Effects of Three Tasks on Interpreting Fluency

Autor/in	Yang, Liuyan
Titel	Effects of Three Tasks on Interpreting Fluency
Quelle	In: Interpreter and Translator Trainer, 12 (2018) 4, S.423-443 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2018.1540211
Schlagwörter	Translation; Language Fluency; Language Processing; Learning Activities; Task Analysis; Teaching Methods; Second Languages; Comparative Analysis; Phrase Structure; English (Second Language); Second Language Learning; Second Language Instruction; Majors (Students); Mandarin Chinese; Native Language; Articulation (Speech); Measures (Individuals); College Students; Error Correction; Instructional Effectiveness; Foreign Countries; China + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Sprachverarbeitung; Lernaktivität; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Second language; Zweitsprache; Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Messdaten; Collegestudent; Korrektur; Unterrichtserfolg; Ausland
Abstract	This study investigated the effects of three fluency-enhancing activities on interpreting learners' performance. Four groups of students took part in the experiment. They were assigned to one of the four task conditions: pre-task planning, task repetition, formulae acquisition, and a control group. A temporal approach was adopted to measure fluency, which was divided into three dimensions: speed fluency, breakdown fluency and repair fluency. Nine temporal measures were used to measure these three aspects as well as overall fluency. Results supported a clear fluency effect of task repetition while effects of pre-task planning and formulaic sequences were not decisive. Levelt's speech production model was used to account for effects of fluency-enhancing tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01