The relative contribution of computer assisted prosody training vs. instructor based prosody teaching in developing speaking skills by interpreter trainees: An experimental study

• Published in: Speech communication 2019-02, Vol.107, p.48-57
• Main Authors: Yenkimaleki, Mahmood, van Heuven, Vincent J.
• Format: Article
• Language: English
• Subjects: Accentuation; CAI; Colleges & universities; Computer assisted instruction; Computer assisted language learning; Computer assisted prosody training (CAPT); Curricula; Curriculum development; English as a foreign language (EFL); English language; Instructor based prosody teaching (IBPT); Interpreters; Interpreting; Linguistics; Motion pictures; Persian language; Prosody; Public speaking; Skills; Software; Speaking; Speaking skills; Teachers; Training; Translation instruction
• ISSN: 0167-6393; 1872-7182
• DOI: 10.1016/j.specom.2019.01.006

The present study investigates the relative contribution of computer assisted prosody training (CAPT) vs. instructor based prosody teaching (IBPT) on developing speaking skills by interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences in Tehran, Iran. Participants were assigned to groups at random. No significant differences in speaking skills could be established between the groups prior to the experiment. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies and did exercises based on these tasks for developing speaking skills. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor. The second experimental group instead spent part of the time on English prosody instruction and practice through the Accent Master software for Farsi speakers (Bo & Bo 2005). The total instruction time was the same for all three groups, i.e. 12 h. Students then took a posttest in speaking skills. The results showed that the second experimental group (CAPT) performed better than the other groups in developing speaking skills. These results have pedagogical implications for curriculum designers, interpreter training programs, and all who are involved in language study and pedagogy.