Developing a system of exercises to improve public speaking skill in interpreting for the 4th year students of english at vinh university

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DEVELOPING A SYSTEM OF EXERCISES TO IMPROVE PUBLICSPEAKING SKILL IN INTERPRETING FOR THE 4

TH

YEAR

STUDENTS OF ENGLISH AT VINH UNIVERSITY

(PHÁT TRIỂN HỆ THỐNG BÀI TẬP NÂNG CAO KỸ NĂNG NĨI TRƯỚCCƠNG CHÚNG TRONG PHIÊN DỊCH CHO SINH VIÊN NĂM THỨ 4

NGÀNH TIẾNG ANH TRƯỜNG ĐẠI HỌC VINH)

GRADUATION THESISField: Interpreting

Vinh, 2011

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VINH UNIVERSITY

DEPARTMENT of FOREIGN LANGUAGEs ==== ====

DEVELOPING A SYSTEM OF EXERCISES TO IMPROVE PUBLICSPEAKING SKILL IN INTERPRETING FOR THE 4

TH

YEAR

STUDENTS OF ENGLISH AT VINH UNIVERSITY

(PHÁT TRIỂN HỆ THỐNG BÀI TẬP NÂNG CAO KỸ NĂNG NĨI TRƯỚCCƠNG CHÚNG TRONG PHIÊN DỊCH CHO SINH VIÊN NĂM THỨ 4

NGÀNH TIẾNG ANH TRƯỜNG ĐẠI HỌC VINH)

GRADUATION THESISField: Interpreting

Student: Nguyễn Thị Thanh Hà

Supervisor: Nguyễn Thị Lan Phương, M.A

Vinh, 2011

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For the completion of this study, I have been fortunate to receive invaluable contribution and encouragement from many people.

First of all, I should like to express my deepest gratitude to my supervisor, Ms. Nguyen Thi Lan Phuong, M.A for her indispensable assistance, excellent suggestion, precious advices and detailed critical comments, without which I would have not completed the work.

In addition, I am greatly indebted to Foreign Language Department of offering me a great opportunity to carry out my study.

I would also like to extend my sincere thanks to the students from class 48 B English for their enthusiasm when participating in my survey and their contributive ideas to my work.

My warmest thanks are due to my loving family for their unconditional love and support.

Finally, I am all too aware that despite all the advice and assistance, I feel that the study is far from perfect; it is, therefore, my sole responsibility for any shortcomings that the study may be considered to have.

Vinh, May 16, 2011 Nguyen Thi Thanh Ha

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When the need of mutual communication between countries increases, the interpreting plays more important role. Interpreting is a complex job. The interpreter must possess many skills, such as listening, note-taking, memorizing, and public speaking. Among these skills, public speaking has especial importance. It is the skill that decides the success of the interpreting process. The audience can receive the information or not depends on public speaking skill of the interpreter. Realizing the necessary of public speaking, the author has carried out the study with a small survey to investigate the difficulties of the forth year students of English at Vinh university. After discovering the weakness in public speaking of students, a system of suggested exercises is proposed with the hope to help them improve their public speaking in interpreting.

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1. Rationale of the Study...1

2. Aims and Objects of the Study...1

3. Scope of the Study...2

4. Methods of the Study...2

5. Format of the Study...2

1.1.3.4 Public Speaking Skill...7

1.2 Public Speaking Skill in Interpreting...8

1.2.1 Definition of Public Speaking...8

1.2.2 Role of Public Speaking in Interpreting...9

1.2.3 Elements of Public Speaking Skill in Interpreting...9

1.2.3.1 Voice...9

1.2.3.2 Body Language...10

1.2.3.3 Attitude of the Interpreter...10

1.2.3.4 Appearance...11

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1.3 Public Speaking Exercise...11

1.3.1 Role of Public Speaking Exercise...11

1.3.2 Characteristics of Public Speaking Exercise...12

1.3.3 Types of Public Speaking Exercise...12

2.4 Findings and Discussion...16

2.4.1 Results and Discussion...16

2.4.1.1 Students’ Understanding about Public Speaking Skill in Interpreting...17

2.4.1.2 The Factual State of Students in Public Speaking in Interpreting...18

2.4.1.2.1 Attitude...19

2.4.1.2.2 Voice...20

2.4.1.2.3 Body Language...21

2.4.1.2.4 Appearance...23

2.4.1.3 Students’ Practice of Public Speaking Skill in Interpreting...24

2.4.2 Major Findings of the Research...27

CHAPTERIII SOME SUGGESTED EXERCISES FOR IMPROVING PUBLIC

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3.2.2 Performance Camera...32

3.2.3 Observing to Get Experience...33

3.3 Exercises to Improve Speaking on Stage...33

3.3.1 Exercises with Cards of Topics...33

3.3.2 Exercises with Cards of Picture...35

3.3.3 Exercises with Cards of a Group of Words...37

3.3.4 Exercises with Home Preparation...39

PART C CONCLUSION...46

1. Recapitulation and Implications...46

2. Suggestions for Further Studies...46

REFERENCES...48QUESTIONNAIRE

APPENDIX

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LIST OF FIGURES

Table 1: Students’ thought about the role of public speaking skill in interpreting...17

