ABSTRACT
Anticipation in simultaneous interpreting has been acknowledged its importance
in the improvement of simultaneous interpreting. However, there have been little to no
research on the attitude and the ways that students majoring in Translation and
Interpreting can apply to improve anticipation in simultaneous interpreting. As an
attempt to contribute to gain more insights into anticipation in simultaneous
interpreting for students, this research aims to investigate the attitude of students
majoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation in
simultaneous interpreting as well as the ways that they use to practice anticipation.
Finally, some suggestions would also be given.
These goals were achieved by a research using questionnaire and document
observation. Questionnaires were delivered to all 4
th
year students majoring in
Translation and Interpreting, FELTE, ULIS, VNU.
Findings from the study show that 4
th
year students majoring in Translation and
Interpreting, FELTE, ULIS, VNU have positive attitude towards anticipation in
simultaneous interpreting together with the awareness of the importance of
anticipation. However, they do not practice anticipation quite frequently and also
encounter many difficulties during practicing. Among difficulties, the lack of
studiousness, actual experiences as well as the effective way to practice anticipation in
simultaneous interpreting are the most common. The study also suggests some
exercises for students to practice in order to enhance predicting skills.
The results of the research can help interpreting teachers refer to have suitable
teaching methods, students majoring in Translation and Interpreting have suggestions
for self – practice. Furthermore, it will benefit the researchers who are interested at the
subject.
TABLE OF CONTENT
ABSTRACT i

APPENDIX 1 45
APPENDIX 2 48
APPENDIX 3 49
LIST OF TABLES, FIGURES
Figure 1 Interpreting in different spheres of social interaction 8
Figure 2 Conceptual spectrum of interpreting 9
Figure 3 The attitude of students towards anticipation in simultaneous
interpreting
24
Figure 4 The frequency of practicing anticipation in simultaneous interpreting 26
Figure 5 Reasons for having never practiced anticipation in simultaneous
interpreting
27
Figure 6 Proportion of students practicing anticipation in class and at home 29
Figure 7 The overall level of difficulty 33
Table 1 Summary of the order of difficulties in anticipation in simultaneous
interpreting
31
CHAPTER 1: INTRODUCTION
This first chapter will provide the rationale, the aims and objectives, the
organization and significance of the research. In addition, the research questions are
addressed to work as a guideline for the whole research.
1.1. Statement of the problem and the rationale of the study
In the past, due to historical conditions of the country, the opportunities for
Vietnamese people to approach foreign culture and the world economy were limited as
well as restricted in some Asian and Eastern European countries. Therefore,
interpreters, especially English interpreters, received scant attention.
Nowadays, with the rapid socioeconomic development and the integration of
Vietnam into the world, the demand of cultural exchange and multifaceted cooperation
among Vietnam and other countries keeps rising. More and more international

year students
majoring in Translation and Interpreting, FELTE, ULIS, VNU towards anticipation in
simultaneous interpreting. Afterwards, the ways that they have used to practice
anticipation in simultaneous interpreting would be addressed. Finally, through data
collected, the ways or techniques that the students, who major in Interpreting and
Translating, FELTE, ULIS can apply for practicing anticipation in simultaneous
interpreting would be suggested.
In order to gain the objectives, the research was conducted to answer the
following questions:
1. What is the attitude of 4
th
year students majoring in Translation and
interpreting, FELTE – ULIS towards anticipation in simultaneous interpreting?
2. In what ways do 4
th
year students majoring in Translation and Interpreting,
FELTE - ULIS practice anticipation in simultaneous interpreting?
3. What are suggestions for students to practice anticipation in simultaneous
interpreting?
1.3. Significance of the study
Overall, the research could be considerably helpful for students as well as
researchers working on related studies.
As for students majoring in Translation and Interpreting, the study, once
completed, is expected to provide useful suggestions for students to practice
anticipation in simultaneous interpreting, and thus can improve their performance and
therefore, have better chance for their future job.
As for interpreting teachers, the research will help them to identify the attitude
of their students towards anticipation in simultaneous interpreting, whether they have
been already aware of anticipation in simultaneous interpreting, whether they have
positive attitude or not, etc. In addition, the ways that students use to practice

