Developing a system of games to enhance short term memory for interpreter students at vinh university

VINH UNIVERSITY
DEPARTMENT of FOREIGN LANGUAGEs

==== ====

Hoàng thị lam

DEVELOPING A SYSTEM OF GAMES TO ENHANCE
SHORT-TERM MEMORY FOR INTERPRETER STUDENTS
AT VINH UNIVERSITY
(PHÁT TRIỂN HỆ THỐNG TRỊ CHƠI ĐỂ NÂNG CAO TRÍ NHỚ NGẮN HẠN
CHO SINH VIÊN NGÀNH PHIÊN DỊCH TRƯỜNG ĐẠI HỌC VINH)

GRADUATION THESIS
Field: Interpreting

Vinh, 2011

i


VINH UNIVERSITY
DEPARTMENT of FOREIGN LANGUAGEs

==== ====

DEVELOPING A SYSTEM OF GAMES TO ENHANCE
SHORT-TERM MEMORY FOR INTERPRETER STUDENTS
AT VINH UNIVERSITY
(PHÁT TRIỂN HỆ THỐNG TRỊ CHƠI ĐỂ NÂNG CAO TRÍ NHỚ NGẮN HẠN
CHO SINH VIÊN NGÀNH PHIÊN DỊCH TRƯỜNG ĐẠI HỌC VINH)

GRADUATION THESIS
Field: Interpreting

Student:

Hoàng Thị Lam

Supervisor: Nguyễn Thị Lan Phương, M.A

Vinh, 2011

i


Acknowledgements

First and foremost, I am greatly thankful and deeply indebted to Foreign Languages
Department, Vinh university for granting me the chance to carry out this research.
My greatest indebtedness and sincerest appreciation are due to my supervisor, M.A.
Nguyen Thi Lan Phuong who supplied useful materials and gave me lots of precious
advices and essential corrections to complete the study.
My sincere thanks also extend to students from class 48B1, B2 in Foreign Languages
Department, Vinh university for taking time to response the survey questionnaire. Without
their co-operation this thesis would have not come to an end.
Much love and gratefulness go to my father, my mother and my brothers who gave me
unconditional and uninterrupted emotional support and enormous energy to fulfill this
study.
I also would like to convey my special thank to my closed friends for their help and
constant encouragement throughout.

Finally, although I received many advices and assistances, I feel that the study is far
from perfect. Therefore, it is my sole responsibility for shortcomings that the study may
have.

Vinh, May 16, 2011
Hoang Thi Lam

i


Abstract
Short-term memory is a topic that has been discussed by many researchers. However,
there is still not much effectively practical tools that support this one. In this thesis, the
author gives the readers a brief account of issues relating to short-term memory. Then the
study investigates on the fourth year English students of Foreign Languages Departments,
Vinh university about applying short-term memory as a skill in the process of consecutive
interpreting. From the findings, the author suggests some main types of short-term memory
enhancing games for consecutive interpreting purpose. These games are illustrated by
practice and particular examples with the aim at improving the use of short-term memory
skill in study and practice of consecutive interpreting.

ii


Table of contents
Page
List of diagrams and Figures

Page
Diagram 1: Atkinson–Shiffrin memory model (1968)............................................................6

iii


Abbreviations used
STM: Short-term memory
LTM: Long-term memory
CI: Consecutive interpreting
SI: Simultaneous interpreting
SL: Source language
TG: Target language

iv


part a: introduction

1. Rationale of the Study
For a long time, interpreting has become an essential part of human's life. It enhances
international understanding, socio-cultural awareness, professional communicative
activities, implementation of technologies and so much more among countries by
converting a language into another one. It is generally believed, therefore, that interpreting
plays a vital role in the global society and culture.
However, whether inexperienced or experienced, all interpreters find this job
demanding and challenging. It requires full concentration, exact understanding of what is
communicated in both languages, and good expression of thoughts and ideas. Weihe Zhong
(n.d) stated that “Among all the skills and techniques required for a professional
interpreter, short-term memory skill is the first one which should be introduced to trainee
interpreters”. It affects the process of storing and retrieving information for the purpose of
consecutive interpreting which is exploited more frequently than other types of interpreting.