Table 2: Students’ arrangement of public speaking elements in order of importance...18

Table 3: Students’ biggest problem in public speaking...19

Table 4: Level of Students’ confidence...19

Table 5: Level of clearness in voice...20

Table 6: Speed of students’ speech...21

Table 7: Students’ using of facial expression in interpreting...22

Table 8: Students’ keeping eye-contact with audience in interpreting...22

Table 9: Students’ care about appearance before going to stage...23

Table 10: Students’ practice of speaking in class...24

Table 11: Students’ practice of speaking outside class...25

Table 12: Types of public speaking exercise...26

TL: Target language SL: Source language

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part a: introduction1. Rationale of the Study

In the age of global integration, mutual communication between countries in the world is increasing. However, language is the barrier which makes the communication more difficult. Interpreting appears to resolve this problem. Being considered as a bridge of human communication interaction, the duty of interpreter is very important to break this barrier.

Interpreting is a demanding and challenging job. The interpreter is a person who possesses many skills such as listening, note-taking, memorizing, and public speaking. These skills are all necessary with interpreter. If lacking one of these skills, the interpreter will not do his job successfully. Among these skills, public speaking has an important role because it is considered the key to bring out the output of the interpreting process.

When studying interpreting course at Vinh University, students of English are taught public speaking skill and the strategies to improve it. However, because of the limit of time and the difficulties in practicing at home, the public speaking skill of students at Vinh University still meets many problems. Realizing the current issue, the author does the

research on the topic “Developing a system of exercises to improve public speaking skill

in interpreting for the 4th year students of English at Vinh University” to meet the

requirements of students.

2. Aims and Objects of the Study

This graduation thesis aims at investigating difficulties that students of English, the

would-be interpreters at Vinh University facing in public speaking in interpreting and

developing exercises to improve students’ public speaking skill.

In order to achieve those aims, the research focuses on the following issues: 1, Students’ understandings about public speaking skill in interpreting 2, The factual states of students in public speaking in interpreting 3, Students’ practice of public speaking skill in interpreting

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3. Scope of the Study

The thesis mentions on the theoretical base relating to public speaking skill in interpreting and largely concentrates on developing some exercises to improve public speaking skill.

Within the scope of an graduation thesis and the constrains of time and resource, the researcher only focuses on the public speaking skill in interpreting for the forth-year students of English at Vinh university with the total of sixty. The data obtained might be different when applied to different sample.

4. Methods of the Study

The research employs the quantitative method using the survey questionnaire as research tool. Survey questionnaire includes both close-ended and open-ended questions in order to collect the information about difficulties of students in public speaking in interpreting. Besides, the qualitative approach is used for getting the in-depth knowledge to discover the students’ opinion about developing a system of exercises to improve public speaking skill in interpreting.

Regarding to the study process, firstly the author searches and reviews materials relate to the subject. Then, through the questionnaire the author investigates the difficulties of the fourth year students of English department at Vinh University in public speaking in interpreting. From received results, a system of suggested exercises is proposed to improve public speaking skill.

5. Format of the Study

The study is composed of three main parts: the introduction, the development and the conclusion.

The introduction introduces an overview of the study including the rationale, aims and objectives, methods, scope, and format of the study.

The development consists of three chapters. Chapter 1, theoretical background, provides the literature review of the study, including definition of key concepts and review of related studies. Chapter II, methodology, describes the participants and instruments of the study, as well as the procedure of the research. The results of the investigation, the findings and the discussions are also presented in this chapter. Chapter III gives some

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suggested exercises to improve public speaking skill in order to help the would-be interpreter more and more professional.

The conclusion summarizes the main issues discussed in the study, states the limitation and contribution of the research, as well as some suggested directions for further study.

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PART B DEVELOPMENT

CHAPTER I THEORETICAL BACKGROUND

This chapter will provide a brief overview of the literature on the research topic to lay the theoretical basis for the whole study. Firstly, key concepts about interpreting and public speaking skill are introduced. And then the knowledge of public speaking exercises is presented to make the basis for the study.

1.1 Interpreting

This part will present the definition, modes of interpreting and the skills needed in interpreting.

1.1.1 Definition of Interpreting

Interpreting is a term appeared a long time ago and has been defined by many authors. Some of them proposed many typical definitions as follows:

Pochhaker (2004:12) states that interpreting is “an activity consisting (mainly) in

the production of utterances which are presumed to have a similar meaning and /or effectas previously existing utterances in another language and culture”. In this definition,

Pochhaker mentions about the similarities in meaning and effect of the SL and the TL. The interpretations must transfer both the meaning and the cultural meaning of the SL, and the interpreter is a person who is good at language and culture to give the best interpretation to the audience.

Another definition of interpreting was provided by Gentile. Gentile (1996: 5)

defined that interpreting is “the oral transfer of message between speakers of different

language is thus one of the oldest human activities, and the role of an interpreter isarguably one of the oldest of professions”. He finds out the way of interpreting is orally

and emphasizes the position of interpreting and the interpreter in society.

There are many definitions of interpreting but in general interpreting is understood as a process in which interpreters transfer a language to another language orally.

