آکادمی و موسسه علمی پژوهشی ابن سینا

5.1 Chapter Overview

In the present chapter, we will first take a look at the questions which inspired the present study in the first place as well as the corresponding hypotheses formulated and will try to answer them considering the results brought to light in detail in the previous chapter. Then we will point out some of the pedagogical implications of this research, and finally, we will provide some suggestions as to further research topics in this area.

5.2 Research Questions Revisited and Answered

In section 1.6, three major questions were formulated, which served as the driving force for the whole study. Below these questions, along with the three corresponding hypotheses, will be revisited and answered.
It should, however, be mentioned once again that out of these three questions, the primary concern and focus of the study was the first one, in accordance with which the experiment (the experimental and control groups as well as the treatment) was designed. The remaining two questions (and the hypotheses thereof) were considered as secondary concerns of the study, hence of secondary importance.
As the detailed findings were presented in chapter four through tables, diagrams, calculations, etc., and were discussed at length, here, only a summary of the results pertaining to each question will be provided. But before moving on to present a summary of the results obtained in this study, it would be fruitful to look at the following insightful words of advice I came across while reading Gile’s (2001, p. 4) paper titled Selecting a topic for Ph.D. research in interpreting:

One frequent misunderstanding among beginners is the idea that a research project has to “find an answer” or “solve a problem”. Associated with this misunderstanding is their somewhat unrealistic ambition, often expressed in the introduction of dissertations, to “bridge the gap between theory and practice”, to “determine/develop the best training methods”, to “show the mental operation of interpreting”, to “see how the interpreter’s personality is expressed in his/her interpretation style” […]. Reality is generally far too complex to allow a single study to find complete and final answers to such questions. Most studies ‘only’ contribute one or a few bricks to the building which is being erected by many other members of the community, and more comprehensive (albeit generally provisional) answers generally result from the efforts of dozens, if not hundreds of researchers over long periods.

Touching on an essential pitfall for researchers, Gile is clearly drawing attention to the fact that the fruitfulness of a single piece of work does not necessarily depend on providing a clear-cut, 100% reliable, and generalizable, the all-time answer to the question(s) posed. Rather it may lie in shedding more light on one or more of the aspects of the object of inquiry. In Gile’s (2001, p. 4) own words: “individual research projects generally make small contributions to the community’s collective exploratory endeavor”. Along the same lines, it should be mentioned that the present study does not make any claims as to be able to ‘answer the question’ or ‘solve the problem’. Instead, it strives to make a contribution that, put together with other contributions of the same kind, will hopefully help us have a broader picture of the issue at hand.

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