In fact, only some interpreters are able to use short-term memory effectively. Interpreter
trainees often encounter difficulties when practicing and applying it. The pressing and
necessary issue is how to improve short-term memory skill in consecutive interpreting.
Many books and publications have mentioned the theory of memory and
memorization techniques for consecutive interpreting but none of them gives a clear and
adequate system of exercises in terms of games to make the best use of short-term memory.
Actually, the description is rather brief and exercises in those books could be uninspired,
unattractive to readers and even could cause pressure to learners. Meanwhile, as a matter of
fact, learning is more effective if the practice is interesting and comfortable. Interpreter
students will learn faster and retain more when they are engaged, involved and have fun.
During the process of interpretation learning, moreover, the interpreter trainees, especially
the author’s peer interpreter ones, are very eager to improve the interpretation quality in
general and capacity of short-term memory in particular through jolly games.
For the above stated reason, the author has decided to carry out the study entitled
“Developing A System of Games to Enhance Short-term Memory for Interpreter Students at
Vinh University” with the hope of helping them improve the effectiveness of consecutive
interpretation.
2. Aims of the Study

1


The primary aim of the thesis is to identify the current situation of applying STM skill
in consecutive interpreting of the fourth year English students at Vinh university. The thesis
also aims at investigating difficulties that students of English, the would-be interpreters,
may encounter when employing STM in the interpreting process and then giving practical
games of using STM in support of effective consecutive interpreting basing on the students’
difficulties. Additionally, all people who are interested in interpreting work can consider
the paper as a useful reference helping them to improve interpretation.
To achieve those aims, the study is intended to address the following questions:

1, What are the attitudes of the fourth year English students at Vinh university
towards role of STM in consecutive interpreting?
2, How do students self-evaluate their STM skill at consecutive interpreting?
3, What difficulties do the 4th year English students at Vinh university often have in
applying STM in consecutive interpreting?
3. Scope of the Study
The study only focuses on STM enhancing games in consecutive interpreting but not
other activities.
Besides, due to the limitation of time and capability, investigating all students would
be difficult. Thus, the survey is applied to only 4th year English students at Vinh university
with the total of fifty-one.
4. Methods of the Study
The study uses the qualitative approach for getting the in-depth knowledge to
discover the interpreter trainees’ opinion about developing games to improve Short-term
memory in consecutive interpreting. It also employs the quantitative method through the
survey questionnaire which indicates the difficulties, the causes that create those ones and
the students’ factual practice as well.
Regarding the study process, firstly the author searches and reviews reference
documents relating to the topic. Next, the author investigates the current situation of the
fourth year English students at Vinh university on their way of using STM skill as a support
for the interpreting study. From the findings, short-term memory enhancing games are
suggested for the purpose of consecutive interpreting.

5. Format of the Study

2


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

The introduction provides the readers an overview of study including the reasons for
choosing the topic, aims, scope, methods used to carry out the research and format of the
study.
The development consists of three chapters. Chapter 1, theoretical background, deals
largely with conceptions relating to interpreting, short-term memory in consecutive
interpreting and short-term memory games as well. The survey with a specified
methodology from the simple to complicated methods is done in the Chapter 2. In chapter
3, the suggested games to improve short-term memory skill in consecutive interpreting are
given so as to help the would-be interpreters overcome their problems during the
interpreting process.
The conclusion summarizes the study, indicates the benefits of the paper and gives the
suggestions for further studies.
In addition, references that include all the literature referred in the paper and an
appendix are presented at the end of the thesis.

3


part b: development
chapter 1: Theoretical background
1.1 Interpreting
1.1.1 Definition of interpreting
Generally, numerous definitions of the term “interpreting” have been proposed but
they are not identical.
Mahmoodzadeh (1992, p.231) states that interpreting consists of presenting in the
target language, the exact meaning of what is uttered in the source language either
simultaneously or consecutively, preserving the tone of the speakers.
According to Shuttleworth & Cowie (1997, p.83), interpreting is an “ oral translation
of a written text”.
Pöchhacker ( 2004 ) suggests the following definition: “ Interpreting is a form of