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1.1.2 Modes of Interpreting

Basically, there are two main modes of interpreting: consecutive and simultaneous interpreting.

1.1.2.1 Consecutive Interpreting

Nababan (1999) states that consecutive interpretation is a kind of interpreting in which interpreter and speaker are sitting together in the same location with an audience. In this type of interpreting, the interpreter begins their interpretation of a complete message after the speaker has stopped producing the source utterance. In consecutive interpreting, the interpreters sit next to the speaker and interpret into the TL once the speaker has finished speaking. The interpreters may take notes to summarize the speech which may be delivered in segments.

Consecutive interpretation is suitable for small business meetings with fewer languages or for formal occasions such as factory visit, business dinner, where it is not possible to install interpretation equipment.

The benefit of consecutive interpretation is that it is cheaper than full-pledged simultaneous interpretation. It reduces the need for interpretation equipment and typically only requires one interpreter per language. However, it is often annoying for the audience to hear the interpreter after the speaker.

1.1.2.2 Simultaneous Interpreting

In Nababan (1999), simultaneous interpreting is a kind of interpreting process in which the interpreter and speaker are speaking together with the same material. In this kind of interpreting, the interpreters sit in a sound-proof booth, listen to the speaker through interpretation headsets and interpret on a real-time basis from the source language to the target language. This requires high levels of concentration and it is recommended to have a pair of interpreters to alternate every 15-30 minutes.

Simultaneous interpretation is usually ideal for events with a large number of participants broadcasting in different languages, for example conference, seminar, award ceremony, etc.

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The benefit of simultaneous interpretation is that this is the best and most efficient way to communicate to audiences that speak many languages. However, simultaneous interpretation can be expensive.

1.1.3 Skills Needed in Consecutive Interpreting

Interpreting is a complex job; it requires the interpreter to possess many skills. In this part, the author introduces the necessary skills that an interpreter should have when doing this demanding and challenging job.

1.1.3.1 Listening Skill

Gentile et al (1996:44) confirms that “effective interpreting requires effective

listening skills”. Listening skill plays an important role in interpreting. It is the first phase

to do in consecutive interpreting. Listening is an activity of paying attention to what speaker say and trying to work out what they mean. Listening requires full focus, engagement, involvement and comprehension. If comprehension is incomplete, interpreting will not be complete either; it will not be a success interpreting as comprehension of the entire meaning is the first condition of interpreting.

Underwood defines that “Listening is the activity of paying attention to what

speaker say and trying to work out what they mean” (1989:144). Listening is the

combination of two phases: hearing (listening enough to catch what speaker saying) and understanding. Interpreters need a good hearing skill to receive the information from the speaker and understanding to identify the problem.

Listening is a hard work. It requires full attention to the speaker, and the interpreter must understand the entire message.

1.1.3.2 Memorizing Skill

Memorizing is vital skill in interpreting because the interpretation can not be given if we remember nothing.

The interpreter uses memorizing skill to recall the information the speaker has just said. There are two main types of memorizing in interpreting: short-term memory and long-term memory. In discussing the qualifications required for an interpreter, Phelan

mentioned that “The interpreter needs a good short-term memory to retain what he or she

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has just heard and a good long-term memory to put the information into the context.Ability to concentrate is a factor as is the ability to analyze and process what is heard”

1.1.3.3 Note-taking Skill

To support memorizing information, the interpreter can take notes the main ideas to recall the message. Note-taking is a very necessary skill especially for the new-interpreter because they are un-experienced, the note will be a tool which helps them to recall the information that they have just heard.

Jones (2002, p.39) states that “note-taking is part of the whole process of

consecutive interpreting including: understanding, analysis and re-expression”. In this

case, the interpreter may only write down individual words which are put together forming a meaningless chunk of information. And if note-taking is separated from the activity of analyzing the speech, the interpreter may be lost in the information overload. The interpreter cannot identify what are the main ideas, what are the secondary elements, and what are the connections between them in order to decide what should be noted and what should not. Inevitably the notes become nothing more than a mess, which will definitely push the interpreter in a very difficult situation later. When looking back notes, the interpreter cannot have a clear review of the speech content. And this obviously goes against one of the basic functions of notes.

To write a good note, the interpreter must have good note-taking skill. Interpreter should not write so much, only takes notes the main ideas, key words, numbers, proper names, list of things... To have a good note-taking skill, every interpreter builds for them a system of signs and symbols. In consecutive interpreting, note is considered as an effective tool of interpreter in recalling messages. If an interpreter has a good note-taking skill, he will have better interpretation.

1.1.3.4 Public Speaking Skill

If listening skill is considered as a tool to receive the input of interpreting process, public speaking is used to bring out the output of it. Public speaking plays an important role in interpreting. The importance of this final phase of interpreting resides in the fact that it leads directly to the final product of the process, i.e. the target speech. It

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reflects the outcome of interpreting process. Good public speaking skill of the interpreter will make the audience listen and understand the message of the speaker easily

Public speaking is “the process of speaking to a few or many people with the

purpose of informing, motivating, persuading, educating or entertaining the listeners”

(Speechmastery,2011). Public speaking involves many aspects: voice, body language, attitude, appearance and content.