CHAPTER 2: LITERATURE REVIEW
2.1. Definition of translation
Through years, translation has been seen from various perspectives; as a result,
there are various definitions of this term.
Sokolovsky (2010) classified the definitions of translation basing on four main
perspectives, namely: translation is a process, translation is a process and a result of
this process, translation is a skill and translation is a communication.
Firstly, A. Lilova, R.K. Minyar – Beloruchev, Popovic, Y.P. Solodub, etc. are
the representatives of the view: translation is a process. According to A. Lilova (1985),
translation is a specific oral or written activity aimed at the recreation of an oral or
written text (utterance) existing in one language into a text in another language,
accompanied by keeping the invariance of content, qualities of the original and
author’s authenticity. Sharing similar idea with Lilova, Solodub et al (2005) asserts
that translation is a creative intellectual activity, denoting the transmitting of
information from a source language into a target language. The highlight of this
perspective is that the scholars consider translation as merely a type of activity to
transfer ideas form source language to target language.
In the second perspective, the scholars do not only see translation merely a
process, a type of activity but also a result of this process. In other words, translation
includes both activity and the product resulting from it. As a representative of this
view, A. L. Semenov (as cited in Sokolovsky, 2010) defined translation as follows:
First of all, translation is the translator’s activity of transforming a message in one
language into a message with the same meaning in another language; secondly,
translation is a result of the translation’s activity, i.e. an oral or written language
utterance.
(Sokolovsky, p.286)
Thirdly, Sdobnikov and Petrova, Garbovsky, Latishev and so on regard
translation from a viewpoint of “translation is a communication”. According to
Latishev (as cited in Sokolovsky, 2010, p.287), “translation is a type of language
mediation, socially serving to approximate a mediated bilingual communication by

characteristic but the specific nature of interpreting.
On the one hand, Brislin (1976) shares the same idea with Baker & Saldanha
(2009) that interpreting occurs orally. On the other hand, he does not include oral
translation of written texts in interpreting; in addition, he clarifies more actions in the
process of interpreting. In his opinion, interpretation is merely one type of translation
taking place in oral communication situations, in which one person speaks in the
source language and interpreter processes this in inputs and produces output in a
second language, a third person listens to the target language version. Basically, two
definitions as stated are quite similar.
One of the earliest definitions of interpreting is made by Otto Kade (1968). In
her point of view, interpreting is a form of translation in which the source language
text is presented only once and thus cannot be reviewed or replayed; and the target
language text is produced under time pressure, with little chance for correction and
revision. One outstanding point in this definition is that instead of describing visual
actions in the process of interpreting, Kade provides the characteristics of interpreting,
which defines the most clear-cut nature to distinguish interpreting with other kinds of
translation, namely (1) no chance to replay, (2) under time-pressure.
Generally, despites many definitions of interpreting and the fact that Kade’s
definition came to exist the earliest, the researcher considers the definition made by
Otto Kade as the foundation of the study.
2.2.2. Types of interpreting
There are many ways to categorize interpreting into types: basing on “distance”
vs. “proximity”, “equality/solidarity” vs. “non-equality/power”, “formal setting” vs.
“informal setting” and direction of interpreting.
In the book “Introduction Interpreting Studies”, Franz Pöchhacker (2004)
divides interpreting by (1) settings and constellations including social context and
institutional setting and situation constellations of interaction; (2) typological
parameters including language modality, working modes, directionality, technology
and professional status.
a) Settings and constellations of interaction

