Cover not available

Article published In: FORUM
Vol. 14:1 (2016) ► pp.1–18

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Paraphrasing exercises and training for Chinese to English consecutive interpreting

 | The Hong Kong Polytechnic University Kowloon, Hong Kong
Published online: 4 August 2016
DOI logo with link
https://doi.org/10.1075/forum.14.1.01che
Abstract
This study investigates the effectiveness of incorporating paraphrasing exercises into interpreter training, specifically in relation to interpreting from Chinese to English. owever, there is a lack of empirical data supporting the use of paraphrasing exercises in interpreter training. The quantitative and qualitative data collected from 85 interpreter trainees in this study suggest that paraphrasing may be an effective teaching approach, especially when trainees are learning to interpret from a high-context language to a low-context language. The data suggest that paraphrasing exercises benefit learners abilities to process the source language at both the structural and informational levels, as paraphrasing in interpreter training is not limited to semantic and syntactic changes. The articulation and checking of the paraphrased version also help to enhance source language comprehension and organization, leading to a better rendition in a different language.
Résumé
Cette étude explore l’intérêt d’inclure des exercices de paraphrase à la formation des interprètes, en particulier en interprétation consécutive du chinois vers l’anglais. Des bases de données empiriques manquent toutefois pour prouver le bienfait des exercices de paraphrase dans la formation des interprètes.
Une base de données quantitative et qualitative établie auprès de 85 étudiants interprètes dans la présente étude suggère que la paraphrase peut être une approche d’enseignement efficace, notamment lorsque les étudiants apprennent à traduire d’une langue à haut contexte vers une langue à bas contexte.
La base de donnée tend à montrer que les exercices de paraphrase améliorent la capacité des étudiants à traiter la langue source tant aux niveaux structurel qu’informationnel, compte tenu du fait que la paraphrase dans la formation des interprètes ne se limite pas aux changements sémantiques et structurels. L’articulation et les exercices de contrôles de la version paraphrasée aident à améliorer la compréhension et l’organisation de la langue source, conduisant à un meilleur rendu dans une autre langue.
Article outline
  • 1.Introduction
    • 1.1Paraphrasing exercises in interpreter training
    • 1.2Paraphrasing exercises to enhance Chinese-to-English interpreting
  • 2.Methods
    • 2.1Grading
    • 2.2Inter-rater reliability
  • 3.Results
    • 3.1Quantitative results
    • 3.2Qualitative data analysis of participants’ reflective journals
  • 4.Discussion
  • 5.Conclusion
  • References
References (41)
References
Anderson, Laurie Eckblad. 1995. The Paraphrasing Process of Native Speakers: Some Implications for the ESL Classroom. MinneTESOL/ WITSOL Journal, 131, 77–103.Google Scholar logo with link to Google Scholar
Ballard, Brigid & Clanchy, John. 1991. Assessment by misconception: Cultural influences and intellectual traditions. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts. Norwood, NJ: Ablex Publishing. 19–35.Google Scholar logo with link to Google Scholar
Bloch, Joel & Chi, Lan. 1995. A comparison of the use of citations in Chinese and English academic discourse. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy. Norwood New Jersey: Ablex Publishing Corporation. 231–274.Google Scholar logo with link to Google Scholar
Campbell, Cherry. 1990. Writing with others’ words: using background reading text in academic compositions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press. 211–230. Google Scholar logo with link to Google Scholar
2009. Explicitation in Chinese-to-English consecutive interpreting: A case study. Chinese Translators Journal 30(5), 77–79.Google Scholar logo with link to Google Scholar
Choy, Siew Chee & Lee, Mun Yee. 2012. Effects of teaching paraphrasing skills to students learning summary writing in ESL. Journal of Teaching and Learning, 8(2), 77–89. Google Scholar logo with link to Google Scholar
Currie, Pat. 1998. Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing, 71, 1–18. Google Scholar logo with link to Google Scholar
Gile, Danile. 1998. Norms in research on conference interpreting: A response to Theo Hermans and Gideon Toury. Current Issues in Language & Society, 5(1–2), 99–106. Google Scholar logo with link to Google Scholar
Kraybill, Roy. 2004. Facilitation skills for interpersonal transformation. In A. Austin, M. Fischer & N. Ropers (Eds.), Transforming ethno-political conflict. Wiesba- den: Verlag, 209–226. Google Scholar logo with link to Google Scholar
Li, Hui & Jin, Chunlan. 2012. Ying-yu Zhong-ji Kou-yi Ji-qiao (Developing interpreting skills: intermediate). Guangdong: South China University of Technology Press.Google Scholar logo with link to Google Scholar
Liang, Sim. 2008. East is east and west is west? Values and styles of communication in foreign-invested enterprises in China. In D. Wu (Ed.) Discourses of cultural China in the globalizing age. Hong Kong: Hong Kong University Press, 151–165.Google Scholar logo with link to Google Scholar
