修士論文要旨

JAITS＜修士論文要旨＞

論 文 題 目 ： The Effectiveness of an Interpreting Training Method,“Reproduction,” in University English Teaching
提出者：友田絵理 
授与機関：神戸女学院大学大学院文学研究科
取得学位：修士（英文学）
学位取得の方法：課程
取得年月日：2013 年 3 月 19 日
AbstractThis

study

discusses

theeffectivenessofaninterpreting

training

method,“reproduction,” used with Japanese university students in traditional classrooms. In this paper,
reproduction is defined as consecutive repeating used to enhance memory retention (Someya,1996). Reproduction is immediate verbatim repetition in the same language following anintentional pause. This study focuses exclusively on reproduction training.
English has been taught in public elementary schools in Japan as a part of international
education since 2002, when the Ministry of Education, Culture, Sports, Science andTechnology (MEXT) released their English education policy, “A Strategic Plan to Cultivate
Japanese with English Abilities” (MEXT, 2002). Now, university students have been exposed
to English from native speakers since elementary school. They are less hesitant to speak
English than the former generations. Therefore, they need a different approach fromconventional English classes based on word by word translation. The interpreting training
methods can be a breakthrough for students.
On the other hand, quite a few Japanese university students in English classes tend not
to have a high level of motivation because they attend required English classes only toacquire credits. They can never improve their English skills if they simply sit and passively
listen to lectures. The interpreting training methods can help them participate actively andconcentrate on the lessons. This paper examines how the interpreting training method,
reproduction, can motivate Japanese university students.
The author’s hypotheses are as follows: first, reproduction is effective in improving
students’ command of English in a traditional classroom setting. Second, reproduction canmotivate students to learn English. Third, reproduction has the potential of increasing student
TOMODA, Eri, “The Effectiveness of Interpreting Training Method, “Reproduction,” in University
English Teaching,” Interpreting and Translation Studies, No.13, 2013. pages 157-159. © by the Japan
Association for Interpreting and Translation Studies157

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satisfaction.
In Chapter 1, interpreting training methods which have been implemented in Japan arereviewed. There are various interpreting training methods to cultivate professional
interpreters. Moreover, teaching through the interpreting training methods has been of muchinterest and concern to professional interpreters and researchers since the late 1990’s. This
study focuses exclusively on reproduction training.
The research questions to be investigated in this paper are the following:
1. Is the interpreting training method, reproduction, effective in improving students’command of English in a traditional classroom setting?
2. Can reproduction motivate students to learn English?
3. Does reproduction have the potential of increasing student satisfaction?
In Chapter 2, the five main areas of literature related to this study are reviewed. They
are the study of interpretation around the world and in Japan, shadowing, quick response,
consecutive interpreting, and reproduction.
In Chapter 3, the methods of experiment are provided. Participants, data collection andprocedure are explained. To analyze the effectiveness, the author takes a mixed approachbased on both qualitative and quantitative research.
Participants of this study were forty-three undergraduate students from first-year tofourth-year, who were not English majors (n=43). Their level was on average approximately
400 of TOEIC. For the record, the average score of university students is 445 out of 990 (ETS,2011).
Procedure: In the first semester, students had a pre-test and a post-test which equaled
one-quarter of the TOEIC test. Reproduction training was incorporated for the last fifteen
minutes out of ninety minutes in every lesson for fourteen weeks. First, students listen tosource language. Then, the model voices are paused and students repeat a sentence thatconsists of 7-8 words, and then progressively more (Komatsu, 2005). The same students
responded to a questionnaire with thirty-eight close-ended questions and gave some feedback
on reproduction with an open-ended question.
In Chapter 4, the results of the pre-test and post-test are shown. The changes
demonstrate a statistically significant increase in their scores of listening and reading parts.
In order to examine the difference between the pre-test and the post-test, the fundamental
statistics were computed and the t-test was conducted. In this case, the computed probability
is 0.0000095 (two-tail), which is smaller than the value of 0.001 (p<0.001). As a consequence,
the mean score of the post-test was higher than the pre-test and the difference was statisticallysignificant. The effectiveness of reproduction was proven in listening and reading skills.
Reproduction was particularly effective in improving their listening skills. The results of aquestionnaire were analyzed by both quantitative and qualitative approaches.
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修士論文要旨

In Chapter 5, the results of the experiment, subjects, and materials are discussed. An
analysis of the results of close-ended questions suggests that students evaluate themselves
and show their beliefs about the effectiveness of reproduction. Reproduction is recognized as
being effective for listening, reading, speaking, conversation, prosody, and pronunciation
skills as well as vocabulary building. In addition, students considered that they improved
their powers of concentration. On the other hand, students did not think that they improved
their writing and grammar skills. It means that another approach will be needed for writing
and grammar skills.
When it comes to the results of responses of an open-ended question, the qualitative
approach reveals in-depth information about students’ thoughts, feelings and motivation.
Significantly, the changes in students can be seen before and after reproduction training. At
first, students were hesitant to repeat out loud, but gradually they became able to produce
output in English without hesitation. The effect of repetition gave the students confidence andfeelings of the achievement.
In Chapter 6, limitations of the study and suggestion for future experiments aredescribed.
In Chapter 7, conclusions clearly identify the effectiveness of reproduction and showthat the data proves the hypotheses. Several conclusions can be drawn from the present study.
First, the result of the pre-test and the post-test proved that reproduction is effective in
improving reading skills and listening skills. Second, regarding the results of close-ended
questions in the questionnaire, it can be concluded that students think that the method iseffective in improving their skills in English such as pronunciation, prosody, conversation,vocabulary, and concentration. Third, another finding of this study from an open-ended
question shows that reproduction training can make a positive influence on student
motivation. Most importantly, the change in students’ motivation levels before and after
reproduction training was shown in their feedback. As they improved their English skills,
they came to feel that English learning is enjoyable.
Finally, the results clearly indicate that reproduction can increase student satisfaction.
In other words, reproduction training can stimulate students and enhance satisfaction. This
paper concludes with practical suggestions for future prospects of teaching English in a
traditional classroom setting through the use of reproduction.
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【著者紹介】 友田絵理(Tomoda Eri) 2013 年神戸女学院大学大学院文学研究科通訳・翻訳コース博士前期課程修了。阪南大学非常勤講師。YMCA 講師。2000 年より NPO 法人富田林国際交流協会 通訳翻訳サポーター。
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