The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees
Bibliographic Data
| ID | 8938186 |
|---|---|
| Authors | Mahmood Yenkimaleki (0000-0002-8712-9004, Nahavand Higher Education Complex Bu‐Ali Sina University Hamedan Iran, corresponding author), Vincent J Van Heuven (0000-0003-3631-5699, Leiden University Centre for Linguistics Leiden University Leiden Netherlands), Mostafa Hosseini (0000-0002-5066-3924, Department of Foreign Languages Bu‐Ali Sina University Hamedan Iran) |
| Year | 2023 |
| Volume | 57 |
| Issue | 1 |
| Pages | 184-200 |
| Publication date | 2023-09-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12725 |
| OpenAlex | W4386890775 |
| Language | EN |
| References cited | 36 |
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF
Active listening · Comprehension · Interpreter · Linguistics · Listening comprehension · Mathematics education · Prosody · Test (biology · Communication · Computer Science · EFL/ESL Teaching and Learning · Interpreting and Communication in Healthcare · Psychology · Second Language Learning and Teaching
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Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees
Moving feedback forward
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Research into practice
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| Citation velocity | historical |
|---|---|
| Highly cited | No |