Translation in which a first and final rendition in another language is produced on the
basis of a one-time presentation of an utterance in a source language” ( p.11).
In professional parlance, interpreting can be understood as “the facilitating of
communication from one language form into its equivalent, or approximate equivalent, in
another language form” (Wikipedia, n.d)
Overall, interpreting is a service activity with communication function which
transforms a source text, either in oral or sign or even written form, from one language into
a target language. When interpreting a source-language text, interpreters only hear or see
the text once and have to convey the ideas of the target text under time pressure.
1.1.2 Types of interpreting
Basing on the working mode, interpreting can be classified into varied types.
Actually, there are two main types of interpreting:

simultaneous interpreting and

consecutive interpreting.
Simultaneous interpreting is a mode in which “ the interpreter renders the message in
the target-language as quickly as he or she can formulate it from the source language,
while the source-language speaker continuously speaks” (Wikipedia, n.d).
In contrast with simultaneous interpreting, consecutive interpreting is a mode in
which “ the interpreter speaks after the source-language speaker has finished speaking.
The speech is divided into segments, and the interpreter sits or stands beside the sourcelanguage speaker, listening and taking note as the speaker progresses through the

4


message. When the speaker pauses or finishes speaking, the interpreter then renders a
portion of the message or the entire message in the target language” (Wikipedia, n.d).
Consecutive interpretation is rendered as "short CI" or "long CI". In long CI, the
interpreter takes note of the message to aid rendering long passages. In short CI, however,

the interpreter relies on memory, each message segment being brief enough to memorize.
Consequently, consecutive interpreting requires a good STM. Even though some
interpreters takes notes, many simply rely on their memory, especially for the short
utterances.
1.1.3 Skills Needed in Consecutive Interpreting
As mentioned above, interpreting is a challenging job which requires the interpreter to
constantly develop knowledge and experience. It is the disciplined study and repeated
practice of many techniques and skills that bring victory to the interpreters. The principle
skills that the interpreter needs include listening, memorizing, note-taking, transference and
public speaking skill. As mastering of these skills, the interpreters will obtain the good
interpreting quality.
1.1.3.1 Listening Skill
Listening skill is the primary basis for a successful consecutive interpretation. This is
the phase that the interpreter receives the input of information. It is impossible for him to do
the next phases in the consecutive interpreting process without listening. There are 4
common types of listening: active listening, inactive listening, selective listening and
reflective listening.
First of all, active listening is a process in which the listener engages closely to the
content of the conversation without judgment. This type of listening requires participants to
listen and respond, which helps improve mutual understanding.
In contrast, inactive listening is simply being present when the conversation takes
place without obtaining the information. A person hears the words, but his mind is
wandering and has no communication.
Neither similar to active listening nor inactive listening, selective listening is to only
listen to what the listener wants to or expect to hear and block out further message. Once
the expected message is heard, the listener would formulate the reply right away, even
though the speaker might not finish yet.
Another sub-type of listening is reflective listening. This is considered one of the
most complex types of listening, involves the process of actively listening as well as

5


working with interpretation and observation of how the message takes place to increase
mutual understanding.
The interpreter with the duty of understanding the meanings and intentions expressed
in SL and then expressing those ones in TL should practice to improve his active listening,
and reflective listening.
1.1.3.2 Memorizing Skill
Since the interpreter commonly receives SL speech with one time of listening, a good
memory is required for him.
According to Peng Danlin (2004, p.206-208) “ Memory is a psychological process
which a person gradually accumulates and remembers his individual experience. It also
can be explained in terms of coping with information that the process of encoding, storing
and extracting the absorbed information”. Thus, memory is a type of mental process in
which items are classified, stored and brought back later. According to cognitive
psychology, there are three categories of memory and identifies them as types of sensory
store, short-term memory and long-term memory.
Sensory memory preserves information in its original sensory form for a brief time,
usually only a fraction of a second.
Short-term memory is a limited capacity store that can maintain unrehearsed
information for up to about 20 seconds. It is responsible for storing information temporarily
and determining if it will be dismissed or transferred on to long-term memory. It is lost
after sometime if there is no reference or need of recollection to it.
By contrast, long-term memory can store much larger quantities of information for
potentially unlimited duration. A long-term memory is anything one person remembers that
happened more than a few minutes ago. It can last for just a few days, or for many years.
The relation among those three types of memory is shown in the following figure:

Sensory Memory

Sensory Input

Short-term memory Storage
Long-term
Memory

Attention
Retrieval
Diagram 1: Atkinson–Shiffrin memory model (1968)

