Abstracts
Abstract
Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.
Keywords:
- English as a Foreign Language (EFL),
- learning strategies,
- consecutive interpreting,
- achievement,
- Taiwan
Résumé
Il a été souvent observé que les étudiants en interprétation ne possédaient pas une connaissance suffisante de leurs langues de travail pour répondre aux attentes de leur future profession, principalement pour l’interprétation de leur langue A vers leur langue B. Toutefois, aucune recherche empirique n’a montré que les stratégies d’apprentissage de la langue B étaient en rapport avec leurs performances en interprétation. Afin de combler cette lacune, la présente étude explore la relation entre les stratégies d’apprentissage de la langue étrangère (l’anglais) et les compétences en interprétation chez un groupe d’étudiants de premier cycle à Taïwan. Les stratégies d’apprentissage chez les participants ont été évaluées au moyen de l’échelle SILL (Strategy Inventory for Language Learning) d’Oxford et leurs compétences, au moyen de leurs notes dans les cours d’interprétation du mandarin vers l’anglais. Les données ont été analysées à partir de statistiques descriptives et de corrélations. Les résultats suggèrent qu’il existe une corrélation positive entre les stratégies d’apprentissage de la langue étrangère et les compétences en interprétation, que l’échelle SILL soit analysée de façon globale, en sous-échelles ou au cas par cas. Ces résultats nous permettent finalement de proposer des stratégies d’apprentissage et des avenues de recherches.
Mots-clés :
- anglais langue seconde,
- stratégies d’apprentissage,
- interprétation consécutive,
- compétence,
- Taïwan
Appendices
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