VNU Journal of Foreign Studies, Vol.36, No.

1 (2020) 129-141

SHADOWING AND INTERPRETING PERFORMANCES

OF ENGLISH-MAJORED STUDENTS

Nguyen Thi Huyen1*, Nguyen Thi Minh Thao2,

Tran Thi Dung3, Nguyen Tam Trang4
1. 2 and 3. Hanoi University of Industry
Bac Tu Liem, Hanoi, Vietnam
4. Hanoi National University of Education
Xuan Thuy, Cau Giay, Hanoi, Vietnam

Received 4 December 2019

Revised 13 January 2020; Accepted 15 February 2020

Abstract: Shadowing has widely been utilized in English language teaching classes, especially in
interpretation training courses for decades and has become a topic of avid interest to various researchers
such as Lambert (1992), Murphey (1995, 2001), Shiota (2012), and Hamada (2014). However, there has
been no research conducted on the effect of implementing shadowing on fluency improvement in English
interpretation in Vietnam. In response to this gap in the literature, this study aims to investigate (1) the
possible connection between shadowing practices and the interpreting performances of the third-year
English-majored students in the educational context at Hanoi University of Industry (HaUI) and (2) the
students’ perceptions of the application of shadowing in interpreting classes and its impacts on interpreting
fluency. 54 third-year students at the Faculty of Foreign Languages (FFL), HaUI took part in a two-month
experimental research, divided randomly into two groups including experimental and control groups. Data
were gathered from (1) the pre- and post-tests with these two student cohorts, (2) interviews conducted
with five students from the experimental group and (3) observations with this group. The research findings
showed (1) a minimal influence of shadowing techniques on fluency improvement of the experimental
group and (2) positive students’ beliefs and attitudes towards the application of shadowing in interpreting
classes and its impacts on interpreting fluency. Based on these findings, a series of recommendations on the
pedagogical procedure for applying shadowing to enhance English major students’ interpreting performances
and further research on the application were offered. The paper, hopefully, provides useful information for
teachers and researchers in the domain of interpretation, in general, and interpreting teaching activities at
tertiary education, in particular.
Keywords: shadowing, interpretation, interpreting activities, fluency

1. Introduction more qualified interpreters and translators,

especially in the context of increased trade
1.1. Rationale
globalization. To meet the increasing need in
1

Since communication within only one the interpreting market, there have been an
speech community is hardly self-sustained, ever-growing number of tertiary education
and no individual in the world can know all institutions becoming involved in the training
the languages in use, there is a demand for of interpreting and translation professionals.
Faculty of Foreign Languages (FFL), Hanoi
*
Corresponding Author: Tel.: 84-974 064 058 University of Industry (HaUI) is no exception.
Email: [email protected]
 N.T.Huyen, N.T.M.Thao, T.T.Dung, N.T.Trang / VNU Journal of Foreign Studies,
130 Vol.36, No.1 (2020) 129-141

