1. Bridging FOFL Sophomores to Interpreting Skills:
Designing Foundation-level Interpreting Practice Materials
for HUST English-majored students
Supervisor: Ms. Nguyen Lan Phuong
Student : Ngo Ngan Ha, D06 – K54

2. OUTLINE General introduction of the research
Findings and recommendations
A set of foundation-level Interpreting practice materials for FOFL sophomores

3. OUTLINE General introduction of the research
Findings and recommendations
A set of foundation-level Interpreting practice materials for FOFL sophomores

4. RESEARCH CONTEXT
Demanding features of interpreting (63% of 114 surveyed students (K52 + K53) rate interpreting at ‘difficult’ level).
 Few skills need to be acquired before delving into the study.
Evident awkwardness of second-year students towards interpreting (41% of 100 students from K54 have made no preparation).
 The pre-interpreting set built up  bridge students to interpreting
A noticeable perplexity of sophomores towards choosing suitable studying materials.
 The creation of materials get them on the right track.

5. PURPOSES OF THE RESEARCH
Actively prepare foundation on interpretation for 2nd year students both theoretically & practically
Effectively & directly contribute to further research and the development of pre-skills in consecutive interpreting

6. OBJECTS & SCOPE Objects: Consecutive interpreting General English
Sophomores of FOFL, HUST
Scope:
Consecutive interpreting
General English

7. METHODS Quantitative: Questionnaire surveys
Pre-interpreting students: K54 (2nd year)
Interpreting students: K52, K53 (3rd + 4th year)
Qualitative : Interview
Face – to – face
Via

8. OUTLINE General introduction of the research
Findings and recommendations
A set of foundation-level Interpreting practice materials for FOFL sophomores

9. FINDINGS (From survey)

10. TOWARDS THE DEMAND FOR THE SET
A set of pre-interpreting practice is necessary

11. FINDINGS (From survey)

12. TOWARDS THE CONTENT OF THE SET
K52 + K53 (Experienced students learning interpreting)
Short – term memory activities
Language –skill exercises
K54 (Inexperienced students in interpreting):
Listening exercises for self-practice
Interpreting strategies
Should be concentrated
Should be concentrated

13. FINDINGS (From interviews)
The final version of the material should be:
Based on the needs and desires of students.
User-friendly: multifarious in terms of forms & designs, suitable for different levels.
In accordance with marking criteria of interpretation:accuracy, naturalness, fluency, pronunciation, grammar, etc.

14. RECOMENDATIONS Strategies to 4 main pre-interpreting skills:
Note – taking
Short – term memory
Expressive skills (Summarizing & Paraphrasing)
Soft skills (Pair/Team work vs. Presentation)
A set of pre-interpreting practice materials

15. OUTLINE General introduction of the research.
Findings and recommendations.
A set of foundation-level Interpreting practice materials for FOFL sophomores.

16. FORMAT OF THE MATERIALS
Computer - based
Paper - based

17. STRUCTURE OF THE MATERIALS (PAPER – BASED)
Part 1: Skill – developed exercises
STRUCTURE
Part 2: Expressive skill
Part 3: Exercises for pair-work practice
Part 4: Vocabulary building: Crosswords
Part 5: Supplementary activities

18. Skill-developed exercises
Warm- up activities (6)
- Expressive skill (Summarizing & Paraphrasing)
- Short-term memory
Soft-skills
Team work vs. presentation
Practice exercises (18)
- 2 English -
Vietnamese
- 1 Vietnamese
English
E – V Introductory level  used with audio files
E – V Advanced level  used with visual clips
V – E Introductory level  used with audio files
6 Topics
(Society & Culture,
Health, Education, Science,
Economics, Environment)
Various types:
- Matching
- Gap-filling
-True/False,
etc.

19. WARM-UP ACTIVITIES (SAMPLE)
Enhance:
Essential
academic
skills in
interpretation
Soft - skills

20. PRACTICE EXERCISES
Integrated tasks
Glossary

21. INTERGRATED TASKS (SAMPLE)
Various
types of exercises.
Guide
towards
interpreting
Step- by-step

22. GLOSSARY (SAMPLE) Provide essential notes for: Develop
Word choice
Pronunciation
practice.
Develop
culture interactions

23. PART 2: EXPRESSIVE SKILL PRACTICE
Paraphrasing
Summarizing

24. EXPRESSIVE SKILL (SAMPLE)
Improve
summarizing
& paraphrasing
skills
Support
reproduction
process in
V-E
interpreting

25. PART 3: EXERCISES FOR PAIR – WORK PRACTICE

26. PART 4: VOCABULARY BUIDLING - CROSSWORDS

27. CROSSWORDS (SAMPLE)
Reinforce learnt
vocabulary
Terminology
building

28. PART 5: SUPPLEMENTARY ACTIVITIES

29. STRUCTURE OF THE MATERIALS (COMPUTER – BASED)
Interpreting
practice
VOA
(Education, Environment, Economics & Health Reports)
Skill – supported
software
Mnemonic
Memory
Game

30. SOFTWARE Reports to practice interpreting E-V
Mnemonic – support STM development

31. CONCLUSION Research paper:
A product of a searching process with a series of activities unfolding over time.
Limitations: Cover only major pre-interpreting skills in General English.
Materials:
Paper – based
Computer - based
Based on students’ desires & lectures’ suggestions:
Comprise a variety of task forms.
Match with different academic levels.
- Serve as self-practice aid.

32. REFERENCES
Keppelk, G. & Underwood, B. (1962). "Proactive Inhibition in Short-term Retention of Single Items", in Journal of Verbal Learning and Verbal Behaviour, 1,
Pöchhacker, F. From Operation to Action: Process-Orientation in Interpreting Studies, University of Vienna, Vienna, Austria
 Rozan, J. F. 7 Principles of Note-taking, Interpreter Training Resources, n.d. Retrieved 2011 from
Santiago, R. Consecutive Interpreting: A Brief Review, Retrieved 2011, from
Tran, T.D, (2006), How to improve short-term memory in interpreting,
Wei, H.Z.- Memory in Interpreting, Translation Journal, Volume 7, No. 3, Retrieved March, 2011, from
Zhong, W. (2001). "Interpreting Training: Models and Contents and Methodology". In China Translators' Journal, 19.

33. THANK YOU FOR YOUR ATTENTION!