Listening comprehension, shadowing and simultaneous interpretation of two ‘non-standard’ English speeches

Interpreting ◽  
2000 ◽  
Vol 5 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Elisabetta Sabatini
Keyword(s):  
Listening Comprehension ◽  
Native Speakers ◽  
Standard English ◽  
Point Scale ◽  
Simultaneous Interpretation ◽  
Simultaneous Interpreting ◽  
Scale Scores ◽  
Low Performance ◽  
Working Hypotheses ◽  
Very High

Ten final-year interpreting students, all native speakers of Italian, were asked to perform three tasks using two ‘non-standard’ English speeches, one by an Indian speaking English as a second language (speaker A), and one by an American speaking English as a native language with a strong accent (speaker B). The duration of each speech was about 11 minutes, of which a different section was used for each task. First, subjects listened to the initial part of each speech (about 3 minutes) and were tested for listening comprehension. They then shadowed part of the speeches (about 2 minutes), after which they simultaneously interpreted the remainder from English into Italian. The working hypotheses were that: (i) the three tasks involve an increasing level of complexity: listening comprehension being the simplest and simultaneous interpretation the most difficult; (ii) ‘non-standard’ language in the source speech is a potential problem trigger for the interpreter. Performance in the three tasks was evaluated by examining the subjects’ answers to questions in the listening comprehension task (the highest score possible being 12), and by transcribing the shadowing and the simultaneous interpretation (both scored on a 12 point scale). In addition, subjects’ handling of previously identified problem areas in each simultaneous interpreting task was evaluated, again on a 12 point scale. Scores for each task were divided into bands, to distinguish between ‘very high’, ‘high’, ‘low’, and ‘very low’. Performance in the three exercises partly reflected their growing complexity, listening comprehension being the simplest and simultaneous interpretation the most difficult. The non standard characteristics of the two speeches were indeed difficult for some of the subjects to interpret. Taking Gile’s Effort Model as a theoretical basis, the study also provides some insight as to which phase of simultaneous interpretation caused most difficulties.

scholarly journals Predictive processes during simultaneous interpreting from German into English

Interpreting ◽  
2017 ◽  
Vol 19 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Ena Hodzik ◽  
John N. Williams
Keyword(s):  
Language Processing ◽  
English Language ◽  
Native Speakers ◽  
Transitional Probability ◽  
Semantic Cues ◽  
Simultaneous Interpreting ◽  
Spoken Language Processing ◽  
Advanced Students ◽  
Native Speakers Of English ◽  
Predictive Processes

We report a study on prediction in shadowing and simultaneous interpreting (SI), both considered as forms of real-time, ‘online’ spoken language processing. The study comprised two experiments, focusing on: (i) shadowing of German head-final sentences by 20 advanced students of German, all native speakers of English; (ii) SI of the same sentences into English head-initial sentences by 22 advanced students of German, again native English speakers, and also by 11 trainee and practising interpreters. Latency times for input and production of the target verbs were measured. Drawing on studies of prediction in English-language reading production, we examined two cues to prediction in both experiments: contextual constraints (semantic cues in the context) and transitional probability (the statistical likelihood of words occurring together in the language concerned). While context affected prediction during both shadowing and SI, transitional probability appeared to favour prediction during shadowing but not during SI. This suggests that the two cues operate on different levels of language processing in SI.

scholarly journals Sonority projection effect in French: A signal detection theory approach

2021 ◽  
pp. 1-12
Author(s):  
Anahita Basirat ◽  
Cédric Patin ◽  
Jérémie Jozefowiez
Keyword(s):  
Signal Detection ◽  
Signal Detection Theory ◽  
Computational Models ◽  
Native Speakers ◽  
Detection Theory ◽  
Future Research ◽  
Theory Approach ◽  
Point Scale ◽  
Projection Effect ◽  
Measure Sensitivity

Abstract Focusing on the Sonority Sequencing Principle (SSP), we investigated the extent to which adult native speakers of French are sensitive to sonority-related constraints compared to lexical attestedness. In a non-word acceptability task, participants were asked to rate the acceptability of three types of non-words using a 6-point scale: non-words with attested sonority rising onset, non-words with unattested sonority rising onset, and non-words with unattested sonority falling onset. Data analysis was done using the signal detection theory approach to measure sensitivity of participants to lexical attestedness and to phonological well-formedness (i.e., respecting or violating the SSP). The results showed that speakers distinguished well-formed and ill-formed forms even when lexical attestedness was controlled for. This is consistent with previous findings on sonority projection effects. Participants were more sensitive to lexical attestedness than phonological well-formedness. Future research using computational models should investigate mechanisms that could account for these findings, namely whether a similar result would be obtained without including any assumption about the SSP in these models.

scholarly journals Feigned Miranda Impairment by Legally Involved Juveniles: The Vulnerability of Forensic Measures and the Development of Effective Screens