In order to train interpreters and language acquisition, particularly in accent

translators with marketable skills, there are and intonation. Being aware of problems
two multi-media classrooms equipped with with the students’ learning methods and
Smartclass software, a computer-assisted being motivated by previous findings on
language learning system. This system shadowing, the authors conducted the
enables students to practice consecutive and investigation into a possible link between
simultaneous interpreting in the allowed shadowing practices and FFL students’
time. Thus, both teachers and students are fluency in interpreting performances. This
supported to experience more practical and paper is hoped to be of great significance
effective interpreting simulations. Although for interpretation teachers and researchers.
students’ interpreting performances have
been improved gradually, particularly their 1.2. Aims of the research
memorizing and note-taking skills, some
This study is to evaluate the effectiveness
shortcomings in interpreting delivery remain
of shadowing in interpreting performances,
due to limited fluency. It seems that they
especially in fluency improvement, of the
do not know how to acquire this subject
third-year English-majored students at FFL,
to make good achievements. As a result,
interpreting lecturers from the university have HaUI and explore the students’ perceptions of
been continuously seeking new techniques the application of shadowing in interpreting
to enhance the students’ interpreting classes and its impacts on interpreting fluency.
performances. Then pedagogical procedures for applying
shadowing are suggested.
A number of pedagogical experts have
been conducting research on shadowing To reach this goal, the study addressed the
and its effectiveness for the second following questions:
language (L2) learning in general and 1. To what extent can third-year English
interpreter training in particular. Briefly, majored students at HaUI improve their fluency
according to Lambert (1992), shadowing in interpreting performances by shadowing?
is a language learning technique that
requires the practitioner to make instant 2. What are the students’ perceptions of
sounds to the sound stimulus signal. the application of shadowing in interpreting
The method employs audio or video in a classes and its impacts on interpreting fluency?
foreign language. While listening, learners 1.3. Scope
attempt to repeat – to “shadow” – what
they hear as fast as possible. Shadowing Due to a limitation of time, the study
has been used as a helpful exercise to could not delve into the effect of applying
shadowing on all aspects of interpreting
enhance interpreters’ timing, listening and
performances such as accuracy and language
short-term memory skills simultaneously
transference. The study focuses on the possible
even before they start their interpreting relationship between shadowing practices and
practice (Kurz, 1992). Both Tanaka (2002) fluency improvement in Vietnamese-English
and Hamada (2012) regard shadowing as interpreting and the students’ beliefs and
one of the techniques used for training attitudes towards the application of shadowing
interpreters and confirm that shadowing in interpreting classes and its impacts on
is effective in developing a ‘good ear’ for interpreting fluency.
VNU Journal of Foreign Studies, Vol.36, No.1 (2020) 129-141 131

2. Literature review Foreign Languages, HaUI, in interpreting

lessons, teachers provide certain activities
2.1. Shadowing for third-year English-majored students to
practice important skills for interpreting
2.1.1. Definition of shadowing
such as deciphering and memorizing
Defined by Lambert (1992), shadowing skills. This is because deciphering is an
entails a paced tracking of the heard speech in indispensable step in the interpreting
parrot-style, the word-for-word repetition of a process while memorizing skill is one of
piece of information in one language, through the most important skills for interpreters.
the headphones. Originally, shadowing is a To train these skills for students, teachers
technique used by cognitive psychologists and ask students to listen to news in English
neuropsychologists, and utilized as a method or Vietnamese, keep in mind the idea and
to improve simultaneous interpretation reproduce that message or idea in their
skills. However, Hamada (2011) argues own words. This teaching technique is
that Lambert’s (1992) definition does not quite similar to selective and interactive
encompass cognitive processes, a significant shadowing. Therefore, in this paper, the
concept of shadowing. He claims that authors used the shadowing technique as
shadowing should be deemed as “an active a combination of selective and interactive
and highly cognitive activity” (p. 140) rather forms proposed by Murphey (2001).
than the auditory repetition.
2.1.2. Procedure of shadowing
According to Tamai (2005), “shadowing is
an act or task of listening in which the learner Ever since the creation of shadowing,
tracks the heard speech and repeats it as exactly numerous researchers and English teachers
as possible while listening attentively to the have attempted to develop this method with
incoming information” (p.181). This definition the aim of improving language teaching
highlights the importance of active attention and learning. Initially, shadowing was the
to in-coming sound during the linguistic main technique used by interpreters in
process in the human brain. Therefore, it is the hope of attaining fluent and accurate
more suitable to apply shadowing practice in performance. Later on, several studies
language classes. (e.g., Hamada, 2012; Kato, 2009; Oki,
2012) have investigated shadowing and
Shadowing can be actualized in various
demonstrated its usage in enhancing
forms, including complete, selective and
listening comprehension, speaking
interactive shadowing (Murphey, 2001).
competence and memorizing skills. One of
In the complete form, students repeat all
the typical shadowing procedures with six
the sentences stated by teachers in the
shadowing steps was given by Kadota and
audio messages. In selective shadowing,
Tamai (2004) (see Table 1).
they only choose to repeat important
and message-carrying parts. And finally,
regarding the interactive type, learners
add comments or other words while still
repeating some parts of the messages.
Referring to the context of Faculty of
 N.T.Huyen, N.T.M.Thao, T.T.Dung, N.T.Trang / VNU Journal of Foreign Studies,
132 Vol.36, No.1 (2020) 129-141

