Abstract: The study aims at investigating the possibility of using simultaneous interpretation in learning listening skill for EFL students at Sudanese universities. The study is intended to examine the impact of interpretation in developing learners listening sub skills and the use of learner’s awareness of (L2) lexical items. The data were gathered through experimental method, where experimental group (A) which exposed simultaneous interpretation tasks and control group (B) were used, listening five scale rubrics were used to measure students’ performance. As well, the researcher used a questionnaire to elicit English language teacher’s views on the use of simultaneous interpretation in EFL classes. In this study, statistical method has been used for data analysis. (SPSS), the results have shown a significant difference between the two groups, it is found that when the students are exposed to a simultaneous interpretation their listening skill have been noticeably increased. The findings show teachers positive attitudes towards using simultaneous interpretation in EFL classes. It improves students' self-confidence in listening; and also using L1 helps learners become more familiar with (L2) the target language culture, lexical items.
Keywords: Consecutive Interpreting (CI). Simultaneous Interpretation (SI). Working Memory Model (WMM). Dubbing. First language (L1). Second language (L2).
Title: Using Simultaneous Interpretation in Enhancing the English Language University Students’ Listening Skill
Author: Hadia Ibrahim Yousif Mohammed, Dr. Ahmed Mukhtar Elmardi
International Journal of Thesis Projects and Dissertations (IJTPD)
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