Sign language interpreter training programs through the United States need ways to assess whether interpreter candidates have what it takes to become successful interpreters upon completion of their education. American Sign Language skills and English skills are more easily assessed than cognitive-linguistic skills, however all three are necessary components of successful interpreters. The purpose of this research was to discover if there is a correlation between the cognitive-linguistic processes of phonological processing, auditory memory, listening comprehension, and interpreter skill level. Findings did not indicate a correlation between these three cognitive-linguistic skills chosen. Future research on various other cognitive-linguistic skills along with other factors such as personality traits and ethical behaviors are recommended.
|Commitee:||Soukup, Monica, Walker, Robyn|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 81/2(E), Masters Abstracts International|
|Subjects:||Special education, Language|
|Keywords:||American sign language, Auditory memory, Interpreter aptitude, Listening comprehension, Phonological processing, Sign language interpreter skill|
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