Table 1. Shadowing Procedure of Katoda and Tamai (2004)

No. Steps Tasks Focuses
Listening to the audio without
1 Listening Content and speech style
script
2 Mumbling Shadowing without the script Heard sound rather than pronunciation
Synchronized reading
3 Shadowing with the script Message meaning
(content understanding)
Prosodic features (stress, rhythm,
4 Prosody shadowing Shadowing with the script
intonation, speed, and pause)
Synchronized reading
5 Shadowing with the script Parts difficult to listeners
(difficult points)
6 Content shadowing Shadowing without the script Content
2.2. Interpreting definitions and modes time as the speaker, so the task of interpreting
is very demanding and challenging. Due
Interpreting takes a key role in bridging to the high level of difficulty, simultaneous
the gap between two different languages interpreting is briefly introduced for
and cultures, helping people of different students’ information rather than being
languages to understand what is being said. part of the training course for the third-year
There are various definitions of interpreting. students at FFL, HaUI. Unlike simultaneous
Roderick Jones, a European Union senior interpreting, consecutive interpretation
conference interpreter, states that interpreting is defined as “the process of interpreting
is “immediate oral translation”, instead after the speaker or signer has completed
of offering a “standard” definition (2002, one or more ideas in the source language
p. 3). Interpreting, just like translation, is and pauses while the interpreter transmits
fundamentally “the art of re-expressing” (Hanh, that information” (Russell, 2005, p.136).
2006, p. 8). The interpreter listens to a speaker However, this study proposes that whether
in one language, grasps the content of what interpreting consecutively or simultaneously,
is being said and then verbally re-expresses the interpreter has to attentively listen to the
his or her understanding of the meaning in the speaker, exactly understand, logically analyze
target language. More specifically, according the meaning of the message, then accurately
to Mahmoodzadeh (1992, p. 231), interpreting and naturally convey the message in the target
“consists of presenting in the target language, language. Hence, some helpful skills including
the exact meaning of what is uttered in the note-taking skills, short-term memory,
source language either simultaneously or reproduction, and listening comprehension
consecutively, preserving the tone of the are required for a good interpreter.
speaker”. In general, in this study, interpreting
2.3. Criteria of interpreting assessment
is rendering information and ideas from one
language into another language by means of This study contends that interpreting
speaking. requires language users to master a wide range
Based on working mode, interpreting is of aspects such as background knowledge,
classified into two main models: simultaneous cultures and language competence. However,
and consecutive interpreting (Bui & Dang, it is difficult to decide whether an interpreting
1999). In simultaneous interpreting, an version is acceptable or not. Therefore, the
interpreter has to interpret nearly at the same assessment of interpreting versions has been a
VNU Journal of Foreign Studies, Vol.36, No.1 (2020) 129-141 133

controversial topic which draws considerable are three main criteria to evaluate interpreting
concerns to linguistic researchers. According assignments (see Table 2).
to the study by Zwischenberger (2010), there
Table 2. Criteria for Interpreting Assessment
Content-related criteria Form-related criteria Delivery-related criteria
Sense consistency with the original Correct terminology Fluency of delivery
Logical cohesion Correct grammar Lively intonation
Completeness Appropriate style Pleasant voice
Synchronicity