When producing the target text, the interpreter must display the utmost fluency as if he were expressing his own ideas naturally and spontaneously in the TL. Over and above this knowledge of TL words, expressions and formulaic transfers, the interpreter must possess textual competence in this language, he must be able to produce texts. Incomplete sentences which do not make sense, and likewise complete sentences which are totally disconnected and isolated from one another, do not serve the purpose of interpreting.

To be good at public speaking skill, the would-be interpreter must practice so much because confident public speaking can definitely be taught.

1.2 Public Speaking Skill in Interpreting

As mentioned above, public speaking is a skill that can not be omitted in interpreting. In this chapter the definition, importance and the elements of public speaking skill are introduced.

1.2.1 Definition of Public Speaking

Public speaking is a common term and it is defined by many authors. Here are some typical definitions of public speaking:

Public speaking is “the process of speaking to a few or many people with the

purpose of informing, motivating, persuading, educating or entertaining the listeners”

(speechmastery,2011). In this definition, the purposes of speeches are mentioned. Public speaking is the method to express the intent of speech to the audience.

Another definition of public speaking is “the art or practice of making speeches to

large audiences” (Thefreedictionary, 2011). This definition focuses on the art of giving

speeches to audience. Public speaking includes all the tips to give a successful speech to the audiences. It depends on the public speaking skill of the speaker.

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In general, public speaking can be understood that it is the process of making speeches in front of a crowd.

1.2.2 Role of Public Speaking in Interpreting

As mentioned above, public speaking is a skill needed to bring out the output of interpreting. The audience can receive the message from the speaker in TL or not depends on public speaking skill of the interpreter. Public speaking decides the result and the success of the interesting process.

Good public speaking skill of the interpreters will make the audiences hear and understand the interpretation easily. We can say that interpreter’s duty is to bring to audiences the interpretation so audiences only care about the delivery phase of the interpreting. If the interpreter is not good at public speaking, the audiences can not understand what he says and the message of the speaker.

In conclusion, public speaking is an unomited skill in interpreting. It contributes the success of interpreting. Without it the interpreter can not do his job.

1.2.3Elements of Public Speaking Skill in Interpreting.

Public speaking is a complex process. It is the combination of many aspects such as voice, body language, attitude, and appearance.

1.2.3.1 Voice

While some people are excellent with their translation they are not still able to do a good job at interpreting because they fail to give notice to other important issues such as tone of voice, pronunciation and intonation. Therefore, voice plays an important role in public speaking skill of the interpreter. He uses his voice to make the audience understand his message. A good voice is clear, loud enough, at suitable speed and with right intonation.

The tone of voice plays an important role in interpretations. It is best to carry out interpretations in a calm neutral voice although some interpreters may even try to replicate the passion of the speaker’s voice. This reproduction of emotions of the speaker can be permissible if it is kept without going to any extremes which may then sound

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disrespectful. Also, speaking with great emphasis could leave the interpreter drained and lose vigor quickly

Correct pronunciation is also important in public speaking. The audience can avoid misunderstandings in getting message when the speaker pronounces correctly.

Another factor is the right intonation. Accent is a huge problem while learning other languages because of the influence from the native language. Try to develop good enunciation skills while learning the other language without much influence from the native language. This needs practicing and training to achieve and may not be very easy.

Voice is a quite difficult element in pubic speaking but we can improve it by practicing. Working hard and practicing on aspects above will make a good interpreting voice.

1.2.3.2Body Language

In public speaking, body language includes many aspects such as eye contact, facial expression, gesture. To make the audience listen and understand the message, the public speaker does not use only voice but also the body language. Body language is an effective tool to connect the speaker and audiences.

In interpreting, body language is less used than in other fields. Different from singers or actors who always use body language to attract the audience, the interpreter’s body language is only to build a connection with audiences. To be the third person, the interpreter uses body language to make the audience understand more about the speaker’s message. Body language is a useful tool but the matter of interpreters is how to use it suitably.

1.2.3.3Attitude of the Interpreter

When standing on the stage, the attitude of speaker is very important. It decides the success of the speech. Being confident, sincere, and polite will make the speaker successful in every situation.

As for an interpreter, to be the third person, he should be polite, sincere and friendly with both the speaker and the audience. Interpreting job needs the high

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concentration so the interpreter should not be nervous. He should be confident and keep calm in every emotional problem. Besides, good attitude with the speaker and listeners will help the interpreter make good impression with them. This can be considered as a difficult work but we can improve by practicing. Practice will help speaker have a good attitude when standing on the stage.

Appearance gives the first impression of the speaker when he stands on the stage. It involves many aspects such as suits, hair style, tie, glasses, smell… Suitable appearance in every situation will make a good effect on the speech.

In interpreting the speaker is actually the center, the interpreter is only the assistance so he should never more fascinate than the speaker. Good appearance of an interpreter does not mean fashionable but formal, and polite in every situation. Dressing suitably and politely is always the best way the interpreter choose when he stands before crowd.

Besides, the interpreters should pay attention about his position on the stage. Interpreter is only the assistance of the speaker so he can not stand higher than the speaker. The suitable position of him is a little bit lower or behind the speaker.

