hinder concentration Additionally, stress may lead to feelings of being scattered or restless Furthermore, marijuana use is associated with short-term memory deficits that can persist for at least six weeks after cessation.
Generally if short term memory tries to acquire more items than it can handle, the middle items will often be displaced
Chunking information enhances short-term memory capacity, making it easier to remember hyphenated phone numbers compared to a long, unbroken sequence Additionally, vocalizing item names, particularly when grouped rhythmically, appears to further improve memory storage.
Try reading this sequence and then recall it: i g d b f d n o n u c a
Next, try the same exercise on these letters: c o u n f b a d d i n g
Chunking it into a word you can pronounce made the difference
Try the same process with this list of numbers:
28 34 96 Instead of six numbers, you only need to recall three.
How to Increase Your Short Term Memory
Short-term memory refers to the active memory you use to process information, such as reading and understanding this article If you find that your short-term memory is not functioning well, it may be time to take steps to improve it.
Utilizing flash cards and memory card games is an effective way to enhance cognitive function and boost memory retention Engaging in these activities daily can significantly improve your mental sharpness Incorporating flash cards into your study routine is particularly beneficial for preparing for tests and other memory-intensive tasks.
Enhance your memory with online exercises designed to strengthen cognitive skills A simple search on your preferred search engine will yield numerous options to practice memory enhancement If you're unsure where to start, Google is a reliable choice for finding these resources.
Understandwhat makes your memory work
Enhance your short-term memory by playing memory games Start by arranging several objects on a tray and memorizing them After a moment, cover the tray and write down all the items you can recall Review your answers to see how well you performed, and if you did exceptionally well, increase the number of objects for a greater challenge Incorporating this game into your weekly routine can significantly improve your recall abilities.
Use acronyms to help you remember a list of names For example,
ROY G BIV (Red, Orange, Yellow, Green, Blue, Indigo, Violet) stands for each color of the rainbow.
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
To effectively retain and repeat information from a passage, first listen without taking notes and try to recall as much as possible Next, jot down key words to aid your memory and then attempt to repeat the information, comparing the effectiveness of both methods Finally, while listening, condense the content into meaningful units and organize the information into groups, such as categorizing schools attended and subjects studied This approach will enhance your ability to remember and articulate the material.