EXPLORING LECTURERS’ PERCEPTION ON EAR-VOICE SPAN FACTORS IN PROFESSIONAL SIMULTANEOUS INTERPRETING AND ITS PEDAGOGICAL IMPLICATIONS

Abstract

The study delves into the concept of Ear-Voice Span (EVS) - the time lag between the comprehension of the source utterance and its vocalization in the target language in professional simultaneous interpreting (SI). Through a blend of quantitative and qualitative research methods, including questionnaires and in-depth interviews, the study investigates the perceptions of interpreting teachers at a university under Vietnam National University, Hanoi on EVS factors, including speech delivery rate, information density, speech type, speaker’s speaking style, language pairs, language direction, technical problems, memory, available information, linguistic resourcefulness. The diversity in the responses highlights the multifaceted nature of SI and underscores the need for a nuanced approach in interpreter training. Furthermore, the study reveals how the interpreting teachers integrate their understanding of EVS into their teaching practices, emphasizing the development of specific interpreting skills and exercises. The study contributes to the broader understanding of EVS in SI, particularly in the context of interpreter training. It offers valuable insights into effective training strategies that prepare interpreters for the dynamic demands of the profession.