Ahmed Mohammed Moneus, Fatima Abdullah Yahya Al-Inbari, Baleigh Qassim Al-Wasy
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Two research tools were used: a close-ended questionnaire for interpretation students and a semi-structured interview for translation professors. Responses to the questionnaire indicated that interpretation students face diverse challenges in language, curriculum, methodology, and training. Language difficulties encompassed struggles with interpreting terminology, handling long sentences, and keeping up with fast speech. Challenges related to curricula included issues of density, lack of clarity, and outdated simultaneous interpretation textbooks. Teaching method challenges were characterized by insufficient intensive training and a lack of technology-based interactive strategies. Interviews with professors highlighted additional challenges perceived by students, such as low proficiency and lack of motivation, expertise, background knowledge, equipment and labs. Professors recommended the following solutions: incorporating more practical and interactive interpretation activities, updating curricular content, offering skill-based training, and adopting modern interpretation techniques, equipment, and labs.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Difficulties and Challenges of EFL Simultaneous Interpretation Among Saudi Undergraduates.\",\"authors\":\"Ahmed Mohammed Moneus, Fatima Abdullah Yahya Al-Inbari, Baleigh Qassim Al-Wasy\",\"doi\":\"10.1007/s10936-024-10057-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Many Saudi interpretation students have challenges and difficulties during the study of simultaneous interpreting courses. Most Saudi students encounter interpretation difficulties due to inadequate training and the adoption of traditional teaching methods. This study aimed to investigate the challenges and difficulties that undergraduate simultaneous interpretation students in Saudi Arabia encountered and suggested the best solutions to address this issue. The study followed a mixed-method research design of quantitative and qualitative data collection and analysis methods to answer the research questions. The study sample was randomly selected from two Saudi universities (Najran University and King Abdul-Aziz University). Two research tools were used: a close-ended questionnaire for interpretation students and a semi-structured interview for translation professors. Responses to the questionnaire indicated that interpretation students face diverse challenges in language, curriculum, methodology, and training. Language difficulties encompassed struggles with interpreting terminology, handling long sentences, and keeping up with fast speech. Challenges related to curricula included issues of density, lack of clarity, and outdated simultaneous interpretation textbooks. Teaching method challenges were characterized by insufficient intensive training and a lack of technology-based interactive strategies. Interviews with professors highlighted additional challenges perceived by students, such as low proficiency and lack of motivation, expertise, background knowledge, equipment and labs. Professors recommended the following solutions: incorporating more practical and interactive interpretation activities, updating curricular content, offering skill-based training, and adopting modern interpretation techniques, equipment, and labs.</p>\",\"PeriodicalId\":47689,\"journal\":{\"name\":\"Journal of Psycholinguistic Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-02-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Psycholinguistic Research\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1007/s10936-024-10057-w\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psycholinguistic Research","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1007/s10936-024-10057-w","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Difficulties and Challenges of EFL Simultaneous Interpretation Among Saudi Undergraduates.
Many Saudi interpretation students have challenges and difficulties during the study of simultaneous interpreting courses. Most Saudi students encounter interpretation difficulties due to inadequate training and the adoption of traditional teaching methods. This study aimed to investigate the challenges and difficulties that undergraduate simultaneous interpretation students in Saudi Arabia encountered and suggested the best solutions to address this issue. The study followed a mixed-method research design of quantitative and qualitative data collection and analysis methods to answer the research questions. The study sample was randomly selected from two Saudi universities (Najran University and King Abdul-Aziz University). Two research tools were used: a close-ended questionnaire for interpretation students and a semi-structured interview for translation professors. Responses to the questionnaire indicated that interpretation students face diverse challenges in language, curriculum, methodology, and training. Language difficulties encompassed struggles with interpreting terminology, handling long sentences, and keeping up with fast speech. Challenges related to curricula included issues of density, lack of clarity, and outdated simultaneous interpretation textbooks. Teaching method challenges were characterized by insufficient intensive training and a lack of technology-based interactive strategies. Interviews with professors highlighted additional challenges perceived by students, such as low proficiency and lack of motivation, expertise, background knowledge, equipment and labs. Professors recommended the following solutions: incorporating more practical and interactive interpretation activities, updating curricular content, offering skill-based training, and adopting modern interpretation techniques, equipment, and labs.
期刊介绍:
Journal of Psycholinguistic Research publishes carefully selected papers from the several disciplines engaged in psycholinguistic research, providing a single, recognized medium for communications among linguists, psychologists, biologists, sociologists, and others. The journal covers a broad range of approaches to the study of the communicative process, including: the social and anthropological bases of communication; development of speech and language; semantics (problems in linguistic meaning); and biological foundations. Papers dealing with the psychopathology of language and cognition, and the neuropsychology of language and cognition, are also included.