A Critical Review of Listening Comprehension in Interpreter Training: The Case of Spanish Translation and Interpreting Degrees

Herrero, Enrique Cerezo

doi:10.30827/digibug.54000

Cited by 7 publications

(5 citation statements)

References 4 publications

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“…In fact, the improvement of the quality of interpretation depended on the development of short-term memory, listening comprehension, and vocabulary. Being proficient in short-term memory and listening comprehension was of paramount importance, which has been partially supported by Cerezo Herrero (2017), describing that teaching language comprehension in Translation and Interpreting programs should mainly aim to train students in oral comprehension for interpreting, becoming the basis for the training of interpreters.…”

Section: Analysis Of Interpreting Quality Issuesmentioning

confidence: 99%

“…Through this brief review of previous research on note-taking in consecutive interpreting, we are able to find that major inconsistencies still exist despite some detected general trends, such as the use of language overweight that of symbols during note-taking. Most of the empirical studies' data is based on undergraduate students (whose interpreting abilities differ a lot), and some reviews concerning listening comprehension during interpreter training (e.g., Cerezo Herrero, 2017). It is detected that few scholars conduct research on postgraduate students majoring in translation and interpreting with the aim of figuring out the relationship between note-taking and interpreting quality.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context

2023

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This paper aims to explore the relationship between note-taking and interpreting quality in consecutive interpreting. Research questions focus on three perspectives: language choice, the use of symbols and their influence on interpreting quality, and the problems in note-taking. The research design is divided into three steps: pre-interpretation preparation, consecutive interpretation, and retrospective interview. Through the empirical study, a mixed research method is adopted with the analysis of the notes and retrospective interviews with six participants whose major is translation and interpreting at a university in Northeast China. Specifically, both descriptive data analysis and correlation analysis are used for quantitative data, and thematic analysis aims to better describe qualitative data. Findings are as follows: first, students prefer to use English to take notes in English-to-Chinese consecutive interpreting, while Chinese is used more in Chinese-to-English consecutive interpreting; second, the number of symbols used is not related to the quality of interpreting; third, the following five problems are identified from the interview with student participants in students’ notes: missing key information, inconsistent abbreviations, unclear logics, incomplete records of figures and the meaning of figures, and inadequate records of high-density information. The identification of language choice and problems of note-taking in interpreting practice might help teachers and students understand the problems of students’ note-taking and shed light on teaching and learning consecutive interpreting.

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Section: Analysis Of Interpreting Quality Issuesmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context

2023

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“…Por otra parte, Cerezo Herrero (2013Herrero ( , 2016Herrero ( , 2017 centra la atención en la tipología de ejercicios de comprensión oral y concluye que los ejercicios tradicionales de comprensión oral, a saber, de elección múltiple, de completar huecos, etc., no son los más apropiados para desarrollar esta habilidad en futuros intérpretes por exigir estos un tipo de escucha selectiva. Por lo general, las preguntas de comprensión se centran en datos concretos del discurso, por lo que no es necesario entender la totalidad del mismo para responder a las preguntas de comprensión.…”

Section: Comprensión Oralunclassified

La didáctica de lenguas extranjeras en los estudios de Traducción e Interpretación: ¿qué nos dice la investigación?

Herrero

2021

HER

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El conocimiento de lenguas, tanto extranjeras como maternas, constituye una competencia fundamental en la formación de traductores e intérpretes, ya que la traducción no puede existir si dicha competencia no se ha consolidado previamente. Sin embargo, la investigación referente al aprendizaje y adquisición de lenguas extranjeras dentro de los estudios de Traducción e Interpretación es muy escasa y, con frecuencia, su práctica se adhiere a modelos pedagógicos generalistas que se desvinculan de la meta final de esta formación y de los objetivos principales que deberían cimentar este tipo de enseñanza. Partiendo de esta base, el objetivo del presente artículo es poner en diálogo la principal literatura derivada de este campo de estudio y ofrecer una reflexión sobre sus implicaciones docentes. Para dicho fin se hará, en primer lugar, una contextualización de la enseñanza de lenguas en la formación de traductores e intérpretes y se establecerán una serie de principios pedagógicos básicos. Posteriormente, se hará un análisis del tratamiento de las cuatro principales destrezas comunicativas (comprensión oral y escrita y expresión oral y escrita) en esta formación. En último lugar, a modo de conclusión, se comentarán las implicaciones docentes que derivan de la investigación en esta disciplina.

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“…Although listening comprehension skills are crucial for an interpreter's performance, research in interpreting studies has not tackled the complexities of listening comprehension skills and how these language skills should be taught to foreign language learners when the aim is to train interpreters. Because of this scarcity of research, instructors usually resort to general language teaching textbooks, in which more traditional types of listening comprehension skills tasks can be found, namely, multiple-choice, gap filling, true and false, and so on (Cerezo Herero, 2017). In the current educational system of Iran, English is taught as a foreign language for 4 years in public high schools 2 h per week (Borazjani & Bagheri, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The semantic, syntactical, phonological, and lexical information that students possess, converge to decode the message conveyed by a sequence of words. This process turns to be even more complicated if, for example, in interpreting performance, the listening activity requires attention sharing with competing different cognitive processes (Cerezo Herero, 2017).…”

Section: Introductionmentioning

confidence: 99%

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

Yenkimaleki,

van Heuven,

Hosseini

2023

Foreign Language Annals

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The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.

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A Critical Review of Listening Comprehension in Interpreter Training: The Case of Spanish Translation and Interpreting Degrees

Cited by 7 publications

References 4 publications

Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context

Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context

La didáctica de lenguas extranjeras en los estudios de Traducción e Interpretación: ¿qué nos dice la investigación?

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

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