2018 ◽  
Vol 45 (8) ◽  
pp. 1269-1287 ◽  
Author(s):  
Richard Rogers ◽  
Allyson J. Sharf ◽  
Sarah A. Henry ◽  
Eric Y. Drogin
Keyword(s):  
Empirical Investigation ◽  
Archival Data ◽  
Miranda Rights ◽  
Adolescent Offenders ◽  
Floor Effect ◽  
Scale Scores ◽  
Adjudicated Adolescents ◽  
Detection Strategies ◽  
Very High

Forensic studies have almost entirely neglected research on adolescent offenders and their abilities to engage in malingering and other forms of deception. The present research represents the first empirical investigation into feigned Miranda-specific impairment by legally involved juveniles. Feigners ( n = 62) were compared with archival data ( n = 245) under genuine conditions. With virtually no preparation, juveniles effectively feigned major impairment on the Miranda Rights Comprehension Instruments (MRCI) and most aggregate scores of the Juvenile Miranda Quiz (JMQ). Based on established detection strategies, feigning scales were examined for both the MRCI and JMQ. Consistent with adult detainee research, the JMQ floor effect (JMQ FE) yielded good sensitivities and very high specificities. Low scale scores on the MRCI Comprehension of Miranda Rights–Recognition-II (CMR-R-II) evidenced strong promise at identifying potential feigners for more extensive evaluations. As discussed, forensic evaluators cannot afford to ignore feigned legal incapacities when examining pre-adjudicated adolescents.

scholarly journals The polyfunctional lexeme /fard/ in the Arabic dialects of Iraq and Khuzestan

2021 ◽  
pp. 1-44
Author(s):  
Bettina Leitner ◽  
Stefan Prochazka
Keyword(s):  
Native Speakers ◽  
Definite Article ◽  
Epistemic Status ◽  
Main Function ◽  
Indefinite Article ◽  
Text Corpora ◽  
Wide Range ◽  
High Degree ◽  
Spoken Arabic ◽  
Very High

Abstract The primary aim of this paper is to explore the functions of the word /fard/ in Iraqi and Khuzestani Arabic. The study is based on the analysis of various text corpora and the elicitation of further examples from native speakers of the varieties investigated. The analysis of these data has shown that /fard/ is a polyfunctional item. Its various functions are the result of several grammaticalization processes. In the first stage, the noun “individual” has become a quantifier that expresses singularity. From this stage it developed into an intensifier, a marker of approximation and the scalar adverb “only.” It has been demonstrated that, from its use as a presentative marker, it developed toward an indefinite article. In contrast to the definite article, which is a grammatical category in nearly every variety of Arabic, the use of an indefinite article is rarely found in spoken Arabic. In Iraqi and Khuzestani Arabic, /fard/ is an indefinite article that possesses a wide range of applications and only a limited set of constraints. Its use, however, remains optional to a very high degree. Its main function is that of a presentative—i.e., introducing a new referent into a discourse. In addition, it also functions as an individuation marker, as a marker for expressing the speaker’s epistemic status (knowledge/ignorance) regarding a referent, and indicating free choice from a set of potential referents. Related to this last function is its use as a mitigating device in imperatives and polite requests.

scholarly journals Listening Difficulties among Non-Native Speakers of Arabic

2012 ◽  
Vol 6 (3) ◽  
pp. 31
Author(s):  
Fatma Yousuf Al-Busaidi
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Real Life ◽  
Strong Relationship ◽  
Classroom Setting ◽  
Sultanate Of Oman ◽  
Constructivist Perspective ◽  
Radio Programs ◽  
Perspective Analysis

This qualitative study analyzed the listening difficulties of 19 students learning Arabic as a foreign language in the Sultanate of Oman from a social-constructivist perspective. Analysis of the data obtained from interviews and students’ diaries has indicated that learners experienced five listening difficulties that occurred either in the classroom setting, in their real-life conversation with Omanis or while listening to TV and radio programs. It was found that their listening difficulties were related to speed of speech, quickly forgetting what was heard, missing the next part when thinking about meaning, the inability to understand what they had heard and inability to match the sound of the word with what they already know.This paper also investigates and analyzes the causes of listening problems. The most frequent difficulties seemed to result from the lack of opportunities to practice Arabic. It has been also found that cultural differences have a strong relationship to listening comprehension problems. 