- Use of technology
+ Remote interpreting
+ Automatic interpreting
- Professional status
+ Professional interpreting
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+ Natural interpreting
- Working mode
+ Simultaneous interpreting
+ Consecutive interpreting
The ways that Pöchhacker categorizes interpreting into different kinds are very
detailed with complex and specific criteria. Of all the ways to categorize interpreting
above, working mode is the easiest and most common one.
2.2.3. Simultaneous interpreting
Gelly V. Chernov, a Russian researcher proposes a definition of simultaneous

tongue) back to the delegates through receivers by headsets. It is not truly a definition;
however, to some extent, it expresses her viewpoint on simultaneous interpreting, in
which assistant equipment plays an important role.
Besides, Elmira Pooyamehr (2008) described the process of simultaneous
interpreting, as follows:
The simultaneous interpreter sits in a booth, listens to the speech through headphones,
and interprets into microphone while listening and the users hear the interpretation
thorough their headphones. Interpreters have to listen to next part of speech while
interpreting the previous one. The listener hears the interpretation at the same time as
the speech is made.
(Elmira Pooyamehr, 2008, p.14)
Through her illustration, the image of an actual simultaneous interpreting
appears lively and explicitly.
To some extent, the two first definitions are able to characterize simultaneous
interpreting the most generally, especially Chernov’s with the focus on restricted
available time and the actions which include in simultaneous interpreting; while the
rest considers simultaneous interpreting in specific circumstances with the support of
equipment. However, these two latter remain some shortcomings since being unable
to generalize the term universally. Overall, the shared point of these four is that the
simultaneous interpreter has to interpret at the same time as the speaker makes
utterance, which can be regarded as the most prominent trait of simultaneous
interpreting.
2.3. Anticipation in simultaneous interpreting
2.3.1. Definition of anticipation
A variety of definitions of anticipation or probability anticipation has been
made with a range of ideas. In a very general sense, anticipation is described in Oxford
Learner’s Pocket Dictionary (2011) as the noun form of “see what might happen in the
future and take action” (p.16). Seeber (2001) sees it in the context of everyday life as
“the prediction of an event, much like the weather forecast we watch on television
every day” (p.61).

background knowledge of the audience as a principle to make a proper interpreting.
In the paper, the research decides to use definition provided by Besien (1999) as
the foundation for all related issues hereafter.
2.3.3. Anticipation as an important strategy in simultaneous interpreting
For decades, the importance of anticipation in simultaneous interpreting is
acknowledged by many researchers majoring in translation studies.
Simultaneous interpreting is considered a highly challenging task which
requires both proficiency of the source and target languages and employment of a
number of techniques and strategies, among which anticipation is considered one of
great significance and an important factor contributing to the success of interpreting.
Chen (2010) confirms that a good simultaneous interpreter should know how to
predict what the speaker would say next with his own language ability, knowledge and
experience, which can save a lot of time and energy, thus following the speech of the
speaker.
In September, 2012, in Anticipation in Simultaneous Interpreting Yoann
Rostaing stated that “Anticipation in simultaneous interpreting is especially common
between languages in which the normal word order is not the same” (p.1). For
example, due to the different order of verb, subject and object among languages, the
interpreter has to wait until the end of speaker’s utterance to fully understand the idea
and produce in target language. This situation may create frequent pauses interrupting
sentence into chunks, which makes the audience feel uneasy. Thanks to anticipation,
“the interpreter makes a hypothesis […] which enables him or her to postpone stating
the verb which comes at the end of the sentence” (Rostaing, 2012, p.1).
Besides, in the book Inference and anticipation in simultaneous interpreting –
A probability-prediction model, Chervov (2004, Eds.) postulated that it was
probability anticipation of the development of the message made by interpreter that
made simultaneous interpretation possible at all under the extreme conditions of this
task.
Sharing the similar idea, according to Seleskovitch (1984), anticipation allows
the interpreter to decode incoming messages early by taking advantage of the linguistic

decreases money supply or increase required interest rate, etc.
As regard to linguistic anticipation, if the interpreter, for example, knows the
idiom “The grass is always greener on the other side” beforehand, right after he/she
hears the first part of the structure, all the meaning of the massage can be caught.
This way of classification is clear and practical. However, it should be noticed
that it is not easy to separate clear-cut these two types due to the fact that they tend to
come and combine together as for the sake of making good production.
Besides, Lederer (1981) distinguishes two types of anticipation, namely “proper
anticipation” and “freewheeling anticipation” (p.252). The first one is related to the
interpreter’s production comes before the speaker’s production. As for the second one,
it comes more or less at the same time as the speaker’s production. The key point in
her distinction is the time of making anticipation: before or approximately concurrent.
The researcher thinks that this way of classification remains some confusion.
Since anticipation is a cognitive process, interpreter’s and speaker’s production are
verbal process; therefore, they do not link tightly together. Verbal and cognitive
processes do not necessarily happen at the same time. They may happen before, after
or at the same time with other due to actual factors. Thus, taking time of making oral
production as a criterion is not reasonable. Therefore, in this paper, the researcher uses
the classification in which linguistic and extralinguistic anticipation are considered.
2.3.5. Anticipation improvement
Anticipation is a cognitive process that cannot be seen or touched; therefore, it
is hard to interfere it and the result will be also invisible. Some might question the
probability of practicing anticipation in reality. Definitely, it is a time-consuming and
sophisticated process, but it does not mean practicing anticipation is impossible.
There have been articles and research in the framework of cognitive change in
general and anticipation improvement in particular.
In sports, anticipation is an important skill to win a game; therefore, coaches
exploit many techniques to improve anticipation for players. For example, in
Improving anticipation in Racquet Sports, Bruce Abernethy (1989) lists two sources of
information to aid anticipation. Firstly, it is information available before the stroke

of 4
th
year students majoring in Translation and Interpreting, FELTE, ULIS were
chosen to distribute questionnaire.
4
th
year students were chosen because they have experienced three terms of
Translating subject, which can provide them knowledge together with quite clear
professional’s awareness that 3
rd
year students who have studied one term of
interpreting do not surely have. Moreover, 3
rd
year mostly students learn consecutive
interpreting, but not simultaneous interpreting. 4
th
year students have step-by-step
approached simultaneous interpreting, at least in class.
Questionnaire was designed to find out their attitude as well as their ways to
practice anticipation in simultaneous interpreting, particularly, to answer the research
question 1 and 2. Due to the current situation and the convenience of students, 48
questionnaires were delivered via email.
For question 3, to suggest effective and practical ways for students to practice
anticipation in simultaneous interpreting, the researcher decided to use document
observation. It means that all the available data from books or articles relating to the
subject would be exploited. Actually, because time for simultaneous interpreting is
little in interpreting training curriculum; therefore, it is also hard for interpreting
teachers to suggest comprehensive ways to practice anticipation in simultaneous
interpreting for students. Therefore, the researcher believes that exploiting data is the
best way to find desired information.

Piloting is very important in order to have effective questionnaire and can
exploit as much information as possible.
The first version of the questionnaire was piloted on a randomly selected group
of students and sent to the supervisor for comments. Their feedback and suggestion on
the questions were carefully considered.
Step 2: Design the questionnaire
Basing on the literature review and piloting, a list of questions was carefully
worded to make sure that some certain purposes were served effectively by the
information collected. Some open-ended questions were included in the design.
Finally, the questionnaire was designed to be standard and friendly for readers.
Step 3: Inform and deliver the participants about the questionnaire
The email addresses and phone numbers of all 4
th
year students were collected
through class monitors and other resources. Firstly, a text message was sent to each
potential participant to offer their help in the research. After receiving their approval
and email addresses, a mail which attaches soft questionnaire was sent to each
participant to inform about the purposes, significance and the content of the study as
well as the questionnaire. The confidentiality of the information given together with
the participant’s anonymity were be guaranteed. Sincere thanks were also included at
the end of each text message, mail and questionnaire.
Step 4: Receive answers from participants.
Answers were received through emails. To ensure receiving answer on time, the
researchers sent email or text to remind participants.
3.2.2.2. Data from instrument 2 - Document observation
Basing on literature review, the researcher sought for topic-related works to
obtain necessary data via various sources such as library, internet, etc.
3.3. Data analysis method
3.3.1. Data from questionnaire
As there were two types of questions, closed-ended questions and open-ended