Discussion and Findings

Slides:



Advertisements
Similar presentations
ON DEMAND Introduction. Learning targets  I can identify the modes of writing and distinguish the differences among all 3 modes  I can compare and contrast.
Advertisements

McGraw-Hill/Irwin McGraw-Hill/Irwin Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.
Linguistic Transference and Interference: Interpreting Between English and ASL Jeffrey Davis Davis, Jeffrey E Linguistic transference and interference:
Assessing Performance: Enhanced FLO Diagnostics (EFD)
Guidelines For Effective Presentations. Agenda Getting started on a presentation Creating a presentation Guidelines for creating a presentation Final.
Structure and Cohesion. Organisation of a piece of academic writing Types of academic writing – reports, essays, projects, assignments, reviews etc. Structure.
Writing a Book Review Danika Rockett University of Baltimore Summer 2009.
Different Teams, Different Working Styles (Hoza, 2010, Chapter 8) Presented By: Stephanie Weiss INT Professor Janis Cole Class Presentation April.
Second Language Acquisition
THE TEST OF ORAL ENGLISH PROFICIENCY YOUR GUIDE TO PREPARING FOR THE TOEP November 13, 2015 Dawn Takaoglu.
Writing Workshop Priscilla L. Griffith, Ph.D. University of Oklahoma Slide 1.
Self Learning Project English Presentation 10 % of your English grade!
 explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
Teaching Language Skills. Listening used most frequently receiving aural information interpreting aural information bringing own background and linguistic.
5 Passages 75 Questions 45 Minutes
Fingerspelling Differences:
Pre-Kindergarten Scope & Sequence Unit 8: Spring is in the Air
BA Art Extension Examination Preparation
Signposting L 5 Ing. Jiří Šnajdar
Do numbers spoken in the source language impact the amount of time it takes interpreters to process the source information before they can produce it?
New Developments in NYS Assessments
In Concert: An Integrated Reading and Writing Approach by Kathleen T
Non-Manual Signals (NMS): What they mean and how do we interpret them?
Progress monitoring Is the Help Helping?.
Clarification Strategies
Smart points and Kaplan online resources
By Lola Phan INT 492 SPRING 2016 INTRODUCTION DISCUSSION CONCLUSION
Reading Comprehension Strategies for ELLs
Procedure for Developing a Multimedia Presentation
Procedure for Developing a Multimedia Presentation
Introduction Interpreting still in its infancy as a profession
Types of Repairs Used During ASL-to-English Voiced Interpretations
IB Assessments CRITERION!!!.
Peer Editing Rhetorical Analysis
Syntax Analysis Chapter 4.
Oral Communication Week Two.
Curriculum Leadership Council
By: Abby Jackson INT 492 Spring 2016 Introduction Results/Analysis
GED 2014 Teachers: read over the notes below each slide prior to showing the PowerPoint. You may have students work with a partner or in small groups.
MKT 435 Competitive Success-- snaptutorial.com
MKT 435 Education for Service-- snaptutorial.com
MKT 435 Teaching Effectively-- snaptutorial.com
THE NATURE OF SPEAKING Joko Nurkamto UNS Solo.
Procedure for Developing a Multimedia Presentation
Q1-Identify and Interpret List four things from the text about…
Teaching Listening & Speaking
Comparative Essay.
WELCOME ENGLISH LANGUAGE PAPER 1
Applications Software
Procedure for Developing a Multimedia Presentation
SECOND LANGUAGE LISTENING Comprehension: Process and Pedagogy
Procedure for Developing a Multimedia Presentation
Procedure for Developing a Multimedia Presentation
By Daisy Jo Robinson, INT492, Spring 2016
Analysis of English “to be” verbs in ASL interpretations
Procedure for Developing a Multimedia Presentation
GRADUATION PROJECT.
ASL presenters and Hearing Interpreters: Equivalent Pace?
By Savannah Hiatt INT 492, Spring 2017 Introduction
Developing Listening strategies
Procedure for Developing a Multimedia Presentation
Interpreting Strategies when Gestures Occur in the ASL Source
Differentiating Between Depiction Use of DI’s and HI’s
Comparing the Incorporation of ASL Features between a Deaf and Hearing Interpreter within their Interpretations Caroline Chabolla INT 492, Spring 2016.
Your Prompt Analysis Tool
Comment on Students’ Stories, And A Guide to Literary Criticism
Procedure for Developing a Multimedia Presentation
Your Prompt Analysis Tool
Procedure for Developing a Multimedia Presentation
Guidelines for Effective PowerPoint Presentations
Presentation transcript:

