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Language parameters in this study are of three dimensions: grammar and lexicon,phonology and discourse. A number of studies have investigated the relationshipbetween the foregoing parameters and interpreting quality. Studies on grammar and lexicon are quite few, which may largely be influencedby the now dominant Interpretive Theory. Interpretive Theory emphasizes on “sense”transfer from source to target language rather than mere equivalence of wording orgrammar (Seleskovitch, 1981). So grammar and lexicon are presumed as insignificantcontributors to the interpreting quality.Among the few studies on grammar, Gleason (1980:415) starts from answeringan interesting question: why do translators find dictionaries so helpful? He comparesseveral pairs of sentences like “John walked” and “John took a walk”; “Kenneth examined the note closely” and “Kenneth gave the note a close examination”, etc.These sentence meanings differ in clause patterns in more subtle ways. That is to say,“sentence meaning is carried both by lexical element and their grammatical patterns…if this is so, then the reader processes not only words, but also patterns.” Based onthese analyses, Gleason maintains that the proper use of grammatical patterns canadvance translational efficiency and effectiveness.
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2.2 Holistic Studies of Language Parameter Predictability
Though holistic studies of language parameters in interpreting assessment arefew, we can learn from similar studies in the areas of language speaking and translation. Iwashita et al. (2007:24-29) study 200 TOFEL iBT spoken languageperformances, to investigate the relationship between the detailed features of spokenlanguage and holistic performance scores. A wide range of parameters of languageresources (including grammatical accuracy, grammatical complexity and vocabulary)and phonology (including pronunciation and fluency) are measured. The results showthat parameters from each category help distinguish overall levels of speakingperformance, among which vocabulary and fluency show the highest correlation(eta>0.5) with overall scores, but the two parameters still cannot fully separate allrating scales. It may be due to the unreliable judgment as well incongruent “error”definition among raters. This holistic study contributes to the understanding the natureof spoken proficiency, and has implications for the methodological appropriateness oflanguage tests.
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Chapter Three Research Methodology .....11
3.1 Research Questions .....11
3.2 Subjects......11
3.3 Interpreting Material and Task...... 12
3.4 Data Collection ..... 12
3.5 Choice of Parameters........ 13
3.5.1 Linguistic Dimension ........ 14
3.5.2 Phonology........ 16
3.5.3 Discourse ......... 17
3.6 Coding the Text..... 18
3.7 Data Analysis........ 19
3.8 Summary......... 20
CHAPTER FOUR RESULTS ......... 21
4.1 ANOVA Results of Linguistic Dimension...... 21
4.1.1 Grammatical Accuracy ...... 21
4.1.2 Grammatical Complexity ........ 22
4.2 ANOVA Results of Phonology .... 23
4.3 ANOVA Results of Discourse...... 25
4.3.1 Cohesion .... 25
4.3.2 Completeness......... 26
4.4 Discriminant Analysis Results ..... 27
4.5 Summary......... 29
CHAPTER FIVE DISCUSSION ...... 32
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