Liao, Ming-Tzu and Tseng, Chiung-Ying. 2010. Students’ behaviors and views of paraphrasing and inappropriate textual borrowing in an EFL academic setting. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 187–211Google Scholar logo with link to Google Scholar
Liu, Jianzhu. 2012. Kou-yi Ji-neng Xun-lian Jiao-cheng (Guide to interpretation skills training). Wuhan: Wuhan University Press.Google Scholar logo with link to Google Scholar
Hall, Edward Twitchell. 1976. Beyond culture. New York: Anchor Books.Google Scholar logo with link to Google Scholar
. 2000. Context and meaning. In L. A. Samovar & R. E. Porter (Eds.). Intercultural communication: A reader (9th ed.). Belmont, CA: Wadsworth Publishing Co.Google Scholar logo with link to Google Scholar
Hood, Susan. 2008. Summary writing in academic contexts: implicating meaning in processes of change. Linguistics and education, 19(4), 351–365. Google Scholar logo with link to Google Scholar
Howard, Rebecca Moore. 1996. Plagiarisms, authorships, and the academic death penalty. College English, 571, 788–806. Google Scholar logo with link to Google Scholar
Hyland, Fiona. 2001. Dealing with plagiarism when giving feedback. ELT Journal, 551, 375–381. Google Scholar logo with link to Google Scholar
Johns, Ann M., & Mayes, Patricia. 1990. An analysis of summary protocols of university ESL students. Applied Linguistics, 111, 253–271. Google Scholar logo with link to Google Scholar
Macbeth, Karen P. 2006. Diverse, unforeseen, and quaint difficulties: the sensible responses of novices learning to follow instructions in academic writing. Research in the Teaching of English, 411, 181–207.Google Scholar logo with link to Google Scholar
2010. Deliberate false provisions: the use and usefulness of models in learning academic writing. Journal of Second Language Writing, 191, 33–48. Google Scholar logo with link to Google Scholar
McCarthy, Philip M., Guess, Rebekah. H., & McNamara, Danielle. S. 2009. The components of paraphrase evaluations. Behavior Research Methods, 41(3), 682–690. Google Scholar logo with link to Google Scholar
McGuire, Saundra Yancy. 2006. The impact of supplemental instruction on teaching students how to learn. New Directions for Teaching and Learning, 2006 (106), 3–10. Google Scholar logo with link to Google Scholar
Pecorari, Diane. 2003. Good and original: plagiarism and patchwriting in academic second- language writing. Journal of Second Language Writing, 121, 317–345. Google Scholar logo with link to Google Scholar
. 2008. Academic writing and plagiarism: A linguistic analysis. London: Continuum.Google Scholar logo with link to Google Scholar
Pennycook, Alastair. 1996. Borrowing others’ words: Text, ownership, memory, and plagiarism. TESOL Quarterly, 30(2), 201–230. Google Scholar logo with link to Google Scholar
Pippa, Salvador & Russo, Mariachiara. 2002. Aptitude for conference interpreting: A proposal for a testing methodology based on paraphrase. In G. Garzone & M. Viezzi (Eds.), Interpreting in the 21st century: Challenges and opportunities. Amsterdam: John Benjamins, 247–258. Google Scholar logo with link to Google Scholar
Russo, Mariachiara. 1989. Text processing strategies: A hypothesis to assess students’ aptitude for simultaneous interpreting. The Interpreters’ Newsletter 21, 57–64.Google Scholar logo with link to Google Scholar
. 1993. Testing aptitude for simultaneous interpretation: Evaluation of the first trial and preliminary results. The Interpreters’ Newsletter 51, 68–71.Google Scholar logo with link to Google Scholar
Russo, Mariachiara & Pippa, Salvador. 2004. Aptitude to interpreting: Preliminary results of a testing methodology based on paraphrase. Meta 49 (2), 409–432. Google Scholar logo with link to Google Scholar
Sandrelli, Annalisa. 2003. New technologies in interpreter training: CAIT. Textologie und Translation, Tübingen: Gunter Narr Verlag. 261–293.Google Scholar logo with link to Google Scholar
Selinger, Herbert W. and Shohamy, Elana. 1990. Second Language Research Methods. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Shi, Ling. 2004. Textual borrowing in second-language writing. Written Communication, 211, 171–200. Google Scholar logo with link to Google Scholar
. 2008. Textual appropriation and citing behaviors of university undergraduates. Applied Linguistics, 311, 1–24. Google Scholar logo with link to Google Scholar
Wu, Michelle Min-chia. 2000. Teaching Chinese-English interpreting from an intercultural perspective. Studies of Translation and Interpretation. (51), 181–195.Google Scholar logo with link to Google Scholar
Yamada, Kyoko. 2003. What prevents ESL/EFL writers from avoiding plagiarism?: Analyses of 10 North-American college websites. System, 311, 247–258. Google Scholar logo with link to Google Scholar
Yan, Yixun. 2012. Da-xue He-xin Shang-wu Ying-yu Kou-yi Jioa-cheng (College core business English interpreting). Beijing: University of International Business and Economics Press.Google Scholar logo with link to Google Scholar
Zannirato, Alessandro. 2007. What can Language Teachers Learn from Interpreter Trainers?(and the Other Way Round). Multilingualism and Applied Comparative Linguistics, vol: Comparative Considerations in Second and Foreign Language Instruction, Newcastle upon Tyne: Cambridge Scholars Press, 69–88.Google Scholar logo with link to Google Scholar
Zhong, Weihe & Wang, Binhua. 2009. Ji-chu Kou-yi (A foundation course book for interpreting). Beijing: Foreign Language and Research Press.Google Scholar logo with link to Google Scholar
Cited by (6)

