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xiii | |
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xiv | |
Acknowledgements |
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xv | |
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1 What is research and why do we do it? |
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1 | (22) |
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1 | (1) |
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2 | (1) |
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3 | (2) |
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5 | (2) |
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7 | (3) |
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1.5.1 The research question |
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8 | (2) |
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10 | (9) |
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1.6.1 Research philosophies |
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13 | (1) |
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1.6.1.2 Characteristics of positivistic and phenomenological philosophies |
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14 | (1) |
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1.6.2 Quantitative versus qualitative research |
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15 | (4) |
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1.7 Why Interpreting research? |
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19 | (2) |
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1.7.1 A note about collecting data through interpreters |
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21 | (1) |
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21 | (2) |
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2 Critical reading and writing |
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23 | (28) |
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23 | (1) |
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2.2 The literature review |
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23 | (13) |
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24 | (1) |
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2.2.1.1 Phase 1: The exploratory phase |
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25 | (6) |
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2.2.1.2 Keeping track of your searches |
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31 | (1) |
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2.2.1.3 Reading and taking notes |
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32 | (1) |
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2.2.2 Phase 2: Finding the gap |
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33 | (2) |
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2.2.3 Phase 3: Positioning your research |
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35 | (1) |
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36 | (9) |
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2.3.1 Steps in the writing of the product |
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37 | (2) |
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2.3.2 Common flaws in novice researchers' literature reviews |
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39 | (3) |
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2.3.3 Avoiding plagiarism |
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42 | (3) |
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45 | (1) |
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2.5 Obtaining ethics approval |
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46 | (4) |
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2.5.1 Research involving human participants |
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46 | (2) |
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2.5.1.1 Obtaining informed consent from human participants |
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48 | (2) |
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2.5.2 Integrity in research conduct |
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50 | (1) |
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50 | (1) |
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3 Questionnaires in interpreting research |
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51 | (32) |
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51 | (1) |
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52 | (1) |
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3.3 When to choose questionnaires as a research method |
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52 | (2) |
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54 | (13) |
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3.4.1 The participant information page |
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55 | (1) |
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3.4.2 Questionnaire items |
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56 | (1) |
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56 | (1) |
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57 | (5) |
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3.4.4.1 The matched guise technique |
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62 | (1) |
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62 | (1) |
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3.4.5.1 Technical terminology or professional jargon in questionnaire items |
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63 | (1) |
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3.4.5.2 Vague or ambiguous questions |
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64 | (1) |
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3.4.5.3 Double-barrelled questions |
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64 | (1) |
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3.4.5.4 Questions with embedded clauses |
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64 | (1) |
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3.4.5.5 Asking questions in the active voice |
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65 | (1) |
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3.4.5.6 Leading or loaded questions |
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65 | (2) |
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67 | (1) |
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67 | (7) |
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3.6.1 Probabilistic sampling method |
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68 | (3) |
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3.6.2 Non-probabilistic sampling method |
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71 | (3) |
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3.7 Questionnaire administration |
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74 | (1) |
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3.8 Questionnaire analysis |
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75 | (4) |
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75 | (1) |
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76 | (1) |
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3.8.3 Types of statistical analyses |
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77 | (2) |
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3.9 Review of questionnaire-based research in interpreting |
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79 | (4) |
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4 Ethnographic research on interpreting |
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83 | (34) |
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83 | (1) |
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4.2 Ethnographic research as a qualitative research method |
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84 | (7) |
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4.2.1 Ethnographic approaches to research |
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87 | (1) |
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4.2.2 Validity, reliability and trustworthiness |
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88 | (1) |
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89 | (1) |
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4.2.4 Participants in ethnographic studies |
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90 | (1) |
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4.2.5 Application of findings |
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91 | (1) |
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4.3 Contrasting traditional notions of ethnography with ideas of ethnography as qualitative research |
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91 | (1) |
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4.4 Application of traditional ethnographic methods in interpreting research |
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92 | (3) |
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4.4.1 Examples of traditional ethnographic interpreting studies |
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93 | (1) |
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4.4.1.1 Berk-Seligson (1990) |
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93 | (1) |
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4.4.1.2 Brennan and Brown (1997) |
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93 | (1) |
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4.4.1.3 Angelelli (2004a) |
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94 | (1) |
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94 | (1) |
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4.5 Other qualitative approaches to interpreting research that incorporate ethnographic principles |
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95 | (20) |
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95 | (2) |
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4.5.1.1 Interview structure |
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97 | (1) |
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4.5.1.2 Interview questions and technique |
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98 | (3) |
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4.5.1.3 Interview process |
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101 | (1) |
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4.5.1.4 Interview analysis |
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102 | (2) |
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104 | (1) |
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4.5.2.1 Focus group participants, process and analysis |
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104 | (8) |
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112 | (1) |
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4.5.3.1 Examples of interpreting case studies |
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113 | (1) |
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4.5.3.2 Case studies as interpreter action research |
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114 | (1) |
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115 | (2) |
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5 Discourse analysis in interpreting research |
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117 | (32) |
