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ABSTRACT
Inrecentyears,therehasbeenconsiderabledebatesurroundingpublicspeaking
andinterpretationwithintherealmofprofessionalinterpreting.Inessence,both
activitiesinvolveoralproductionandcommunicativeskills.Notably,quiteanumber
ofevaluationscaleshavebeendesignedfortheassessmentofpublicspeakingand
interpretingperformance,whichalsodemonstratecorrespondingparametersbetween
them.J.Herbert(1968)statedthataninterpretermustbeawell-trainedpublicspeaker
inherTheInterpretationsHandbook.Definitelythereexistssomecorrelation
betweenpublicspeakingandinterpretation.Despiteextensiveresearchbyscholars,
muchoftheexistingliteraturereliesonexperientialandtheoreticalsummaries,with
limitedempiricalstudies.Hence,thisthesisaimstofillthisgapbyempirically
investigatingthecorrelationbetweenpublicspeakingandinterpretingfromthe
perspectiveoftheevaluationcriteria,therebycontributingtointerpretingpedagogy.
Basedonacomprehensiveanalysisofvariousevaluationscalesofpublic
speakingandinterpretingasthetheoreticalsupport,thestudyconductsexperiments
andinterviewswith12first-yearMTIstudentsassubjectsovereightweeks.Atfirst,
theparticipantsareaskedtocompleteaninterpretingandspeechtaskeveryweek.
Afterthat,twoexperiencedinterpretingteachersandtwoexcellentpublicspeaking
teachersgradetheirperformancerespectivelybasedonaspecificratingcriteria,
resultingparameterscoresandoverallscores.Thecollecteddataareanalyzedwiththe
aidofstatisticallysoftware.Subsequently,alltheparticipantsinvolvedare
individuallyinterviewed.
Throughquantitativeandqualitativedataanalysis,thisresearchhasthreemajor
findings.First,studentsdemonstrateconsistentstabilityinpublicspeakingand
interpretingtasks.Significantdifferencesareobservedamongparticipantsinaspe
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