6


According to the Atkinson-Schiffrin model, the process of remembering information
begins when sensory inputs are registered by sensory memory. If information in sensory
memory is attended to, it enters short-term memory where a person becomes aware of the
information and can rehearse it repeatedly until it is transferred to long-term memory.
When required, the information can be retrieved from long-term memory and re-entered
into short-term memory.
Memory in consecutive interpreting is fulfilled by the combination of sensory
memory, short-term memory and long-term memory. However, short-term memory largely
occupies the place. Because sensory memory degrades so quickly that interpreter would see
the display, but be unable to report the items before decaying and the immediateness of
consecutive interpreting requires no much time to use long-term memory. Moreover, in a
consecutively interpreted situation the interpreter has to do his task with different
information, context and speakers. Therefore, in most cases, short-term memory is what an
interpreter should concern in CI. Since STM skill directly associates with the thesis, it will
be presented in detail in the later part.
1.1.3.3 Note-taking Skill
Note-taking is also one of the most important skill in CI. It is the part of the whole

process of consecutive interpreting including: understanding, analysis and re-expression.
Notes help the interpreter call up information in the speech with cues or signals. With note,
the main ideas, the secondary elements and the links among them become clearer and easier
for the consecutive interpreter to visualize. In order to turn notes into an effective supported
tool to better the interpreting quality, the interpreter should know: what to note ( main
ideas, links and verb tense) , how to note ( abbreviation and symbols) and when to note ( as
soon as possible with out waiting for a complete unit of meaning). A good note-taking skill
will help much for a good interpretation.
1.1.3.4 Transference skill
Transference is the process of transferring a SL word to a TL text as an interpreting
skill. An interpreter can transfer a work or an idea by three main ways: transferring
sentence by sentence into TL, paraphrasing and simplifying. The first way is used most
frequently while the two last methods are mainly applied when the interpreter encounters
the new private names, cultural words or technical term, etc. It is difficult for listeners to
understand such abstract words so the interpreter’s role is to explain or amplify so that the
target listeners can understand the SL speaker’s idea thoroughly.

7


1.1.3.5 Public speaking skill
Speaking in public is the final factor determining the success of a consecutive interpreter
because it presents the product of previous stages. After listening, memorizing, note-taking and
transferring, the interpreter then delivers what the SL speaker said to TL listeners. If he is
unconfident, nervous, abashed and then stammers, sputters, the listeners can not understand or
become confused with what the message means. Consequently, he fails to give out his
interpretation. Skillful public speaking generally requires the ability to vary voice, use body
language, prepare suitable appearance and show positive attitude. This is really a complicated
skill. However, effective public speaking can be developed by practicing.
In summary, interpreting is the art which requires the interpreter to effectively

combine many skills like listening, memorizing, note-taking, transferring, public speaking,
etc. Among of them, memorizing skill, especially short-term memory, rises as a crucial skill
determining the success of a consecutive interpretation. Therefore, it is necessary to discuss
more deeply about short-term memory skill.
1.2 Short-term Memory in Consecutive interpreting
1.2.1 Definition of Short-term Memory
In order to understand thoroughly the study, the notion of STM should be brought out
despite the existence of different viewpoints.
A definition of STM is “ the ability to apprehend and maintain awareness of a limited
number of elements of information in the immediate situation” ( Dr.Kevin & MC. Grew, n.d).
English Definition Dictionary defines STM is “ the section of the memory storage
system of limited capacity ( approximately 7 items) that is capable of storing material for a
brief period of time”.
Mayer (2003) stated that “ your short-term memory is a system for temporarily
storing and managing information required to carry out complex tasks such as learning,
reasoning, comprehension”.
Generally, STM allows a person to recall something from several seconds to as long
as a minute without rehearsal. It is involved in the selection, initiation and termination of
information-process functions such as encoding(1), storing(2), and retrieving(3).
STM’s capacity, according to Miller (1956, p.81-97), has a span of seven chunks of
information, plus or minus two. However, memory capacity can be increased by chunking
which takes individual units of information so as to group them into larger units. Hence,
1). receiving, processing and combining of received information
2). creating a permanent record of the encoded information
(
3). calling back the stored information in response some cues for use in a process or activity
(
(

