E-Thesis 103 views
Tailoring Learning Conditions for Students with Different Procedural Learning Abilities to Improve Their Acquisition of ‘Consecutive Interpreting Knowledge’ with a Cognitive Model for Information Processing / YINGHUA WANG
Swansea University Author: YINGHUA WANG
DOI (Published version): 10.23889/SUthesis.68085
Abstract
Implicit learning conditions encourage students to develop new knowledge themselves than from explicit didactic instructions. This type of learning condition has been widely advocated by interpreter instructors. However, it may not be the panacea for improving every category of consecutive interpret...
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Swansea, Wales, UK
2024
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| Institution: | Swansea University |
| Degree level: | Doctoral |
| Degree name: | Ph.D |
| Supervisor: | Preece, Julian ; Perez-Tattam, Rocio ; Donzelli, Giovanna |
| URI: | https://cronfa.swan.ac.uk/Record/cronfa68085 |
| Abstract: |
Implicit learning conditions encourage students to develop new knowledge themselves than from explicit didactic instructions. This type of learning condition has been widely advocated by interpreter instructors. However, it may not be the panacea for improving every category of consecutive interpreting (CI) knowledge, according to empirical studies on interpreter training. The ideas from Cognitive Flexibility Theory and studies in second language acquisition suggest that different kinds of knowledge can have preferred learning conditions, especially when considering individuals’ procedural learning abilities (PLAs). Based on this suggestion, I proposed two research questions: Research question one: Do different kinds of CI knowledge have preferable learning conditions? If they do, how do the learning conditions affect student interpreters’ learning of each kind of CI knowledge, as defined in this thesis? Research question two: Do PLA differences affect the learning of each kind of CI knowledge under different learning conditions? If they do, how does PLA mediate the effectiveness of developing each kind of CI knowledge in different learning conditions? To investigate these questions, this study tracked English-Mandarin student interpreters' consecutive interpreting (CI) learning over one semester, examining their procedural learning abilities (PLAs) and CI classroom learning conditions. The measurement of student interpreters' learning outcomes for each kind of CI knowledge was based on their self-reported CI-knowledge-related reasons for interpreting errors during CI tests. To facilitate the analysis of this complex process, a cognitive model of information processing was developed, incorporating aspects of memory storage and the types of information therein. The main experiment (n = 39) results showed that student interpreters benefit more from implicit learning conditions than explicit ones for memory training (p < .05). However, statistically significant results were not found in training other kinds of CI knowledge. The correlation between PLAs and the type of learning conditions was not statistically significant under any CI knowledge categories. These results indicate that an individual category of CI knowledge can have a preferred learning condition to some extent, but this would have to be tested on a larger sample and advanced statistical testing to obtain conclusive results. My research contributes to providing a novel and effective interpreter training method of tailoring learning conditions (and potentially PLA, if a larger sample size could be used to verify its influence) to different kinds of CI knowledge. Significantly, my proposed cognitive model works effectively to clarify reasons behind student interpreters’ misinterpretation. |
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| Item Description: |
ORCiD identifier: https://orcid.org/0009-0001-3515-5243 |
| Keywords: |
Interpreter training, consecutive interpreting, learning conditions, procedural learning abilities |
| College: |
Faculty of Humanities and Social Sciences |