It is remarkable that fluency is regarded as 2.4. A possible connection between shadowing

the most important delivery-related criterion practices and the interpreting performance
by 99.3% of Zwischenberger’s (2010) online
survey participants. However, Richards (1990) As mentioned earlier, shadowing was
states that fluency is a fuzzy concept with a initially the main technique used by interpreters
variety of definitions. Lennon (1990) argues to promote fluent and accurate performance
that there are two senses of fluency: a broad and in interpreting practices. Up to now, many
a narrow sense. In a broad sense, fluency refers researchers have placed much emphasis on
to general oral proficiency. This view includes the role of shadowing in improving the quality
smoothness as only one component of overall of interpreting assignments. Converging
fluency. In a narrower sense, fluency can be with other researchers (e.g., Hamada, 2012;
considered as a component of oral proficiency Kanatani et al., 2010), Tanaka (2002) affirms
which consists of other variables such as that shadowing is one of the effective
correctness, appropriateness, pronunciation, techniques for interpreter training. Kurz (1992)
and lexical range. Therefore, it is possible also states that shadowing is an exercise to
to conclude that someone can speak a given enhance simultaneous interpreters’ timing,
language fluently, but his or her grammar is listening and short-term memory skills.
not accurate. In a later study, Lennon (2000) Kadota (2007) argues that shadowing process
summarized earlier definitions and suggests engages diversified areas of the listener’s brain,
that “fluency might be the rapid, smooth, encompassing those of language and memory.
accurate, lucid, and efficient translation of Among three kinds of memory, namely sensory
thought or communicative intention into memory, short-term or working memory, and
language under the temporal constraints of long-term memory, shadowing contributes to
on-line processing” (p. 26). Fluency has been increasing the quantity and the storing period
so far measured by calculating the number of of the phonological information in the working
words per minute (Skehan & Foster, 1999). memory (Kadota, 2007).
The authors in this research also use these
criteria to assess the students’ interpreting 3. Methodology
performances during interpreting lessons.
Students’ interpreting versions are recorded 3.1. Research site and participant selection
and saved on Smart class system, and their
fluency was evaluated based on the number of As mentioned earlier, the research was
words per minute/second. conducted at Faculty of Foreign Languages
 N.T.Huyen, N.T.M.Thao, T.T.Dung, N.T.Trang / VNU Journal of Foreign Studies,
134 Vol.36, No.1 (2020) 129-141

(FFL), Hanoi University of Industry (HaUI), a post-test (refer to Appendix B). Both the
where English major students are trained to control group and the experimental group
become future professional interpreters or took the same pre- and post-test on the 3rd
translators. At the FFL, HaUI, the third-year and 10th week of the semester, respectively.
English-majored students started taking the The pre-test and post-test were carefully
Interpreting Course in the second semester of selected from the test bank of interpreting
the academic year. Since the students had not and edited in terms of topic relevance, lexical
learnt this subject before, their interpreting and grammatical difficulties. There were three
performances, especially their fluency in topics covered in the experiment, namely
Vietnamese-English interpreting, were Tourism, Environment, and Economy. News
limited. Indeed, this is a common situation pieces of 55-70 words in length with a recorded
that the authors have observed for many years speed of 120-130 words per minute (wpm)
of teaching interpreting. Thus, the third-year were chosen to suit the students’ expected B2
students at FFL, HaUI were selected to be level of English proficiency. The lexical and
the participants of this study. However, there grammatical difficulties in the news were at
are two labs with 54 computers assisted with B1, based on Aptis General Technical Manual,
Smart class system in total, so 54 third-year British Council, 2015 with Flesch-Kincaid
English majors of the FFL, at HaUI, including grade level at 6-9 or Flesch Reading ease at
6 males and 48 females, were randomly 80-60 and K1-K3 of 90-95%. The teachers of
chosen from classes and equally separated the two groups were trained to use a rubric (see
into two groups, the experimental and the Appendix C) to assess the students in terms of
control. The students studied interpreting for given criteria for interpreting assessment. The
15 weeks, four class hours per week. overall results of interpreting performances
3.2. Data collection tools and procedures and of fluency were taken into consideration
in this study. During the whole semester,
In order to answer the two research both groups followed the usual procedure
questions, the authors took a mixed approach of an interpreting lesson in which they got
of experimental research. The authors first involved in the activities to practice important
collect quantitative data through the pre- interpreting skills such as memorizing and
and post-tests to address whether shadowing deciphering skills. Only the experimental
practices had an impact on the interpreting group engaged in shadowing practices. The
fluency of the third-year students at FFL, HaUI. teacher of the experimental group trained the
After the intervention concluded, the authors students to practice shadowing in interpreting
collected qualitative data from interview and at week 6 of the semester. The experimental
observation to have a potential understanding group applied shadowing practices from week
of the students’ beliefs and attitudes towards 4 to week 9.
the application of shadowing practices in Second, observation during the six-
interpreting courses and its impacts on their week shadowing practices at the lab where
interpreting fluency. the experimental group studied was also
First, the experimental research was conducted focusing on certain prepared
conducted in 8 weeks during the semester elements as specified in the section discussing
including one week for a pre-test (see Appendix interpreting assessment criteria. In particular,
A), six weeks for shadowing practices applied the observation focused on the following
for the experimental group and one week for aspects:
VNU Journal of Foreign Studies, Vol.36, No.1 (2020) 129-141 135