8

when the interpreter separates disparate individual elements into larger blocks, information
becomes easier to retain and recall.
1.2.2 Characteristics of Short-term Memory
Short-term memory is characterized by the temporary, limited capacity, loss of
information, immediate recall, rehearsal maintenance and chunking.
First of all, STM is used temporarily. It holds information for current use only and
then quickly forget. Most of the information kept in STM will be stored within 30 seconds.
“Peter Son ( 1959) found it to be 6-12 seconds while Atkinson & Shiffrin (1968) and Hebb (
1949) states it is 30 seconds” ( Zhong, W. n.d)
Secondly, the capacity of STM is limited. Amount of information that can be stored in
STM just ranging from 4 to 9 items. An often cited figure is plus or minus 7 items, based on the
results of a famous experiment on STM. The psychology George Miller, as mentioned above,
suggested that a person can store between 5 and 9 items in STM. Modern estimates of the
capacity of STM are lower, approximately 4 chunks of pieces of information.
Next, STM is characterized by the rapid loss of information. The information is lost
through not only decay but also displacement. The decay occurs when the time is over.
Meanwhile, displacement is the result of receiving the new information. This enforces the
memory with limited capacity release the former message to obtain the new one.
In addition, the average person’s STM allows him to recall the information
immediately after the message is sent out. When the time has passed, he will be slower at
recollecting the information until he evenly can not recall it.
Besides, rehearsing information in STM will help to transfer to LTM. As long as one
person rehearses items they can be maintained indefinitely. When that person stops hearing,
memory for information is often lost.
Finally, chunking information is the method to boost STM capacity. The capacity of
STM varies with the meaningfulness of material. A chunk is a memory unit so STM
capacity is not limited by a physically defined unit but by a meaningfulness unit.

9


1.2.3 Components of Short-term Memory
In the work “ Human memory: Theory and Practice”, Baddeley (1990) proposed the
STM formulation. According to him, STM consists of 4 components:
(1) Executive control system
(2) Episodic buffer
(3) Phonological rehearsal loop
(4) Visuospatial sketchpad
The first component is executive control system. This permits a person to control the
deployment of attention, switching the focus of attention and dividing attention as needed.
The second component is episodic buffer which functions as a temporary, limited
capacity store that allows the various components of STM to integrate information and
serves as an interface between STM and LTM.
The third component is phonological rehearsal loop which permits a person to use
recitation to temporarily hold on to verbal information.
The fourth component is visuospatial sketchpad. This one permits a person to
temporarily hold and manipulate visual images.
In short, when generalized in STM description, the interactions among those
components is shown in the following figure:
Phonological

Executive

rehearsal

control

loop

system

Visuospatial

Episodic buffer

sketchpad

Diagram 2: Short-term Memory Components (Baddeley, 1990)
1.2.4 Roles of Short-term Memory in Consecutive Interpreting
STM plays a very important role in interpreting, especially in consecutive interpreting
where the interpreter must speak after the SL speaker has finished speaking.
Daniel Gile, a famous French researcher in interpreting states how an interpreter’s
energy is distributed during the process of consecutive interpreting:
Phase 1: CI = L ( listening) + M ( short-term memory) + N ( note-taking)

10


In this phase, the interpreter is asked to listen attentively and actively to the original
speech, then the interpreter’s STM is used to store the messages that have been heard to put
them either in memory or in notes or both.
Phase Two - Reformulation phase:
CI= R (Remember)+R(read the notes)+P( produce the speech in the target language)
In this phase, the interpreter retrieves the messages from short-term memory and
produces the speech in the TL.
Thus, according to Gile’s Effort Model, CI is an short-term memory- centered
activity, the process of CI could be re-constructed into the following structure:
CI = Encoding of information from the SL + Storing information + Retrieval of

information + Encoding information into TL.
As a result, a qualified consecutive interpreter must have a good STM. It is reasonable
and necessary for an interpreter or would-be one to know about the importance of STM in
consecutive interpreting as follows: retaining SL, understanding SL and expressing SL.
1.2.4.1 Retaining the Source Language
When the interpreter achieves a good understanding of the SL, he produces an
adequate interpretation. Therefore, understanding the SL is the first crucial for the success
of CI. Meanwhile, STM gives an interpreter a great favor to retain the SL during
interpreting consecutively. If an interpreter lacks ability to remember, there is no chance for
him to fulfill his obligation. STM helps the interpreter to finish his first- stage job that
remember the SL as much as possible. It is obvious that STM plays a great role in retaining
the SL.
1.2.4.2 Understanding the Source Language
Basing on the success in retaining the SL, the interpreter has to grasp the main idea of
the SL. May be there are some differences from the SL, but the interpreter can not affect the
accurateness and effectiveness. With the help of STM and the former success one, the
interpreter can understand what kind of academic field it refers to, what the main idea is or
what the speaker is going to do. Because of immediateness of CI, an interpreter needs to
acquire quick response to different situations. He doe not have enough time to think about
the SL. Meanwhile, STM is used to analyze and process SL information quickly and
exactly. Consequently, it is impossible that an interpreter finishes his preparatory work
(understanding the SL) without the help of short-term memory.
1.2.4.3 Expressing the Source Language