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117 | (1) |
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118 | (1) |
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5.3 What is discourse analysis? |
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119 | (1) |
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5.4 Conducting discourse analysis |
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120 | (8) |
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5.4.1 Analysing monolingual discourse |
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121 | (5) |
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5.4.2 Sample analysis of a text |
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126 | (2) |
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5.5 Conducting discourse analysis for interpreting research |
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128 | (9) |
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5.5.1 Approaching interpreted text using discourse analysis |
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130 | (3) |
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5.5.2 Sample methodologies from published Interpreting research |
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133 | (2) |
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5.5.3 Steps to conducting DA in Interpreting research |
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135 | (2) |
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137 | (2) |
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139 | (10) |
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5.7.1 Transcribing interpreted discourse |
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141 | (1) |
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5.7.2 Transcription equipment and software |
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142 | (1) |
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5.7.3 Corpus-based discourse analysis |
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143 | (1) |
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5.7.4 Interpreting corpora |
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144 | (3) |
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147 | (2) |
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6 Experimental methods in interpreting research |
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149 | (26) |
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149 | (1) |
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6.2 Experimental research as a quantitative research method |
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150 | (4) |
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6.3 Basic principles of sound experimental design |
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154 | (6) |
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155 | (1) |
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156 | (1) |
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157 | (1) |
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158 | (1) |
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6.3.5 Interpretation of results |
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159 | (1) |
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6.4 Reliability and validity |
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160 | (8) |
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161 | (2) |
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163 | (1) |
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163 | (1) |
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163 | (1) |
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6.4.2.3 Construct validity |
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164 | (1) |
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6.4.2.4 Criterion-related validity |
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164 | (1) |
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6.4.2.5 Predictive validity |
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164 | (1) |
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6.4.2.6 Internal validity |
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164 | (1) |
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6.4.2.7 External validity |
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165 | (3) |
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6.5 Typical experimental interpreting research designs |
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168 | (2) |
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6.5.1 Natural groups design |
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168 | (1) |
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6.5.2 One-variable design |
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169 | (1) |
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169 | (1) |
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169 | (1) |
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169 | (1) |
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6.6 Experimental interpreting research: What and why |
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170 | (2) |
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6.6.1 Language processing and simultaneity |
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170 | (1) |
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6.6.2 Memory and attention |
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170 | (1) |
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171 | (1) |
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171 | (1) |
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6.7 Sample experimental studies in interpreting research |
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172 | (1) |
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172 | (3) |
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7 Research on interpreting education and assessment |
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175 | (34) |
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175 | (2) |
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7.2 Adult education theory |
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177 | (2) |
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7.3 The role of educational research |
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179 | (2) |
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7.4 Educational research methodologies |
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181 | (9) |
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181 | (1) |
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7.4.2 Naturalistic/qualitative methods |
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182 | (2) |
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7.4.3 Experimental methods |
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184 | (1) |
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7.4.4 Historical/documentary |
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185 | (1) |
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185 | (1) |
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186 | (4) |
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7.5 Planning and designing educational research |
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190 | (6) |
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7.5.1 Choosing and planning an educational research project |
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190 | (1) |
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7.5.2 Operationalization of educational research questions |
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191 | (2) |
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7.5.3 Educational research data |
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193 | (3) |
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7.6 Examples in interpreting education and assessment research |
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196 | (12) |
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7.6.1 Sample interpreter education research proposal: From two educational theoretical perspectives |
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196 | (4) |
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7.6.2 Sample of interpreting education and assessment research studies |
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200 | (8) |
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208 | (1) |
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8 Conducting and disseminating interpreting research |
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209 | (34) |
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209 | (1) |
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8.2 Which research design? Traditional or innovative? |
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210 | (2) |
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8.2.1 Mixed methods research |
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210 | (1) |
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8.2.2 Innovation in research design |
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211 | (1) |
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8.3 Positioning yourself and your research |
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212 | (3) |
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8.3.1 Positioning yourself: Your role as an interpreting researcher |
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212 | (1) |
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8.3.2 Positioning your research: Where and how does it fit? |
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213 | (2) |
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8.4 Reporting the results |
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215 | (8) |
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8.4.1 The thesis: Styles, structures and formats |
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216 | (3) |
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8.4.1.1 Thesis by publication |
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219 | (4) |
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223 | (11) |
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223 | (3) |
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8.5.2 Conference presentations |
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226 | (1) |
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8.5.2.1 Submitting conference abstracts |
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227 | (7) |
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8.5.3 Professional development presentations |
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234 | (1) |
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8.6 Application of findings |
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234 | (1) |
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8.7 Your future as an interpreting researcher |
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235 | (6) |
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8.7.1 Applying for funding |
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236 | (5) |
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241 | (2) |
References |
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243 | (20) |
Index |
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263 | |