1.3 Public Speaking Exercise

As people often say that “Good speaker are made, not born”, a person can become a great speaker with the proper training. One of the methods to practicing public speaking

skill is doing public speaking exercises. “Public speaking exercises simply refer to

whatever approach you need to practice speaking in public”

(life123, 2011). These

exercises are useful in improving public speaking skill. In this part, the necessary information about public speaking exercises is introduced to help the readers have a general look.

1.3.1 Role of Public Speaking Exercise

Confident public speaking can definitely be taught and public speaking exercises

are effective tools to improve it. Tusitala Tom states that “In public speaking practice

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makes perfect” (Hubpages, 2011). Always doing public speaking exercises will help

students get over the difficulties in public speaking easily.

Firstly, public speaking exercises help students improve their voice, using of body language… Through practicing, students will realize what is the strength and weakness in their voice and from that have their own strategies. As for interpreter, practicing voice is an important work.

Secondly, usually doing public speaking exercises will help the new interpreters so much in improving language. Speaking regularly helps students use language flexibly.

Finally, practice makes experience. Doing public speaking exercises will help students have experience in speaking before crowd. The experience helps them get over the difficulties easily when they speak on the stage.

In sum, public speaking exercises are very useful with students, especially who will do public jobs such as interpreter.

1.3.2 Characteristics of Public Speaking Exercise

Public speaking exercises are simple, and easy to practice at home or in class. Because the instruments to do theses exercise are not complex, students can do it everywhere such as in class, at home …

Public speaking exercises are individual exercises or group exercises so it is convenient for students to practice. The combination of individual and group exercises will make students more active in doing these exercises. Even when they are alone or with friends they can practice their speaking skill.

Although public speaking exercises are simple and easy to practice but they are effective. Regularly doing them will help students much in improving public speaking skill.

1.3.3 Types of Public Speaking Exercise

In fact, there are many exercises to improve public speaking skill but in general, we can divide them into five types of exercise: tongue twisters, exercise practicing alone, mirror imagine, tape recording and speaking in front of the audience (Emeliarahman, 2010). Each type of exercise has its advantage. The combination of using these types of exercise will help the new interpreters improve their public speaking so much.

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1.3.3.1 Reading Aloud

Reading aloud the text is the simplest exercises. It is considered the first step in practicing students’ public speaking skill. Reading aloud is very effective to improve students’ intonation, pronunciation, and speed.

1.3.3.2 Tongue Twister

A tongue twister is a phrase, sentence or rhyme that presents difficulties when spoken because it contains similar sounds (“Tongue twisters,” nd). A tongue-twister is a phrase that is designed to be difficult to articulate properly, and can be used as a type of spoken word game. Some tongue-twisters produce results which are humorous when they are mispronounced, while others simply rely on the confusion and mistakes of the speaker for their amusement value. To get the full effect of tongue twister exercise students should try to repeat it several times, as quickly as possible, without stumbling or mispronouncing

Tongue twisters have long been a popular form of wordplay, particularly for schoolchildren, but they also have a more serious side - being used in elocution teaching and in the treatment of some speech defects.

1.3.3.3 Mirror Image

Mirror image is a kind of exercise that students practice with the mirror. It means that students talk and see your image in the mirror at the same time. This is a special exercise because through this kind of exercise students can see themselves.

Most public speaking fears stem from the fact that while on stage, they won’t be able to see themselves. Practicing in front of a mirror will condition students’ mind to visualize how to deliver their speech when the big moment comes. This way, students’ fears will diminish.

Besides, mirror image also helps students practice eye contact with the audience because speaking and looking at the mirror at the same time will make students keep eyes contact. Looking at the mirror is considered as the practice keeping the eye contact with the audience.

1.3.3.4 Standing in the Conner

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An interesting trick is to make a speech while standing in the corner. The sound reflects back, and students can get a good idea how to sound when they speak.

Standing in the conner is effective individual exercises. Student can do the exercise by himself. Making speech in the conner is a simple exercise but it has enormous effect. Listen to their sound reflect, students will realize what is the strength and weakness in their voice to promote or overcome.

1.3.3.5 Tape Recording

Another way to practice is using a tape recorder. There are two types of tape recorder: recording voice and filming performance.

Undoubtedly, recording is the best way to judge students’ public speaking skills. It

gives student an opportunity to judge himself. When making speech sometimes students do not know some mistakes they have just made, so tape recording is the best solution. From the voice and appearance they have recorded or filmed, they will realize their shortcomings to get over.

1.3.3.6 Speaking in front of the Audience

Practicing speaking in front of many people is a necessary exercise if students want to improve their public speaking skill. Speaking in front of the audiences will bring to students the experience and the comments from their listeners.

Speaking in front of the audience will give student a chance to prepare all aspects such as voice, body language, appearance… It helps students come to closer with the “real world” of speaking to a group and help them more confident.

This chapter has provided general overview about the knowledge related to the research. Key terms and explanation about interpreting and public speaking skill are introduced to make the theoretical basis. The brief review of related studies about public speaking exercises is presented to make the foundation to develop.