11


STM gives a consecutive interpreter a hand to express the SL. The final aim of CI is
reappearance of the SL in the TL. By using STM, the interpreter get to know what he has
retained and understood, and then put it into TL. Thus, the interpreter speaks the

information out according to storing and understanding.
In short, STM’s role played in CI is much significant. It is key to success of
consecutive interpreting.
1.3 Games to Improve STM in Consecutive Interpreting
1.3.1 Definition of Game
“A game is a structured playing, usually undertaken for enjoyment and sometimes
used as an educational tool.” (Wikipedia, n.d)
Ludwig Wittgenstein was probably the first academic philosopher to address the
definition of the word game. In his Philosophical Investigation, Wittgenstein demonstrated
that the elements of games, such as play, rules, and competition, all fail to adequately
define what games are. Wittgenstein concluded that people apply the term game to a range
of disparate human activities that bear to one another only what one might call family
resemblances.
French sociologist Roger Caillois, in his 1957 book Les jeux et les hommes (Games
and Men) (extracted from Wikipedia, n.d) defined a game as an activity that must have the
following characteristics:
fun: the activity is chosen for its light-hearted character
separate: it is circumscribed in time and place
uncertain: the outcome of the activity is unforeseeable
non-productive: participation does not accomplish anything useful
governed by rules: the activity has rules that are different from everyday life
fictitious: it is accompanied by the awareness of a different reality
Crawford (2003) defined game as: an interactive, goal-oriented activity, with active
agents to play against, in which players (including active agents) can interfere with each
other.
To conclude, games generally involve mental or physical stimulation, and often both.
Many games help to develop practical skill, serve as a form of exercise or perform an
educational, simulational or psychological role.
1.3.2 Features of Games

12


Each game, no matter what type, will come with a set of features. There are some
major ones as follows:
Firstly, each game will have a set of rules. This set of rules will only pertain to the
particular game. Rules generally determine turn order, the rights and responsibilities of the
players, and each player’s goals. While rules are subject to variations and changes, enough
change in the rules usually results in a "new" game.
Secondly, each game comes with its own tools. Each tool belongs to a particular game
and it cannot be used with any other game. For instance, a deck of playing cards can not be
used to play in the Story Telling game. Besides, some games do not utilize any obvious
tool; rather, their interactivity is defined by the environment.
Thirdly, each game also requires a set number of people to play it. A game can be
played alone or it can be played with others. For example, whereas Solitaire is card game
that only one player at a time can play Soccer can allow 11 players per side on a field at any
given time. Therefore, it is necessary to know how many people can be featured in a
specific game.
In short, a game is a form of an organized activity that is mainly characterized by the
rule, tool and the number of player. Those key elements will define the overall context of
game.
1.3.3 Types of STM games
There are some different ways to classify STM games. In the Sheetal Mandora’s
article ( March 21, 2011), based on the age, two main ways of categorizing STM games
were suggested: STM games for kids and STM games for adults.
According to Mayank’s article (March 2, 2011), STM games are classified into four
main types namely “Concentration”, “Jigsaw Puzzles”, “Pandara’s Boutique”, “Map
Making”.
In this research, the author will follow the categorization way based on modality,
according to Elizabeth Pace’s article ( September 29, 2010 ), STM games are classified

with three main types in this division. They are Auditory Games, Visual Games and Word
Games.
The first type of STM games is Auditory Games. STM auditory games are the ones
that require the player to encode, store and retrieve the information within a short period of
time with the aid of the acoustic input such as speaker, radio, recorder, television, etc.