• Students’ participation and attitudes in the form of statistics. The data collected
towards interpreting activities using from the interviews and observations were
shadowing practices; analyzed in a theme-based approach.
• Ability to memorize the idea and reproduce
that message meaning in the source language in 4. Findings and discussion
front of the class within five-ten seconds;
• Ability to promptly deliver the message The major results of the study are
meaning into the target language. summarized as follows:
Third, semi-structured one-on-one Question 1: To what extent can third-
interviews composed of six questions year English major students at HaUI improve
designed by the authors (see Appendix D) their fluency in interpreting performances by
were carried out. The authors chose randomly shadowing?
5 out of 27 students from the experimental
group to interview to elicit more detailed The descriptive statistics of the fluency
feedback on the effectiveness of applying results of two tests for both groups (see Table
shadowing technique in the interpreting 3) show that the students’ interpreting fluency
lessons. Observations and interviews were improved, albeit insignificantly, after the
undertaken with the experimental group only. experiment. The data reveal that the fluency of
3.3. Data analysis and interpretations the experimental group experienced a minimal
improvement from 6.42 to 7.0. Also, it was
The results of the tests were analyzed with only marginally better than that of the control
the help of Excel Data Analysis and displayed group, 7.0 as opposed to 6.74.
Table 3. Descriptive Statistics of Pre-test and Post-test of the Experimental Group and
Control Group
Groups Tests Means SD Min Max
Pre-test 6.42 0.84 5.0 8.0
Experimental group
Post-test 7.0 0.73 5.5 9.0
Pre-test 6.46 0.89 5.0 8.0
Control group
Post-test 6.74 0.86 5.5 8.5

Graph 1. Test Score for Experimental Group and Control Group

It can be seen from Graph 1 that although group after undergoing shadowing within 6
both groups did show the sign of improvement weeks. Therefore, the effect of shadowing was
in both tests, the experimental group increased obviously true for the students in this study. It
their scores faster than those of the control is also noticeable that the mean and maximum
 N.T.Huyen, N.T.M.Thao, T.T.Dung, N.T.Trang / VNU Journal of Foreign Studies,
136 Vol.36, No.1 (2020) 129-141