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CHAPTER II METHODOLOGY

In the previous chapter, a system of key definitions and relevant knowledge relate to public speaking are introduced to make the foundation for the research. In this chapter, the author will introduce the participants, instruments and procedure of data collection. Then from the collected data, the author uses quantitative method to analyze the statistics. Besides, major findings from the survey are also presented in this chapter.

2.1 Participants

The process of data collection involves the participants of the forth-year students of English at Vinh University.

The students chosen to make the survey are from K48B1 and K48B2 English at Vinh University. They are the forth-year students and have studied interpreting for two semesters. During two semesters, they are taught the basic skills and practiced interpreting in some fields. In other words, they have the basic knowledge of interpreting. And especially, during four years in university, every student made speeches at least once in front of his classmates so the awareness and experience of students will give valuable information for the survey.

In summary, the students chosen to make the survey are in interpreting training course at Vinh University. They all have experience in public speaking, especially, public speaking in interpreting.

2.2 Instruments

In order to obtain sufficient reliable and valid data, the survey questionnaire was chosen as the instrument of data collection.

The survey questionnaire was designed with 15 questions of which there are 14 close-ended questions and 1 open-ended question. The close-ended questions with multiple choices are very convenient for students to choose the answers closest to their opinions. Thus, amount of valuable information from students was collected from this kind of question. One more open-ended question helped the author have further look about the variety in practicing public speaking of students.

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In sum, using questionnaire to make this research is the best choice because of the limited time, financial and a huge amount of information can be collected within a short period of time.

2.3 Procedure

The procedure of data collection consists of three main phases:

Phase 1: In the first phase, the author designed the survey questionnaires basing on

the theory introduced in the previous chapter. To avoid the ambiguity and misunderstandings when conducting the survey, the form was sent to the supervisor to get the feedback and piloted on five students. Thus, the author had chance to make it better before sending for all of students.

Phase 2: The second phase was conducting the survey. Sixty five students from

two class K48 B1 and K48B2 English at Vinh University were chosen to make the survey. The author introduced about the study, instructions and definitions of key terms for students to understand. Finally, 59 of 65 questionnaires delivered were returned which has been predicted by the researcher.

Phase 3: After the data collection process, the information obtained from the

survey questionnaires was classified according to the research questions. For each research question, participants’ responses were calculated and transferred into numerical form, such as the percentage of participants who shared similar ideas. The calculated data were then illustrated into table to make a clear comparison.

2.4 Findings and Discussion

2.4.1 Results and Discussion

In this part, the data obtained from the questionnaires will be classified and analyzed on the following issues:

- Students’ understanding about public speaking skill in interpreting - The factual states of students in public speaking in interpreting - Students’ practice of public speaking skill in interpreting

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2.4.1.1 Students’ Understanding about Public Speaking Skill in Interpreting

Two first questions in the questionnaire are designed to investigate students’ understanding about public speaking skill in interpreting.

According to the result of question 1 in the survey, most students in Foreign Language Department at Vinh University realize the role of Public speaking in

Table 1: Students’ thought about the role of public speaking skill in interpreting The table shows students’ point of view about the role of public speaking skill in interpreting. It can be clearly seen that most students understood the importance of public speaking skill.

As shown in the table, 61.02 % of students affirmed that public speaking skill plays an important role in interpreting, and 38.98 % thought it is very important, while nobody chose the answer unimportant. Thus, we can confirm that the fourth-year students of English at Vinh University are fully aware of their duty to learn and practice public speaking skill in interpreting.

The reason why students at Vinh University can understand deeply about the importance of public speaking skill is that it is well-trained in class. Through two semesters studying theory and practicing, they realize the role of public speaking. This is very necessary because it will affect students’ attitude of practice later.

In sum, we can reaffirm that students of English at Vinh University understand the importance of public speaking clearly. It is an indispensable skill in interpreting.

Question 2: Put these following elements of public peaking skill in the order of

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Order Voice Body Language Appearance Attitude

The order of importance of every skill will be ranked basing on the highest percentage of choosing. According to the table, we can see that the highest percentage of students (67.8%) agreed that voice is the most important skill in interpreting. Appearance ranks the second in the order of importance with 30.51%. 44.07% of students, quite high percentage arranged body language is the third important element. And the last is attitude with 40.68% of students choosing.

The above arrangement is only the subjective opinion of students at Vinh University. In fact, there are many ideas about the order of importance of these elements. Depending on every situation, each arrangement has its rationality. With arrangement of students at Vinh University, it will affect their attitude of practicing every sub skills later.

2.4.1.2 The Factual State of Students in Public Speaking in Interpreting

To provide appropriate exercises to help students improve public speaking skill effectively, a system of questions are designed in the questionnaire to investigate the factual states of students in public speaking in interpreting. Through the survey, the most common problems are discovered.

The first question in this system is to investigate the most common problem of students in public speaking.

Question 3: What is your biggest problem in public speaking in interpreting?

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Body language 20 33.9%

Table 3: Students’ biggest problem in public speaking

The table shows the percentage of different elements that students often meet in public speaking. As an overall trend, it is clearly that voice and body language are the two most common problems students usually face with.

As can be clearly seen from the table, the highest percentage, 42.37% of students meet difficulties in their voice. 33.9% of them feel body language is their biggest problem when speaking in front of many people. Attitude is the third difficulty students often face in public speaking with 16.95%. And finally, only 6.78% of students consider appearance as their shortcoming.

