Implicit Vs. Explicit Prosody Teaching in Developing Listening Comprehension Skills by Interpreter Trainees: An Experimental Study (Published)
The present study investigates the effect of explicit vs. implicit prosody teaching in developing listening comprehension skills by Farsi-English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at BA level at the University of Applied Sciences, Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders (6 female and 6 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of listening comprehension skills before starting the program. The control group listened to authentic audio tracks and did exercises in listening comprehension skills. The first experimental group received implicit instruction of English prosody through the use of recasts. The second experimental group received explicit instruction of English prosody and did exercises based on the theoretical explanation which was provided by their Iranian instructor. The total instruction time was the same for all the groups, i.e. 10 hours. Students then took a posttest in listening comprehension skills. The results showed that explicit teaching of prosody had a significantly positive effect in developing listening comprehension skills. These results have pedagogical implications for curriculum designers, interpreter training programs, material producers and all who are involved in language study and pedagogy.
Keywords: Explicit Teaching, Implicit Teaching, Interpreter Trainees, Prosody
Prosody Teaching Matters in Developing Speaking Skills for Farsi-English Interpreter Trainees: An Experimental Study (Published)
The present study investigates the effect of explicit teaching of prosody on developing speaking skills for Farsi-English 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 at Tafresh University, Iran. Participants were assigned to groups at random, but with equal division between genders (6 female and 6 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest before starting the program. The control group listened to authentic audio tracks in English and had discussion about the issues in them, watched the authentic English movies, discussed about the issues in the movie and had discussion on proposed hot issues in pairs in the classroom, while the experimental group spent part of the time on theoretical explanation of, and practical exercises with, prosodic features of English. The total instruction time was the same for both groups, i.e. 21 hours. Students then took a posttest in speaking skills. The results show that the prosodic feature awareness training significantly improved the students’ speaking skills. These results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.
Keywords: Curriculum Designers, Interpreter Trainees, Prosody, Speaking Skills