PHƯƠNG PHÁP SHADOWING VÀ KHẢ NĂNG PHIÊN DỊCH THỰC TẾ CỦA SINH VIÊN CHUYÊN NGÀNH NGÔN NGỮ ANH

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Tác giả: Tâm Trang Nguyễn, Thị Huyền Nguyễn, Thị Minh Thảo Nguyễn, Thị Dung Trần

Ngôn ngữ: vie

Ký hiệu phân loại: 428.24 English as a second language - Applied Linguistics - Formal Approach

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2020

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ID: 492937

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Phương pháp Shadowing từ lâu đã được ứng dụng rộng rãi trong các lớp học tiếng Anh, đặc biệt trong các khóa đào tạo phiên dịch và là mảng đề tài nhiều học giả quan tâm nghiên cứu như Lambert (1992), Murphey (1995, 2001), Shiota (2012), Hamada (2014). Tuy nhiên, cho tới nay, chưa có nghiên cứu nào ở Việt Nam tìm hiểu về tác dụng của phương pháp Shadowing trong việc nâng cao khả năng phiên dịch lưu loát tiếng Anh. Đáp lại lỗ hổng nghiên cứu đó, nghiên cứu này được thực hiện nhằm tìm ra (1) mối liên hệ giữa việc thực hành phương pháp Shadowing với khả năng phiên dịch trên thực tế của sinh viên năm thứ ba chuyên ngành ngôn ngữ Anh trường Đại học Công nghiệp Hà Nội (ĐHCNHN) và (2) quan điểm của sinh viên về việc ứng dụng kỹ thuật Shadowing trong các lớp học dịch và ảnh hưởng của việc ứng dụng này đối với khả năng dịch lưu loát. Có 54 sinh viên tham gia nghiên cứu thực nghiệm trong hai tháng, được chia ngẫu nhiên vào nhóm thực nghiệm và nhóm đối chứng. Dữ liệu nghiên cứu được thu thập từ bài kiểm tra trước và sau khi tiến hành thực nghiệm với hai nhóm sinh viên này, (2) phỏng vấn năm sinh viên ở nhóm thực nghiệm và (3) dự giờ quan sát với nhóm này. Kết quả nghiên cứu cho thấy (1) luyện tập Shadowing đóng vai trò tương đối trong việc cải thiện khả năng dịch lưu loát của sinh viên nhóm thực nghiệm và (2) sinh viên có thái độ và quan điểm tích cực đối với việc ứng dụng kỹ thuật Shadowing trong các lớp học dịch và ảnh hưởng của việc ứng dụng này đối với khả năng dịch lưu loát. Dựa trên những kết quả nghiên cứu này, nhóm tác giả đề xuất một quy trình áp dụng phương pháp shadowing nhằm nâng cao khả năng dịch lưu loát cho sinh viên chuyên tiếng Anh tại trường ĐHCNHN và gợi ý những hướng nghiên cứu tiếp theo cho việc áp dụng này. Bài viết hi vọng sẽ là nguồn thông tin hữu ích cho giảng viên và các nhà nghiên cứu về dịch thuật nói chung cũng như gợi ý các hoạt động giảng dạy phiên dịch tại các trường đại học nói riêng.Shadowing has been widely utilized in English language teaching classes, especially in interpretation training courses for decades and has become a topic of avid interest to various researchers such as Lambert (1992), Murphey (1995, 2001), Shiota (2012), and Hamada (2014). However, there has been no research conducted on the effect of implementing shadowing on fluency improvement in English interpretation in Vietnam. In response to this gap in the literature, this study aims to investigate (1) the possible connection between shadowing practices and the interpreting performances of the third-year English-major students in the educational context at Hanoi University of Industry (HaUI) and (2) the students' perceptions of the application of shadowing in interpreting classes and its impacts on interpreting fluency. 54 third-year students at the Faculty of Foreign Languages (FFL), HaUI took part in a two-month experimental research, divided randomly into two groups including experimental and control groups. Data were gathered from (1) the pre- and post-tests with these two student cohorts, (2) interviews conducted with five students from the experimental group and (3) observations with this group. The research findings showed (1) a minimal influence of shadowing techniques on fluency improvement of the experimental group and (2) positive students' beliefs and attitudes towards the application of shadowing in interpreting classes and its impacts on interpreting fluency. Based on these findings, a series of recommendations on the pedagogical procedure for applying shadowing to enhance English major students' interpreting performances and further research on the application were offered. The paper, hopefully, provides useful information for teachers and researchers in the domain of interpretation, in general, and interpreting teaching activities at tertiary education, in particular.

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