Material Development for Beginner Student Interpreters: How Does Text Structure Contribute to the Difficulty of Consecutive Interpreting?

Autor/in	Yuan, Rongjie
Titel	Material Development for Beginner Student Interpreters: How Does Text Structure Contribute to the Difficulty of Consecutive Interpreting?
Quelle	In: Interpreter and Translator Trainer, 16 (2022) 1, S.58-77 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Rongjie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2021.1950979
Schlagwörter	Translation; Oral Language; Language Processing; Memory; Material Development; Text Structure; Difficulty Level; Learning Processes; Second Languages; Language Usage; Attribution Theory; Media Selection; Speeches; Chinese; Computational Linguistics; English; English (Second Language); Comparative Analysis; Discourse Analysis; Cognitive Ability; Teaching Methods + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Sprachverarbeitung; Gedächtnis; Lehrmaterialentwicklung; Textstruktur; Schwierigkeitsgrad; Learning process; Lernprozess; Second language; Zweitsprache; Sprachgebrauch; Medienwahl; China; Chinesen; Linguistics; Computerlinguistik; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Diskursanalyse; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Material development is important for training beginner student interpreters, as it guides the direction of interpreting learning. One key principle is difficulty progression, which requires a good knowledge of the indicators of difficulty. Since text structure outweighs words and sentences in the information processing of consecutive interpreting, this study argued that text structure should be introduced as one of the major parameters for scaling material difficulty. Therefore, it set out to explore how the text structure of source materials contributes to the difficulty of consecutive interpreting for beginner student interpreters. Text structure is specified as causal relations and additive relations at the microstructure and macrostructure levels. Experiment data revealed that at the microstructure level, additive relations were more difficult to process than causal relations, while at the macrostructure level, causal relations were more difficult to process than additive relations. The reasons for this could be the different features of these two types of rhetorical relations and the processing mechanisms they trigger in comprehension and memory. The results are expected to provide a reference for instructors in selecting and adapting materials for pedagogical purposes in the initial stages of consecutive interpreter training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01