scores of the control group were even higher Question 2: What are the students’
than those of its counterpart, confirming the perceptions of the application of shadowing
reliability resulting from random selection of in interpreting classes and its impacts on
participants. interpreting fluency?
However, the minority of the students Through observations during shadowing
in the experimental group did not enhance practices in the lab room at FFL, HaUI,
their interpreting performance, especially in the authors found that the students were
their fluency in terms of Vietnamese-English more engaged and interested in interpreting
interpreting when they finished the six-week lessons when following shadowing strategy.
shadowing training (see Table 4 and Table 5 100 percent of the students paid special
for the average speed in wpm). The data show attention to listen to the audios to shadow
that the pre- and post-test scores of these as much as possible. More interestingly,
students remained the same. they could shadow most of the content
of Vietnamese news in the first time of
Table 4. Fluency in English-Vietnamese
listening. Observing the students shadowing
Interpreting
English news, the researchers also saw that
Pre-test Post-test the students demonstrated their excitement
Experimental group 119 131 when comparing their shadowing versions
Control group 120 126 without scripts to those with given scripts.
The researchers overheard some of the
Table 5. Fluency in Vietnamese-English
students say “Oh, no. It’s totally different
Interpreting
from what I heard” or “Wow. I got 80% of
Pre-test Post-test the communicated message” or “Shadowing
Experimental group 103 124 looks like a good way to memorize and
Control group 106 115 decipher the message before interpreting”.
Either the marginal development or Besides, the results from the interviews
the insignificant difference in the students’ with the students showed that all interviewees
interpreting fluency recorded after the remembered and perceived to follow the
intervention, despite the students strictly procedure suggested by the authors. Also, four
following the procedure suggested by the out of five said that the procedure was useful
teachers, might happen because the students for them. 95 per cent of the students in the
did not practise shadowing long enough interviews said that their fluency, especially in
at class. Another possible reason may be terms of English-Vietnamese interpreting had
because the students were not required to self- been greatly improved. More surprisingly,
practice this technique more at home. Also, three out of five students believed that
the teachers did not use on-going assessments shadowing practices can help enhance their
such as a mid-term test or several mock memory skill, concentration, and the ability
tests or mini-tests as well as self- and peer- to listening comprehension and reproduction
assessments from students to work out the in the source language. These students also
strengths and weaknesses of the students in expected that their teachers would apply
their interpreting performances. As a result, shadowing practices in interpreting lessons
both the teachers and the peers could not next semester. This suggests that the students
suggest what the students should do to further had positive perceptions on the application of
enhance their interpreting performances. shadowing in interpreting and its impacts on
VNU Journal of Foreign Studies, Vol.36, No.1 (2020) 129-141 137

improving their interpreting performances. limitations of knowledge, research skills

This might create more motivations for the and time as well, errors and shortcomings
students which is significant in their further are unavoidable. First and foremost, the
practice with shadowing at class and at home experiment was conducted within a short
under the teachers supervision and guidance. period of six weeks. In addition, observations
and interviews were implemented with only
5. Conclusion and implications the experimental group, instead of both groups.
The observations were conducted without
As an improvement of interpreting skills a protocol which might be useful for the
is nearly impossible if the process of learning researchers to record the students’ perceptions.
is implemented without any techniques, third- The fact that the interviewees exclude the
year English majors are supposed to fiercely teachers and that the student interviewees were
stick to their own suitable methods. Therefore, selected randomly may not yield the richest
shadowing was presented to them as the subject data from different perspectives. Besides, the
of the study in hope of suggesting a new other aspects of interpreting were not measured
learning tactic to ultimately strengthen their and reported, including accuracy and language
Vietnamese-English interpreting performances transference. Also, the minimal development
in general and their fluency in particular. or indifferences in interpreting performances,
especially fluency, of some students in the
In order to reach this goal, two tests were
experimental group raise a concern on why
conducted on with 54 third-year students
shadowing did not exert much influence on
studying at the Faculty of Foreign Languages
them. Finally, a detailed syllabus with specific
of Hanoi University of Industry. Participants
activities for shadowing practices and on-going
were divided into two groups, the experimental
assessments by teachers and students was not
group and control group, with the first group
utilized. These limitations should be addressed
being thoroughly trained with shadowing
in further studies.
and practicing this technique at class within
six weeks under the strict supervision of the Due to the distinct features of the
researchers. The results of the experiment interpreting training session, the researchers
displayed the level of impact of shadowing on suggest a procedure of shadowing practices in
Vietnamese-English interpreting performances, interpreting lessons which is adapted from the
especially in their fluency. Kadota and Tamai’s procedure (see Appendix
E). The procedure of shadowing in interpreting
The test results indicate that the interpreting
lessons consists of five steps namely listening,
performance, especially fluency, of the
mumbling, synchronized reading (content
experimental group slightly outpaced to that of
understanding), content interpreting and
the control group although both of them ended
completing interpreting. This is because
up with a minimal increase in their scores. The
interpreters must initially have excellent
data collected from interviews and observations
hearing ability and receive the message without
demonstrate that the students had positive
interference. Lack of understanding can lead
beliefs and attitudes towards the application
to a breakdown of communication (Bui &
of shadowing practices in interpreting and its
Dang, 1999). Sometimes, speakers express
influence on their interpreting fluency.
their ideas redundantly or vaguely, and even
Though the authors have made efforts use cultural terms in their speech; therefore,
towards conducting this study, due to the students can shadow with edited information
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138 Vol.36, No.1 (2020) 129-141

