A study on most common teaching activities of Lecturers in Interpretation 2 course in the FFL at IUH :Graduation Thesis - Faculty of Foreign Languages

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

A STUDY ON MOST COMMON TEACHING

ACTIVITIES OF LECTURERS IN INTERPRETATION

2 COURSE IN THE FFL AT IUH.

STUDENT NAME : NGUYEN THI HIEU HANH

ID NUMBER : 17079211

CLASS CODE : DHAV13E

COHORT : 2017-2021

SUPERVISOR NAME : LE NGOC DIEP, M.A.

HCMC, 06/2021

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

---@&?---

GRADUATION THESIS

A STUDY ON MOST COMMON TEACHING

ACTIVITIES OF LECTURERS IN INTERPRETATION

2 COURSE IN THE FFL AT IUH.

STUDENT NAME : NGUYEN THI HIEU HANH

ID NUMBER : 17079211

CLASS CODE : DHAV13E

COHORT : 2017-2021

SUPERVISOR NAME : LE NGOC DIEP, M.A.

HCMC, 06/2021

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

---@&?---

Student name : NGUYEN THI HIEU HANH

ID Number : 17079211

Class Code : DHAV13E

Cohort : 2017-2021

Supervisor Name : LE NGOC DIEP, M.A.

Student’s declaration: I declare that this graduation report is entirely my own work and does not

involve in plagiarism or collusion. It also has not been accepted as part of a submission to another

purpose elsewhere. I accept heavy penalty for any cheating or plagiarism.

Date submitted : 20 June 2021

Signed : ………………………

Word count : 10559 words

THE TITLE

A study on most common teaching activities of Lecturers in Interpretation 2 course in the FFL at

IUH.

ABSTRACT

Interpretation has long been regarded as one of the most challenging courses in the FFL's IUH

training program. The FFL’s Lecturers have put in a lot of effort to bring quality and exciting

lessons in order to train bachelors who are proficient in interpreting to fulfill the demands of society.

The way they design and implement their teaching activities is essential to creating effective

lessons. This study conducted under qualitative research, used interview methods to interview five

FFL’s Lecturers including Respondent 1, Respondent 2, Respondent 3, Respondent 4 and

Respondent 5. the four most common activities are Topic Introducing, VOA Listening, Lesson

Reviewing and Video Recording were characterized in detail, and also, the specific purpose for

each activity was given. This allows future or contemporary teachers to use these activities to build

effective classes that strengthen and enhance the skills needed for their students.

KEYWORDS: interpretation, lecturer, teaching activity

ACKNOWLEDGEMENT

Throughout the duration of my graduation thesis, I received a great deal of passionate assistance

and support, which motivated and encouraged me to overcome all obstacles and complete this

challenging but worthwhile time.

To begin, I would like thank the School Board of the Industrial University of Ho Chi Minh City

and the Faculty of Foreign Languages for allowing me to do my study in the finest possible

conditions.

Second, I want to express my gratitude to Mrs. Le Ngoc Diep, my supervisor, for giving me the

useful guidance and advices that helped me to complete my graduation thesis satisfactorily.

Thanks to her advice, I was able to chose an engaging topic. She also offered her valuable

experience and recommendations, which helped me complete the thesis with less roadblocks.

In addition, I would like to express my deep and everlasting gratitude to Ms. Nguyen Thuy Truc

Linh, my homeroom teacher, who has embraced me unconditionally during the long and difficult

pathway of four years at university. I was able to accomplish this lengthy and tough journey thanks

to her help and enthusiastic support.

In addition, I also want to thank my friends for encouraging me to overcome obstacles and

providing me with valuable and relevant advise during my graduation thesis.

Furthermore, I am grateful to all of the FFL Lecturers who helped me in completing my research.

They responded to my questions with enthusiasm and honesty, providing me with trustworthy

and useful information.

Last but not least, I want to express my heartfelt gratitude to my parents for always being there

for me, making me feel positive and encouraging me to get through this stressful period.

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION .................................................................................................1

1.1. RATIONALE OF THE STUDY ......................................................................................... 2

1.2. RESEARCH GOALS .......................................................................................................... 3

1.3 RESEARCH QUESTIONS .................................................................................................. 3

1.4. SCOPE OF THE STUDY.................................................................................................... 3

CHAPTER II: LITERATURE REVIEW ...................................................................................4

2.1. DEFINITIONS OF THE KEY TERMS .............................................................................. 5

2.1.1. Definition of interpreting .............................................................................................. 5

2.1.2. Modes of interpreting.................................................................................................... 6

2.1.3. Definition of Lecturer ................................................................................................... 7

2.1.4. Definition of Teaching activity..................................................................................... 7

2.2. RESULTS OF PREVIOUS STUDIES ................................................................................ 9

2.2.1. Previous studies about teaching strategies.................................................................... 9

2.2.2. Previous studies about Interpretation/Interpreting teaching Activities....................... 11

CHAPTER III: RESEARCH DESIGN .....................................................................................15

3.1 RESEARCH SITE .............................................................................................................. 16

3.2 PARTICIPANTS ................................................................................................................ 16

3.3 RESEARCH METHODOLOGY AND RESEARCH METHODS.................................... 17

3.3.1 Research methodology................................................................................................. 17

3.3.2. Research method......................................................................................................... 17

3.4 PROCEDURE..................................................................................................................... 19

3.5 DATA ANALYSIS............................................................................................................. 20

CHAPTER IV: FINDINGS AND DISSCUSSION ...................................................................22

4.1. FINDINGS......................................................................................................................... 23

4.2. DISCUSSION.................................................................................................................... 40

4.2.1. Findings discussion..................................................................................................... 40

4.2.2. Previous studies comparison....................................................................................... 42

CHAPTER V: CONCLUSION...................................................................................................43

5.1. CONCLUSION.................................................................................................................. 44

5.3. RECOMMENDATIONS................................................................................................... 45

5.4. FURTHER STUDY. .......................................................................................................... 46

REFERENCES

APPENDEICES

TABLE OF FIGURES

Figure 4.1.1. The number of years teaching Interpretation by FFL’s Lecturers

Figure 4.1.2. The number of years teaching Interpretation by FFL’s Lecturers

Table 4.1.1. Respondent 1’s description of an Interpretation 2 regular lesson

Table 4.1.2. Respondent 2’s description of an Interpretation 2 regular lesson

Table 4.1.3. Respondent 3’s description of an Interpretation 2 regular lesson

Table 4.1.4. Respondent 4’s description of an Interpretation 2 regular lesson

Table 4.1.5. Respondent 5’s description of an Interpretation 2 regular lesson

Table 4.1.6. Five Respondents’ descriptions of their favorite teaching activities

ABBREVIATIONS

IUH: The Industrial University of Ho Chi Minh City

FFL: The Faculty of Foreign Languages

CI: Consecutive Interpreting

SI: Simultaneous Interpreting