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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

  • E-Thesis – open access under embargo until: 14th October 2029

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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Published: Swansea, Wales, UK 2024
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
first_indexed 2024-10-28T16:01:20Z
last_indexed 2024-11-25T14:21:24Z
id cronfa68085
recordtype RisThesis
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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&#x2019; 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&#x2019; 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 &lt; .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. 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spelling 2024-10-28T16:14:34.7841193 v2 68085 2024-10-28 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 12a84de56ac5e91034d75539d188fa12 YINGHUA WANG YINGHUA WANG true false 2024-10-28 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. E-Thesis Swansea, Wales, UK Interpreter training, consecutive interpreting, learning conditions, procedural learning abilities 14 10 2024 2024-10-14 10.23889/SUthesis.68085 ORCiD identifier: https://orcid.org/0009-0001-3515-5243 COLLEGE NANME COLLEGE CODE Swansea University Preece, Julian ; Perez-Tattam, Rocio ; Donzelli, Giovanna Doctoral Ph.D 2024-10-28T16:14:34.7841193 2024-10-28T15:57:08.1422740 Faculty of Humanities and Social Sciences School of Culture and Communication - Modern Languages, Translation, and Interpreting YINGHUA WANG 1 Under embargo Under embargo 2024-10-28T16:11:58.1002971 Output 2976124 application/pdf E-Thesis – open access true 2029-10-14T00:00:00.0000000 Copyright: The author, Yinghua Wang, 2024. Licensed under the terms of a Creative Commons Attribution-Non-Commercial-Share Alike (CC-BY-NC-SA) license. Third party content is excluded for use under the license terms. true eng https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
title 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
spellingShingle 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
title_short 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_sort 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
author_id_str_mv 12a84de56ac5e91034d75539d188fa12
author_id_fullname_str_mv 12a84de56ac5e91034d75539d188fa12_***_YINGHUA WANG
author YINGHUA WANG
author2 YINGHUA WANG
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publishDate 2024
institution Swansea University
doi_str_mv 10.23889/SUthesis.68085
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - Modern Languages, Translation, and Interpreting{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - Modern Languages, Translation, and Interpreting
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description 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.
published_date 2024-10-14T05:40:22Z
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score 11.3749895

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