The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi

Yenkimaleki, Mahmood; Heuven, Vincent J. van

doi:10.1080/0907676x.2017.1315824

Cited by 25 publications

(36 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Connell et al (2018), spoken words recognition is influenced by suprasegmental features. Intonation (Yenkimaleki, & van Heuven, 2018) for example may convey several meanings. It may mean a discoursal meaning, for instance, it may be used to turn a statement into a question.…”

Section: Segmental and Suprasegmental Features Of Speechmentioning

confidence: 99%

Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech

Abdelrahim¹

2020

IJEL

View full text Add to dashboard Cite

Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.

show abstract

Section: Segmental and Suprasegmental Features Of Speechmentioning

confidence: 99%

Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech

Abdelrahim¹

2020

IJEL

View full text Add to dashboard Cite

show abstract

“…Moreover, for ESL/EFL students, these features may show students' level of language proficiency (cf. Wells, 2006;Ricketts, 2014;Yenkimaleki & van Heuven, 2017). Prosodic features also make the speakers' emotional state clear.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

Abdulrahman

2021

UKHJSS

View full text Add to dashboard Cite

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

show abstract

“…In previous studies we tested the effect of a prosody-enhanced training program on the consecutive interpreting performance by groups of Iranian students of translation and interpreting. The effects were investigated both for groups of students concentrating on recto interpreting (Yenkimaleki & Van Heuven, 2013, 2018, and on verso interpreting (Yenkimaleki & Van Heuven, 2016a). In these studies, the students' interpreting skills were rated on ten different aspects, such as accuracy of content, use of technical vocabulary, grammatical correctness, and fluency, but none of the rating scales addressed the interpreter's intelligibility.…”

Section: Introductionmentioning

confidence: 99%

Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English

Yenkimaleki¹,

Heuven

2019

DuJAL

Self Cite

View full text Add to dashboard Cite

The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed. The results show that the prosody awareness training significantly improved the students’ speech intelligibility.

show abstract

The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi

Cited by 25 publications

References 25 publications

Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech

Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech

Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English

Contact Info

Product

Resources

About