An Empirical Study Of The Impact Of Prefabricated Chunk Instruction On Students’ Ceremonial Speech Interpreting Performance

The role of prefabricated chunks in second language teaching and learning hasbeen one of the focus of research in recent years and it has been proved thatprefabricated chunk instruction can help improve the accuracy and fluency of students’language output. In interpreting, especially in the interpreting of ceremonial speech,there usually are many prefabricated chunks that interpreters can refer to so as to maketheir job easier. This empirical study is aimed to examine the impact of prefabricatedchunk instruction on student’s ceremonial speech interpreting performance. The studymainly consists of a quasi-experimental research. The experiment lasts for ten weeksincluding a pre-test to serve as a baseline-study and provide information for the authorto design the whole experiment and help the author to make proper adjustment whennecessary and a post-test to testify the impact of prefabricated chunk instruction andprovide figures for further discussion. The independent variable is the application ofprefabricated chunk instruction and the dependent variable is student’s interpretingperformance. The purpose of the whole study is to find out whether the presence of theindependent variable affects the dependent variable and whether there is causalitybetween independent and dependent variables. After the experiment, the author findsthat prefabricated chunks are influential to students’ performance. After learningprefabricated chunks, most students can speak more fluently in interpreting. Inaddition, prefabricated chunk instruction can help students perform better ininterpreting and they can get a higher score in tests than students who do not receiveprefabricated chunk instruction.