In conclusion, we can see that the fourth year students of English at Vinh University meet so many difficulties in public speaking. Among them, voice and body language are two major problems that needed to be improved.

2.4.1.2.1 Attitude

The fourth question in the questionnaire is designed to investigate the level of students’ confidence when speaking on the stage.

Question 4: How do you feel when speaking in front of many people?

Table 4: Level of Students’ confidence

The table presents the level of students’ confidence in public speaking. As an overall trend, most students at Vinh University do not really feel confident in active position.

According to the table, only 10.17% of students dare to affirm that they are really confident when speaking in public, while 32.20% feel nervous and 57.63% are sometimes

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nervous. It means that 89.83% of student at Vinh University are not confident in themselves when speaking in front of many people.

In sum, from the table, we can see the students’ attitude about public speaking. Most of student at Vinh University still feel unconfident when standing on the large stage. This may be due to the lack frequent practice.

2.4.1.2.2 Voice

The following questions are exposed to collect the information reveals to students’ factual states of using voice.

Question 5: When interpreting in class, how can everybody hear your voice?

Table 5: Level of clearness in voice

The table shows the level of clearness in students’ voice when speaking on the stage. As an overall trend, we can see that most audiences do not hear students’ voice clearly.

As shown in the table, the percentage of student who has a good voice is only 22.03%, while 62.71% of students self-evaluate that audiences can hear their voice normally and 15.26% have unclear voices. From that, we can see that up to 77.97% of students are not confident in their voices when speaking. Voice has a great effect in receiving messages of audiences. If we have a clear voice, the audiences can hear easily.

In general, the number of students of English at Vinh University has a good voice is not high. It matches with the statistics of the third question in the survey: most students feel voice is their biggest problem.

Question 6: When interpreting, how is the speed of your speech?

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Answer Choices Percentage

Table 6: Speed of students’ speech

The table shows the speed of students’ speech in public speaking. In this aspect, we can see that it is better than the level of voice’s clearness but the collected statistics are not still expected ones.

As can be seen clearly from that table, the percentage of students who have a normal speed of speech is 59.32%. It is better than the number collected in the fifth question but it is not really good. In fact, 22.03% of students speak slowly and 18.65% speak too fast. It makes the audiences difficult to get the message in students’ speech.

In conclusion, the statistics above reaffirms that students of English at Vinh University meet so many difficulty in their voices.

From the two survey questions, we can see that voice is a difficult sub skill in public speaking with student at Vinh University. Students often met difficulties in voice’s clearness and speed. Among them, clearness of voice is a big problem.

2.4.1.2.3 Body Language

To discover the disadvantages of students in using of body language in interpreting, two questions in the questionnaire are exposed to investigate their difficulties.

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Question 7: How often do you use facial expression when interpreting?

Table 7: Students’ using of facial expression in interpreting.

The table shows the frequency of students’ using of facial expression in interpreting. As an overall trend, we can see that not many students at Vinh University have habit of using facial expression in interpreting.

As can be seen clearly from the table, only 23.73% of students often interpret with their facial expression while the number of students sometimes using it is 32.20%. Especially, up to 40.68% of students rarely express their face when interpreting. From that, we can realize that students at Vinh University did not give wonderful interpretation to audiences because they ignored effectively supported aspect- facial expression. Even, 3.39% of students never use their facial expression during the interpreting process.

In brief, the statistics prove that the number of students at Vinh University using facial expression in interpreting as a habit is not high. This is their big problem that needs

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The table shows the percentage of students who often keep eyes-contact with audiences when interpreting. We can easily realize that most students at Vinh University have not kept eyes-contact as professional speakers.

As can be seen from the table, 32.20% of students often keep eyes-contact with audiences. It is still better than the percentage of students using facial expression in the previous question. However, in fact the number of students who sometimes keep eyes-contact is very high with 38.98% and 23.73% rarely looks at audiences when speaking. Even 5.09% of students admitted they never look at the listeners because they make them more nervous. Through taking part in the interpreting class, the author realized that most students at Vinh University often look around, through the window… when speaking on the stage.

In sum, keeping eyes-contact with audiences is still a big problem with students at Vinh University. Students should practice this sub skill much more.

Through two survey questions to investigate students’ using of body language in interpreting, we can affirm that students at Vinh University still meet so many difficulties in using them as professional speakers. To give a good interpretation to audiences, students should spend more time to practice this sub skill.

2.4.1.2.4 Appearance

Appearance is an important aspect in public speaking. To investigate students’ care about this aspect, the following question is designed in the survey questionnaire.

Question 9: Do you often care about your appearance when you speak in front of

many people?

Table 9: Students’ care about appearance before going to stage

The table shows the percentage of students caring about their appearance before going to stage. As an overall trend, we can see that all of students at Vinh University have a good preparation of appearance before being a public speaker.

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As can be seen clearly from the table, 100% of students care about their appearance when speaking in front of many people. This is understandable because students classified appearance the second element in the order of importance in the question two of the questionnaire. Realizing its role, they take time to have a good appearance’s preparation before going to stage.