13


The second type of STM games is Visual Games. The player participates in this type
has to store the visual information as the pictures for a few seconds so that it can be used in
the service of on going cognitive tasks.
The third type of STM games is Word Games. This type allows the player to use
rhymes or alliteration to aid memory so as to retrieve the information in a brief duration.
1.3.4 Benefits of Short-term Memory Games in Consecutive Interpreting
Short-term memory games have advantages and effectiveness in learning consecutive
interpreting in various ways:
In the first place, STM games are a type of exercise that helps trainees improve their
memory power. It is truly considered that through participation in STM games the
interpreter trainees’ memory capacity is expanded. Each STM game strengthens one or
more specific sub-types of STM. Games relating to recall acoustic information within a
short period of time help the trainees enhance their auditory STM skill. Also, games in
terms of remembering pictures assist to improve their visual STM skill and games
retrieving the sense of information in a brief duration boost their semantic STM. Thus,
playing STM games is educational and beneficial to all interpreter trainees involved by
bettering STM functions. With enough practice and effort, they may be able to achieve a
good STM skill which helps much in consecutive interpreting. Consequently, the more
practice they give themselves with STM games, the more effectively they will use STM
skill in the process of interpreting.
Short-term memory games not just allow students to practice STM skill but give them

fun, attraction together with challenge. Many students find theory boring. The repetition,
endless lectures, pop quizzes and standardized tests turn a lot of them off and actually
discourage people from learning. However, if they are engaged in funny STM games, it is
surprising how much they can learn. These memory games will highly motivate interpreter
trainees to get involved and participate actively in the STM training activity.
Besides, STM games are often simple in design but have a profound effect on how
people think, process thoughts, retain memory and improve concentration. Therefore, the
player has not to grind for training but still get the enhancement.
Moreover, STM games can be played effectively in various situations such as: at
class, at home, in the English club, in the park, on the seashore, etc. That really helps
students increase their frequency of practice. As a result, STM games is a bridge to link
theory and practice.

14


In conclusion, STM games extremely are a useful and effective tool to enhance STM
skill in consecutive interpreting. By practice over and over, interpreter trainees will boost
their STM power and this contributes to produce a success interpretation.
1.4 Summary
So far, in this chapter, the following issues have been discussed:
Firstly, an overview of interpreting including definition, types of interpreting as well
as skills needed in interpreting have been presented. Two main types of interpreting are SI
and CI in which CI is used more frequently and STM rises as a significant issue.
Secondly, definition, characteristics, components and roles of STM in consecutive
interpreting have been discussed. As for consecutive interpreting, it should be noted that
STM skills are the top requirement of consecutive interpreter trainees as well as interpreters
when they do their job since it helps to expand the memory capacity, to memorize and
retrieve information exactly in the limited time. And with the specific features, STM
indirectly makes the interpretation go smoothly.

Thirdly, various definitions, features and classification of STM games as well as roles
of games in improving STM in CI have been mentioned. It is reasonable to give games to
better STM in CI for interpreter students in particular and the interpreters in general by
basing on major types of STM games including: Auditory short-term memory games, visual
short-term memory games and words games.

15


Chapter 2: Methodology
2.1 Introduction
This chapter focuses on investigating the fourth year English students’ opinion at
Vinh university about importance of STM skill, the real difficulties when they employed
STM as a consecutive interpreting skill and their preference on using games as a STM
improvement tool for the purpose of consecutive interpreting. Those findings are
foundation to develop a system of STM games in the next chapter.
2.2 Participants and their Background
The survey was conducted for the fourth-year English students of the course 20072011 at Vinh university. However, only English students from group B have learned
interpreting in their curricula, only those selected students were asked to answer the student
survey questionnaire. Fifty-one students from two classes of 48B1 and 48B2 in Foreign
Languages Department at Vinh university participated in the survey. They have learnt
Interpreting subject for 3 semesters and they have already been trained to exploit and better
STM skill in CI. Therefore, they are fully aware of the importance of STM skill while
interpreting consecutively.
2.3 Instruments
In order to gather information from the participants and to achieve the aims of the
study, the survey questionnaire was chosen as the instruments of data collection.
The questionnaire consists of 12 closed-ended questions and an open-ended question.
The former one follows a set format of multiple choice and yes/no questions The series of
closed questions is quick for respondents to tick, to answer all the questions and easy for

the researcher to record, analyze the response. Furthermore, it helps the author get statistics
in a limited time but with a high response rate. The open-ended questions believed to
collect more detailed response.
2.4 Procedure
The investigation was carried out through a phased process as follows:
The first phase was piloting questionnaire to see if it was obtaining the results
required or not. First of all, the questionnaire was sent to supervisor to read through and
find out any ambiguities which the author has not noticed. Then the author sends out a
number of questionnaires to some students from class of 48B-English to pilot. The
questionnaire was then revised and necessary changes were made.
The second phase was conducting the survey. Sixty questionnaire papers were
delivered to sixty English students in Foreign Languages Department at Vinh university.
16