as long as the main ideas of the message Kato, S. (2009). Listening activities for the acquisition
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teaching method). Tokyo: Kazama Shobo. Interpreters’ Newsletter, 15, 127-142.

PHƯƠNG PHÁP SHADOWING VÀ KHẢ NĂNG PHIÊN

DỊCH THỰC TẾ CỦA SINH VIÊN CHUYÊN NGÀNH
NGÔN NGỮ ANH

Nguyễn Thị Huyền1, Trần Thị Dung2, Nguyễn Thị Minh Thảo3,
Nguyễn Tâm Trang4
1,2 và 3. Trường Đại học Công nghiệp Hà Nội
Bắc Từ Liêm, Hà Nội, Việt Nam
4. Trường Đại học Sư phạm Hà Nội
Xuân Thủy, Cầu Giấy, Hà Nội, Việt Nam

Tóm tắt: Phương pháp Shadowing từ lâu đã được ứng dụng rộng rãi trong các lớp học tiếng Anh, đặc biệt trong
các khóa đào tạo phiên dịch và là mảng đề tài nhiều học giả quan tâm nghiên cứu như Lambert (1992), Murphey (1995,
2001), Shiota (2012), Hamada (2014). Tuy nhiên, cho tới nay, chưa có nghiên cứu nào ở Việt Nam tìm hiểu về tác dụng
của phương pháp Shadowing trong việc nâng cao khả năng phiên dịch lưu loát tiếng Anh. Để khắc phục khoảng trống
nghiên cứu đó, nghiên cứu này được thực hiện nhằm tìm ra (1) mối liên hệ giữa việc thực hành phương pháp Shadowing
với khả năng phiên dịch trên thực tế của sinh viên năm thứ ba chuyên ngành ngôn ngữ Anh trường Đại học Công nghiệp
Hà Nội (ĐHCNHN) và (2) quan điểm của sinh viên về việc ứng dụng kỹ thuật Shadowing trong các lớp học dịch và ảnh
hưởng của việc ứng dụng này đối với khả năng dịch lưu loát. Có 54 sinh viên tham gia nghiên cứu thực nghiệm trong hai
tháng, được chia ngẫu nhiên vào nhóm thực nghiệm và nhóm đối chứng. Dữ liệu nghiên cứu được thu thập từ bài kiểm tra
trước và sau khi tiến hành thực nghiệm với hai nhóm sinh viên này, (2) phỏng vấn năm sinh viên ở nhóm thực nghiệm và
(3) dự giờ quan sát với nhóm này. Kết quả nghiên cứu cho thấy (1) luyện tập Shadowing đóng vai trò tương đối trong việc
cải thiện khả năng dịch lưu loát của sinh viên nhóm thực nghiệm và (2) sinh viên có thái độ và quan điểm tích cực đối với
việc ứng dụng kỹ thuật Shadowing trong các lớp học dịch và ảnh hưởng của việc ứng dụng này đối với khả năng dịch lưu
loát. Dựa trên những kết quả nghiên cứu này, nhóm tác giả đề xuất một quy trình áp dụng phương pháp shadowing nhằm
nâng cao khả năng dịch lưu loát cho sinh viên chuyên tiếng Anh tại trường ĐHCNHN và gợi ý những hướng nghiên cứu
tiếp theo cho việc áp dụng này. Bài viết hi vọng sẽ là nguồn thông tin hữu ích cho giảng viên và các nhà nghiên cứu về dịch
thuật nói chung cũng như gợi ý các hoạt động giảng dạy phiên dịch tại các trường đại học nói riêng.

