MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ---@&?--- GRADUATION THESIS A STUDY ON MOST COMMON TEACHING ACTIVITIES OF LECTURERS IN INTERPRETATION 2 COURSE IN THE FFL AT IUH. STUDENT NAME : NGUYEN THI HIEU HANH ID NUMBER : 17079211 CLASS CODE : DHAV13E COHORT : 2017-2021 SUPERVISOR NAME : LE NGOC DIEP, M. HCMC, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ---@&?--- GRADUATION THESIS A STUDY ON MOST COMMON TEACHING ACTIVITIES OF LECTURERS IN INTERPRETATION 2 COURSE IN THE FFL AT IUH. STUDENT NAME : NGUYEN THI HIEU HANH ID NUMBER : 17079211 CLASS CODE : DHAV13E COHORT : 2017-2021 SUPERVISOR NAME : LE NGOC DIEP, M.
HCMC, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ---@&?--- Student name : NGUYEN THI HIEU HANH ID Number : 17079211 Class Code : DHAV13E Cohort : 2017-2021 Supervisor Name : LE NGOC DIEP, M. Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another purpose elsewhere. I accept heavy penalty for any cheating or plagiarism.
Date submitted : 20 June 2021 Signed : ……………………… Word count : 10559 words THE TITLE A study on most common teaching activities of Lecturers in Interpretation 2 course in the FFL at IUH. ABSTRACT Interpretation has long been regarded as one of the most challenging courses in the FFL's IUH training program. The FFL’s Lecturers have put in a lot of effort to bring quality and exciting lessons in order to train bachelors who are proficient in interpreting to fulfill the demands of society. The way they design and implement their teaching activities is essential to creating effective lessons.
This study conducted under qualitative research, used interview methods to interview five FFL’s Lecturers including Respondent 1, Respondent 2, Respondent 3, Respondent 4 and Respondent 5. the four most common activities are Topic Introducing, VOA Listening, Lesson Reviewing and Video Recording were characterized in detail, and also, the specific purpose for each activity was given. This allows future or contemporary teachers to use these activities to build effective classes that strengthen and enhance the skills needed for their students. KEYWORDS: interpretation, lecturer, teaching activity ACKNOWLEDGEMENT Throughout the duration of my graduation thesis, I received a great deal of passionate assistance and support, which motivated and encouraged me to overcome all obstacles and complete this challenging but worthwhile time.
To begin, I would like thank the School Board of the Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for allowing me to do my study in the finest possible conditions. Second, I want to express my gratitude to Mrs. Le Ngoc Diep, my supervisor, for giving me the useful guidance and advices that helped me to complete my graduation thesis satisfactorily. Thanks to her advice, I was able to chose an engaging topic.
She also offered her valuable experience and recommendations, which helped me complete the thesis with less roadblocks. In addition, I would like to express my deep and everlasting gratitude to Ms. Nguyen Thuy Truc Linh, my homeroom teacher, who has embraced me unconditionally during the long and difficult pathway of four years at university. I was able to accomplish this lengthy and tough journey thanks to her help and enthusiastic support.
In addition, I also want to thank my friends for encouraging me to overcome obstacles and providing me with valuable and relevant advise during my graduation thesis. Furthermore, I am grateful to all of the FFL Lecturers who helped me in completing my research. They responded to my questions with enthusiasm and honesty, providing me with trustworthy and useful information. Last but not least, I want to express my heartfelt gratitude to my parents for always being there for me, making me feel positive and encouraging me to get through this stressful period.
TABLE OF CONTENTS CHAPTER I: INTRODUCTION. RATIONALE OF THE STUDY. SCOPE OF THE STUDY. 3 CHAPTER II: LITERATURE REVIEW.
DEFINITIONS OF THE KEY TERMS. Definition of interpreting. Modes of interpreting. Definition of Lecturer.
Definition of Teaching activity. RESULTS OF PREVIOUS STUDIES. Previous studies about teaching strategies. Previous studies about Interpretation/Interpreting teaching Activities.
11 CHAPTER III: RESEARCH DESIGN .3 RESEARCH METHODOLOGY AND RESEARCH METHODS. 20 CHAPTER IV: FINDINGS AND DISSCUSSION. Previous studies comparison. 46 REFERENCES APPENDEICES TABLE OF FIGURES Figure 4.
The number of years teaching Interpretation by FFL’s Lecturers Figure 4. The number of years teaching Interpretation by FFL’s Lecturers Table 4. Respondent 1’s description of an Interpretation 2 regular lesson Table 4. Respondent 2’s description of an Interpretation 2 regular lesson Table 4.
Respondent 3’s description of an Interpretation 2 regular lesson Table 4. Respondent 4’s description of an Interpretation 2 regular lesson Table 4. Respondent 5’s description of an Interpretation 2 regular lesson Table 4. Five Respondents’ descriptions of their favorite teaching activities ABBREVIATIONS IUH: The Industrial University of Ho Chi Minh City FFL: The Faculty of Foreign Languages CI: Consecutive Interpreting SI: Simultaneous Interpreting Submitted by Nguyen Thi Hieu Hanh ID Number: 17079211 CHAPTER I: INTRODUCTION Supervisor: Le Ngoc Diep, M.