Discussion and Findings “A Comparison of Transitions used in ASL Interpreting & Transliterating: Are transitions triggered by explicit or implicit cues from the speaker?” Introduction By: Tiffany Taylor Limitations The goal of this research is to analyze how interpreters incorporate transitions into their work and if the target language mode, whether it be interpreting or transliterating, has an effect on how the transitions are used. The researcher will mainly focus on whether or not the interpreter will be relying on explicit or implicit cues from the speaker and if the interpreter will choose signs that are closely tied to the lexical form of the transition the speaker used in English. Analysis Results The 3 interpreting and 3 transliterating were all existing samples. Therefore, there was no way to discuss the interpreter’s decision making, background, education, certification, or experience. The source language speakers and the interpreters also varied in setting, content, and intent. This research did not focus on, or note, less straightforward strategies an interpreter may have used to note a transition. The transitions used by the interpreters were analyzed and assigned to one of the three following categories. If the speaker had an explicit cue, meaning that the speaker used a transition lexically, and the interpreter chose a sign that was a close lexical match to the English word or phrase used by the speaker was noted as “explicit with lexical match”. Speaker: “For example…” Interpreter: (eyebrows up) FOR EXAMPLE… If the speaker had an explicit cue but the interpreter chose a sign that was not a close lexical match this is noted as “explicit without lexical match”. Speaker: “Again the words can be misleading…” Interpreter: UNDERSTAND… The last category occurred when the speaker did not have an explicit cue, and instead relied on an implicit cue such as a slide change to note a transition. If the interpreter added an explicit lexical item in the target language this was noted as “implicit cues”. Speaker: revisiting that but… (looks back at powerpoint), umm interactive collaborative tools… Interpreter: CONSIDER W-H-Y. NEXT (vertical) I-N-T-E-R-A-C-T-I-V-E… Interpreting Samples: 37 total transitions 11% Explicit Cues (with lexical match) 22% Inexplicit Cues Explicit Cues (without lexical match) Terminology Defined 67% Recommendations Transliterating is typically referred to as Conceptually Accurate Signed English (CASE). Transliterators follow English sentence structure, include mouthed English, incorporate ASL features (use of space & non-manual markers), and recognize that meaning is more critical than sound or spelling (Kelly, 2001). Discourse markers are used for cohesion by organizing levels of detail, noting new information versus old information, and providing logical and fluid shifts in topics (Napier, 2002). If interpreters can become aware of the speaker’s use of transitions, as well as their function and frequency, it might be possible to enhance the interpretation. The interpreter should know how transitions function in ASL and English to provide equivalency and improve the prosody of the product. Transliteration Samples: 32 total transitions 6% Explicit Cues (with lexical match) 3% Conclusion Implicit Cues Results show that while working into both interpreting and transliterating the interpreter incorporated the speaker’s explicit transitions. The use of implicit cues did occur more frequently in the interpreting samples. This may be due to the speakers use of transitions as well as the interpreters experience. None of the samples had errors in use of transitions but some samples had less total transitions. This may be due to interpreter experience or background or the nature of the sample setting and speaker. Methodology Explicit Cues (without lexical match) The researcher selected video samples 7-15 minutes in length and at least 5 minutes into the interpretation. While analyzing the segment the researcher noted which transitions were used and whether the transitions were triggered by the the speaker’s explicit cues or implicit cues. Finally, the researcher compared the data from the interpreting samples with the data noted from the transliteration samples. 91% Discussion and Findings The most frequently used types of transitions were to add (16), show sequence (12), and to compare (11). Other, less frequent purposed could have included to emphasize, to give an example, to repeat, to show time, and to summarize. Some transitions served more than one function. If the speaker does not have a lot of transitional lexicon then the interpreter may be more inclined to add transitions triggered by implicit cues. In most samples the interpreters and transliterators relied solely on the explicit cues. Sample (I3) impacted the results of the data because 7 of the 16 transitions that the interpreter included in the target message were triggered by implicit cues from the speaker. This could be due to the speaker having minimal explicit cues, instead the speaker chose to rely on the slide presentation to note topic changes. References Kelly, J. (2001). Trans lit eration : Show M e the Eng lish . Alexandria, VA: RID Press. Napier, J. (2002). S ign language in terpreting : L ingu is tic cop ing strateg ies (pp.26, 51-52). Coleford, England: D. McLean.