Từ khóa: Shadowing, phiên dịch, các hoạt động phiên dịch, dịch lưu loát
 N.T.Huyen, N.T.M.Thao, T.T.Dung, N.T.Trang / VNU Journal of Foreign Studies,
140 Vol.36, No.1 (2020) 129-141

Appendix A: Pre-test
Vietnamese news
Bộ Tài nguyên và Môi trường cho biết, năm nay Ngày môi trường thế giới (5/6) đã được tổ chức
tại TP HCM với chủ đề “Hãy hành động để ngăn nước biển dâng” nhằm nhấn mạnh tầm quan
trọng của bảo vệ môi trường, ứng phó với biến đổi khí hậu đối với các khu vực dễ bị ảnh hưởng
như hải đảo và các khu vực ven biển.
English news
Tenerife, the largest of the Canary Islands, is situated in the Atlantic Ocean. The island enjoys
spring weather all year round. It has the average temperatures of 20 degrees in winter and 25 in
the summer. Tenerife is the ideal place to enjoy the seaside. Tourists also practice all sorts of out-
door activities, both in the sea and on land.

Appendix B: Post-Test
Vietnamese news
Dự đoán là hòn đảo sẽ “gây sốt” năm 2017, đảo Điệp Sơn là địa danh nhất định mang đến cho bạn
nhiều trải nghiệm bất ngờ, lý thú.Thời điểm đẹp nhất để du lịch đảo Điệp Sơn là từ tháng 12 đến
tháng 6 vì biển khá êm và trong xanh, nên những bạn bị say sóng sẽ giảm được nhiều khó chịu
khi di chuyển bằng tàu.

English news
The first Earth Day celebrations took place in more than twelve thousand schools and hundreds
of communities across the United States. It now is popular in 192 countries. According to the first
Earth Day 1970 organizer Denis Hayes, “it is the largest holiday in the world. It is celebrated by
more than a billion people every year”.

Appendix C: Interpreting Assessment Criteria

Date: Student’s name: Student’s ID:
Recorder number: File number: Teacher’s name:
Assessing criteria Rating scale
Content-related criteria 1 2 3 4 5 6 7 8 9 10
Sense consistency with the original
Logical cohesion
Completeness
Form-related criteria 1 2 3 4 5 6 7 8 9 10
Correct terminology/ Word choice
Correct grammar
Appropriate style
Delivery-related criteria 1 2 3 4 5 6 7 8 9 10
Fluency of delivery
Lively intonation
Pleasant voice
Synchronicity
Total:……../100 = ……..…/10

Notes:
VNU Journal of Foreign Studies, Vol.36, No.1 (2020) 129-141 141

Appendix D: Interview
1. Before taking part in this research, have you ever practiced shadowing by yourself to improve
your English in general and interpreting in particular?
2. How often do you practice shadowing in this research?
3. Besides the given lessons in the textbook of interpreting 1, do you practice shadowing on other
sources? If yes, clarify your answer.
4. Do you think the procedure for shadowing practice given by the researchers is useful for you?
If no, what suggestions would you like to give?
5. Do you think your interpreting performance is getting better by shadowing practices? If yes,
which aspect(s) do you improve the most? (fluency, accuracy, language transference, memorizing
skill, concentration, reproduction, note-taking, listening comprehension…)
6. Would you like your teachers to apply shadowing practices in interpreting lessons next semes-
ter? Give reasons for your answer?
Appendix E: A Suggested Procedure of Shadowing in Interpreting Lessons
No. Steps Tasks Focuses Notes

1 Listening to the audio Content and speech

Listening
without script style
2 Mumbling Shadowing without the Heard sound rather
script than pronunciation
3 Message meaning Students can shad-
Synchronized read- ow with their edited
ing Shadowing with the giv- information, as long
(content under- en script as the main ideas of
standing) the message remain
/ are retained.
4 The target lan-
Interpreting briefly some guage of listeners
Content interpreting segments of the messag- (stress, rhythm,
es with a script intonation, speed,
pause)
5 The fluency, ac-
Completing inter- Interpreting the whole curacy, language
preting message transference of the
target language