In brief, all of students at Vinh University understand and know the way to improve their appearance when being a public speaker. It will have a good effect to their speech later.

Through this part, we can realize that attitude and appearance are two quite good aspects of students. However, voice and using body language are two big problems of students at Vinh University. This make student feel nervous when standing on the stage.

2.4.1.3 Students’ Practice of Public Speaking Skill in Interpreting

To give the suitable exercises for students, the author gives four questions in the survey to collect the necessary information to investigate their practice of public speaking.

Question 10: How often do you practice speaking in front of your classmates?

Table 10: Students’ practice of speaking in class

The table describes students’ practice public speaking in class. As an overall trend, we can see that, the speaking practice of students in class is quite good, but it is not expected number.

According to the table, 15.25% of students often practice speaking in front of their classmates. It means that they are always the volunteers when the teacher gives them opportunities. Besides, 54.24%, the highest percentage of students sometimes goes on the class stage to make speech. And 30.51% rarely practice; they only speak when the teacher calls them. Especially, students are well-trained in class so nobody has never spoken in front of his classmates.

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In conclusion, the students of English at Vinh University have quite good practice of public speaking in class. However, it is not still an expected number; the teacher should give more interesting exercises for students to practice.

Question 11: How often do you practice public speaking outside class?

Table 11: Students’ practice of speaking outside class

The table illustrates the frequency of students’ public speaking practice outside the class. As an overall trend, we can see that students’ practice outside the class is not good as in class.

We can see from the table, only 6.78% of students have habits of practicing public speaking at home, 28.81% sometimes practice and up to 55.93% of students rarely do public speaking exercises outside class. Even 8.48% of students never practice at home. The number shows that public speaking practice of students at Vinh University outside class is not good. This may be due to students’ sense or lack of public speaking exercises.

In conclusion, students’ practice of public speaking outside class meets so many difficulties. Students should spend more time to do some types of exercises at home.

Question 12: Which types of exercise do you often practice public speaking skill in

interpreting? (You can choose more than one answer)

There are 147 choices bout the given exercises, the percentage of each type of exercise are calculated in the following table:

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Speaking in front of a large crowd 22 14.86%

Table 12: Types of public speaking exercise

The table presents the information about doing public speaking exercises of students at Vinh University. As an overall trend, we can see that reading aloud and speaking in front of a small group are the most common exercises of students.

As shown in the table, 31.76% is the highest number of student who often speaks in front of a small group. Reading aloud ranks the second with 27.70% of students choosing. Practice with a mirror and speaking in front of a large crowd ranks the third and the fourth with 21.62% and 14.86% respectively. Because recording your voice and performance is quite complex exercise, only 3.38% of students practice it at home. One student often chose the answer other exercises with the explanation that she always practices speaking skill through watching the model videos. It is very useful method.

In brief, the fourth-year students of English at Vinh University often do some types of public speaking exercise. However, they only focus on some simple exercises and ignore the others that will be useful in improving their skill if they try to do.

Question13: Could you give me some recommendations to build exercises

improving public speaking skill?

This is an open-ended question to find out all students’ suggestions to build exercises improving public speaking skill.

Most of responses want the research give more interesting exercises to help students can do both in class and at home. The exercises to improve voice and using body language should be focused.

Besides, most students give precious ideas in building exercises. They claim that the author should focus on the exercises practicing in group of 5-7 students and in front of all class. Some interesting topics and situations should be given to make students more excited to speak. The author should give different exercises that students have to make a deep thought before speaking or can speak immediately. The system of exercises should be arranged from the easy to difficult to meet students’ requirements.

The students also give some suggestions to do these exercises frequently. The exercises in class can be done as the fifteen-minute speaking exercises at the beginning of

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the period. Especially, speaking club is an interesting place for us to practice these exercises effectively.

In sum, students gave many previous suggestions in building public speaking exercises. The ideas from students are the foundation for the author to give the exercises improving public speaking in the next chapter.

To conclude, the information collected in the survey shows that the practice ò public speaking of students at Vinh University is not really good. This may be due to students’ attitude of practice or lack of interesting exercises. Therefore, the results are not high.

2.4.2 Major Findings of the Research

Data collected from the survey has revealed the implementation of practicing public speaking skill in interpreting for the fourth-year students of English at Vinh University. Major findings can be summarized as follows.

Firstly, it was found out that most students at Vinh University are aware of the basic knowledge of public speaking skill in interpreting. Being well-trained in the class helps students understand the importance of public speaking and duty to practice it.

Secondly, students at Vinh University meet so many difficulties in public speaking. Among sub skills in public speaking in interpreting, voice and using body language are two big problems that students often face.

Thirdly, although students at Vinh University practice speaking in class and at home, the results gained are not high. The reason can be lack of interesting and effective exercises. Students of English at Vinh University really want to have interesting exercises to improve their public speaking skill.

Finally, through the survey, the author realizes what students expect in public speaking excises to meet students’ requirement.

In brief, the chapter has presented the methodology used in the study. Firstly, the main demographic features of the participants involved in the project were described. The reasons of choosing them as the subjects were also explained. The next section justified the use of questionnaire as the main research instrument. Different phases of the data

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