Cited by six other publications

Huang, Yujie, Andrew K F Cheung, Kanglong Liu & Han Xu
2025. Can sentiment analysis help to assess accuracy in interpreting? A corpus-assisted computational linguistic approach. Applied Linguistics DOI logo
Xu, Han, Jinghang Gu, Kanglong Liu & Qinyi Li
2025. Can professional interpreters truly convey the speaker’s sentiment? Exploring the potential of a computational approach. Digital Scholarship in the Humanities 40:2 ► pp. 639 ff. DOI logo
Julaiti, Kaifusai, Nina Delia YY Cheung, Andrew KF Cheung & Jessy Yujie Huang
2024. Number training in simultaneous interpreting: A corpus-assisted longitudinal study. Interpreting and Society DOI logo
Cheung, Andrew K. F.
2022. Remote Simultaneous Interpreting from Home or Hub: Accuracy of Numbers from English into Mandarin Chinese. In Translation and Interpreting in the Age of COVID-19 [Corpora and Intercultural Studies, 9], ► pp. 113 ff. DOI logo
Zhang, Yifan & Andrew K. F. Cheung
2022. A corpus-based study of modal verbs in Chinese–English governmental press conference interpreting. Frontiers in Psychology 13 DOI logo
Chang, Chia-chien
2018. English Language Needs of Chinese/English Interpreting Students: an Error Analysis of the Chinese-to-English Short Consecutive Interpreting Test. English Teaching & Learning 42:3-4 ► pp. 207 ff. DOI logo

This list is based on CrossRef data as of 9 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue