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Populating a 3D virtual learning environment for interpreting students with bilingual dialogues to support situated learning in an institutional context

Braun, S and Slater, C (2014) Populating a 3D virtual learning environment for interpreting students with bilingual dialogues to support situated learning in an institutional context The Interpreter and Translator Trainer, 8 (3).

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Abstract

The point of departure of this paper is an immersive (avatar-based) 3D virtual environment which was developed in the European project IVY – Interpreting in Virtual Reality – to simulate interpreting practice. Whilst this environment is the first 3D environment dedicated to interpreter-mediated communication, research in other educational contexts suggests that such environments can foster learning (Kim, Lee and Thomas 2012). The IVY 3D environment offers a range of virtual ‘locations’ (e.g. business meeting room, tourist office, doctor’s surgery) which serve as backdrops for the practice of consecutive and dialogue interpreting in business and public service contexts. The locations are populated with relevant objects and with robot-avatars who act as speakers by presenting recorded monologues and bilingual dialogues. Students, represented by their own avatars, join them to practise interpreting. This paper focuses on the development of the bilingual dialogues, which are at the heart of many interpreter-mediated business and public service encounters but which are notoriously difficult to obtain for educational purposes. Given that interpreter training institutions usually need to offer bilingual resources of comparable difficulty levels in many language combinations, ad-hoc approaches to the creation of such materials are normally ruled out. The approach outlined here was therefore to start from available corpora of spoken language that were designed with pedagogical applications in mind (Braun 2005, Kohn 2012). The paper begins by explaining how the dialogues were created and then discusses the benefits and potential shortcomings of this approach in the context of interpreter education. The main points of discussion concern (1) the level of systematicity and authenticity that can be achieved with this corpus-based approach; (2) the potential of a 3D virtual environment to increase this sense of authenticity and thus to enable students to experience the essence of dialogue interpreting in a simulated environment.

Item Type: Article
Divisions : Faculty of Arts and Social Sciences > School of English and Languages > Languages and Translation
Authors :
AuthorsEmailORCID
Braun, SUNSPECIFIEDUNSPECIFIED
Slater, CUNSPECIFIEDUNSPECIFIED
Date : 13 December 2014
Identification Number : 10.1080/1750399X.2014.971484
Uncontrolled Keywords : dialogue interpreting, virtual environment, authenticity, corpus-based approach, dialogue creation
Additional Information : This is an Accepted Manuscript of an article published by Taylor & Francis in The Interpreter and Translator Trainer on 13 December 2014, available online: http://wwww.tandfonline.com/10.1080/1750399X.2014.971484
Depositing User : Symplectic Elements
Date Deposited : 18 Nov 2015 16:55
Last Modified : 04 Aug 2016 13:28
URI: http://epubs.surrey.ac.uk/id/eprint/809023

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