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Laurie Massery ◽  
Claudio Fuentes
Keyword(s):  
Second Language Acquisition ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Native Speaker ◽  
National Standards ◽  
Target Language ◽  
Treatment Groups ◽  
System Data ◽  
L2 Listening ◽  
Guided Instruction

The following research investigates the effect that unprescribed1 conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via videoconferencing throughout the semester, while the control groups carried out unilateral oral exams using the Canvas course management system. Data was collected using the Avant Stamp Test, an online testing program that is based on the national standards outlined by the American Council on the Teaching of Foreign Language (i.e., ACTFL). The results of the study revealed that learners at the Intermediate I (InterI) level significantly improved as a result of the oral interactions, while the Intermediate II learners (InterII)—who possessed more developed grammatical and lexical skills, as well as overall experience in L2 than their Intermediate I level counterparts—did not significantly improve as a result of the treatment. Although many of the studies in this area of inquiry emphasize the need for guided instruction, explicit strategy and lexical recognition in aural development, it is argued here that unprescribed conversation with native speakers—a much less contrived and more authentic approach to aural acquisition—can also significantly improve listening ability in L2. Therefore, with the present study, the authors contribute to current literature in Second Language Acquisition that centers on aural development and the role of native speaker interaction in learners' auditory growth.

Information processing and a computational approach to the study of simultaneous interpretation

Interpreting ◽  
1997 ◽  
Vol 2 (1-2) ◽  
pp. 13-53 ◽  
Author(s):  
Dominic W. Massaro ◽  
Miriam Shlesinger
Keyword(s):  
Information Processing ◽  
Language Processing ◽  
General Information ◽  
Information Processing Model ◽  
Behavioral Measures ◽  
Simultaneous Interpretation ◽  
Simultaneous Interpreting ◽  
Psychological Inquiry ◽  
Hypothesis Testing Approach ◽  
Experimental And Theoretical Studies

We begin by describing some challenges to psychological inquiry and to the understanding of simultaneous interpretation. We then articulate the computational and hypothesis-testing approach to inquiry, and illustrate a general information-processing model. We discuss some experimental and theoretical studies of language processing carried out within the information-processing approach. We analyze not only behavioral measures of language processing but also its phenomenal experience. We close with a review of two current hypotheses about simultaneous interpreting and consider some methodological hurdles in the study of this fascinating skill.

Address form shifts in interpreted Q&A sessions

Interpreting ◽  
2009 ◽  
Vol 11 (2) ◽  
pp. 164-189 ◽  
Author(s):  
Chia-chien Chang ◽  
Michelle Min-chia Wu
Keyword(s):  
Common Language ◽  
Lingua Franca ◽  
Simultaneous Interpretation ◽  
Cognitive Constraints ◽  
Simultaneous Interpreting ◽  
Address Forms ◽  
Multilingual Communication ◽  
Question And Answer ◽  
English As Lingua Franca ◽  
Target Culture

This paper examines the use of address forms in interpreter-mediated question and answer (Q&A) sessions in international conferences. The address forms analyzed include both the names and the pronouns the questioners used to address the presenters. The data were collected from two conferences held in Taiwan during which Chinese/English simultaneous interpretation were provided. The Q&A pairs were divided into three categories: (1) bilingual/multilingual communication between questioners and presenters who spoke different languages; (2) monolingual communication between questioners and presenters who spoke the same language, (3) English-as-lingua-franca communication between questioners and presenters who spoke different language but chose to use English as a common language. The results show that (1) shifts in address forms occurred most frequently in interpreter-mediated bilingual/multilingual communication, (2) simultaneous interpreters tended to conform to target-culture conventions in their renditions of address forms, even though their decisions were still influenced by the cognitive constraints ubiquitous in the process of simultaneous interpreting.

Teaching Listening

1998 ◽  
Vol 18 ◽  
pp. 81-101 ◽  
Author(s):  
David J. Mendelsohn
Keyword(s):  
Listening Comprehension ◽  
Native Speakers ◽  
Global Communication ◽  
Technological Advances ◽  
The World ◽  
Teaching Of Listening

The importance of listening is increasing in the world, and technological advances in global communication have made listening by non-native speakers even more crucial. The potential for misunderstanding has therefore also increased, making the teaching of listening comprehension (henceforth “listening”) even more important (Grant 1996).

scholarly journals Shadowing English suprasegmentals for developing EFL learners' listening comprehension and speech intelligibility

2021 ◽  
Author(s):  
Ayman Elesery
Keyword(s):  
Speech Intelligibility ◽  
Listening Comprehension ◽  
English Language ◽  
Native Speakers ◽  
Efl Learners ◽  
Self Perceptions ◽  
Systematic Pattern ◽  
Awareness Raising ◽  
Intensive Course ◽  
Listening And Speaking

<p>The study reports on a group of EFL learners studying listening and speaking intensive course at Qassim University, KSA. The study reports on engaging the sample of the study in awareness-raising and practicing suprasegmentals of the English language. For achieving the objectives of the study and raising the participants’ self-perceptions and efficacy in listening comprehension, and speech intelligibility a shadowing technique was implemented. The shadowing cycle is a comprehensive one built upon cognitive and technical norms. Results of the study showed a systematic pattern of participants and endorsement for native speakers, improvement in their perceptions of suprasegmentals, and listening comprehension as well. Furthermore, results revealed the participants’ familiarity with suprasegmentals and their ability to implement them in their oracy.</p>

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