Page: 1 Submitted by Nguyen Thi Hieu Hanh ID Number: 17079211 Have you ever being asked this question while watching or listening to an English movie: “Do you understand what he/she is saying?” And after responding to such a word “Yes” by yourself, there will come another one “So can you interpret it straight away?” If this situation happens to you at least once, congratulations! Now you could somewhat sympathize with one of English Majored students’ everyday troublesomeness. RATIONALE OF THE STUDY As you might know that one of the ideal jobs which every English-Majored student (supposed to be pretty excellent in English language) prefers in their career paths is to become a professional Interpreter. For those who have yet to know about this job, it could be simply understood that what an Interpreter has to do is to “change what someone is saying into the words of another language” (“Interpreter,” 2017) There are many perspectives a future Interpreter needs to comprehend while attending any Interpretation Course such as “flexible language usage, listening, memorizing, expressing the target language, and good emotional management, etc. Right as you are studying in Interpretation Course, it is not hard to see that teaching-learning activities takes an important role in comprehending those essential skills listed above.
As a student, there may be some who agree with my viewpoint that I have always studied with the same teacher for the three Interpretation courses because of bias. However, there are moments when I wonder if other lecturers use any different activities in their classes that I haven't seen in my classroom. Or whether lecturers choose certain activities because they match their teaching style, because they are student-oriented, or for any other reasons. When it comes to Lecturers, especially those who want to teach interpretation, there must be moments when they want to try something new or refer to their colleagues' teaching activities.
Alternatively, some activities may become inefficient with a specific subset of students, causing teachers headaches. That point, this research will provide you with some options based on your teaching experience, observations, and colleagues' experiences. Furthermore, this research reveals both the reasons why teachers like to incorporate these activities into their courses. As a result, Supervisor: Le Ngoc Diep, M.
Page: 2 Submitted by Nguyen Thi Hieu Hanh ID Number: 17079211 instructors have a firmer foundation on which to consult their colleagues without having to directly ask. Finding out the most common teaching activities of the Lecturers in teaching Interpretation 2 course in FFL at IUH. Finding out the aims of the Lecturers in conducting each activity. What are the most common teaching activities that FFL’s Lecturers prefer in teaching Interpretation 2 at IUH? 2.
What is the Lecturers’ aims in conducting each teaching activity? 1. SCOPE OF THE STUDY According to Bui et al. (1997), there are two modes of interpreting. They are Consecutive Interpreting (CI) and Simultaneous Interpreting (SI).
Because of the SI’s difficulty and it is high level required, this kind of interpreting is rarely put into action in the Universities training programs for undergraduate students. In the IUH’s FFL, all the Interpretation training courses are focused speacially on the Consecutive Interpreting form. By that reason, this study is conducted under the Consecutive Interpreting’s methods and activities perspectives. One thing needed to be mentioned here is called classroom teaching activities.
In our current modern world, everything is expected to be creative, open-minded, so are the teaching activities. Traditional teaching methods such as Grammar-Translation Method are gradually replaced by the other modern ones, including many in-class activities. The Lecturers could use them flexibly to create effective lessons and also enhance students’ interpreting skills and knowledge. In an attempt to get a specific look about which teaching activities are being caried out between Interpretation 2 classes, this research is about to find out the most common teaching activities used in this course.
By collecting the information through FFL Lecturers - who currently teach Interpretation 2 at IUH and computing it, the most common teaching activities and their aims will be pointed out. Supervisor: Le Ngoc Diep, M. Page: 3 Submitted by Nguyen Thi Hieu Hanh ID Number: 17079211 CHAPTER II: LITERATURE REVIEW Supervisor: Le Ngoc Diep, M. Page: 4 Submitted by Nguyen Thi Hieu Hanh ID Number: 17079211 2.
DEFINITIONS OF THE KEY TERMS 2. Definition of interpreting According to Interpreting: Guidelines for Community Interpreting (2014), Interpreting is “Rendering a spoken or signed message into another spoken or signed language, preserving the register and meaning of the source language content.”, and also, “The process of first fully understanding, analyzing, and processing a spoken or signed message and then faithfully rendering it into another spoken or signed language. In research from Morin (2007), Interpreting, basically, is a process of transferring the meaning of the source language into the receptor/target language in a verbal way. This process may possibly happen when somebody performs as an interpreter to convey the meanings of a message straight from a source language through the speaker's speech, a radio, Disc/VCD player, TV, etc, to an audience or a crowd of people of a receptor language.
Interpreting is rendering information and ideas from one language into another language by means of speaking (Bui et al. Additionally, Interpreting is a language ability that an understudy can comprehend deliberately or unsuspectingly through an in-depth learning procedure, schooling, and encountering in an academic classroom, a set-up, or reality circumstances. Based on the definitions above, it could be understood that Interpretation is a Course or Subject that provides students with academic pieces of knowledge, the interpreting methods, essential and professional skills relating to the Interpreting fields and moreover, it makes students become familiar with their future career as professional Interpreters. The Interpretation Courses have been operated as one of the major subjects in the academic training program of many Foreign Language Departments of many Universities.
In the scale of the FFL in IUH, this subject is divided into three courses with increasing levels. Interpretation 1 is opened to help students get acquainted with the field of translation, Interpreter 2 provides skills, techniques and methods of interpretation specializing in the field of economics and markets. Interpreter 3 is a subject that improves students' interpreting skills and expands interpreting topics. Supervisor: Le Ngoc Diep, M.
Page: 5 Submitted by Nguyen Thi Hieu Hanh ID Number: 17079211 This study focuses on the classroom teaching activities of Interpretation 2 at FFL as it is a course where students are familiar with the subject and are in the process of learning in-depth interpreting skills and techniques. Modes of interpreting According to Bui et al.