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H TRM ANH
H TRM ANH
APPROVED BY SUPERVISOR
CHAPTER 1: INTRODUCTION
1.1 Rationale for the study
There is a great diversity in the use of English worldwide, leading to
variations of the language, notably in terms of accents. Interpreters and
interpreter-trainees usually encounter with a variety of accents from speakers
whose first languages are not English. The deviation of such accents from
what is commonly considered standard English pronunciation has been
proven to cause problems in interpreting such as communication breakdown
and severe misunderstanding. This graduation paper is conducted with the
hope that it will serve as a useful reference for those who are interested in
working as interpreters or doing reseach on interpretation regarding the
impacts of non-native accents in source speeches on interpreter-trainees
performance.
1.2 Aims and objectives of the study
Entitled Impacts of non-native English accents in source speeches on
consecutive interpreting seen from two interpreting training sessions, the
study explores the relationship between speakers non-native accents and
interpreter-trainees consecutive interpreting performance through a case study
of two training sessions among a group of eleven trainees in a specialized
interpreting course. The major objectives of this study are as follows:
Firstly, investigating and analyzing the impacts of non-native accents
in
source
speeches
on
interpreter-trainees
consecutive
interpreting
performance.
Secondly, recommending solutions for interpreter-trainees and
interpreters to overcome difficulties when working with speakers with nonnative accents.
existent. It is similar for pronunciation. Quirk and Greenbaum (1976, p.5) has
proposed the Received Pronunciation (RP) in British English (BrE), which is
least far-flung from the standard and is universally accredited.
2.2.1.3. Native and non-native accents
Accents are categorized into two types: native and non-native. A
native accent is one used by people whose native tongue is English. In
contrast, non-native accent is often defined as any accent made by speakers
whose native tongue is not English. Non-native accents are often identified and
distinguished by their deviation from native or standard accent, which is
[] a reflection of our past experiences: languages known, regional and
social upbringing, educational background and affiliations with various speech
communities and social networks. (Moyer, 2013, p.12)
2.2.2. Problems with accents
2.2.2.1. Problems with non-native English phonetics and phonology
Roach (1998, p.188) has proposed two categories of differences
between accents: phonetic and phonological. The criteria used to determine the
extent of differences between native and non-native accents are intonation,
loudness, pitch, rhythm, length, juncture and stress as proposed by Moyer
(2013, p.19).
Rau and Chang (as cited in Lin, Chang & Kuo, 2003, p.3) have stated
that phonemic deviations result from ESL and EFL speakers tendency to
substitute English phonemes that do not exist in their native language with
existing ones.
There are English consonants which are unique and do not exist in
other languages. For example, the sound // is not in the inventory of
Vietnamese phonemes. Another phonemic difference between native and non-
native accents is how native and non-native speakers produce vowel sounds.
ESL and EFL speakers often replace long vowel sounds with shorter ones. As a
result, hearers find it hard to understand which vowels are being pronounced
and might even misinterpret the words.
2.2.2.2. Problems with non-native English prosody
When listening to non-native speeches, interpreters should also take
aspects such as stress, intonation, rhythm and tone into consideration. For
example, intonation often serves to express the functions of utterances as well
as the speakers emotions. Moreover, stress and rhythm are also very important
factors. Wrong stress in word level and even sentence level may cause great
deviation to the interpreters comprehension of the original speech.
2.2.3. Accents and consecutive interpreting
2.2.3.1. Giles Effort Models
Gile (2009, p.160-165) has proposed the Effort Models of Interpreting
as follows: 1. Listening and Analysis Effort; 2. Production Effort; 3.
Memory Effort and 4. Coordination Effort.
Kurz (2008, p.179) has stated: Non-native source texts which deviate
from familiar acoustic-phonetic patterns make perception more difficult for the
interpreter, who, according to Giles Effort Models, is forced to devote a
considerable part of his processing to the Listening and Analysis Effort.
2.2.3.2. Giles Comprehension Equation
Gile (1995) puts forward the Comprehension Equation, which
explains the relationship between speech comprehension, the knowledge of
language and extra-linguistic knowledge (as cited in Yiya, 2009, p.5): C =
KL + ELK
CHAPTER 4: CONCLUSION
4.2 Major findings
1. Interpreter-trainees performed consecutive interpreting better when
they interpret from speakers of native accent than from speakers of non-native
accent. Their performance decreased significantly when they interpreted from
non-native speakers.
2. Non-native accents interfere with interpreter-trainees cognitive
processes in consecutive interpreting, thus demand them to put more effort into
the listening and analyzing. The deviated accents either (i) distracted their
attention, (ii) disrupt their train of thoughts or (iii) distorted their ability of
listening comprehension.
3.
Non-native
accents
can
cause
misunderstanding
and
10
interpreters
and
scholars
have
suggested
11
12