자기주도적 통역학습방법으로서 자기평가의 교육적 효과에 대한 실행연구
Action research on pedagogical effects of self-assessment as a self-directed learning tool in interpreter training
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초록
This action research analyzes pedagogical effects of self-assessment in interpreter training, particularly for novice learners. Nine graduate students were assigned to over three weeks of self-assessment of their Korean-French consecutive interpreting performances and requested to find solutions for the problems identified through their self-assessment. They also expressed their opinions of pros and cons. The analyzed data show that self-assessment is a very effective pedagogical and self-directed learning tool for novice learners in the fact that once they get accustomed to peer assessment, the process will help them, as a next step, to diagnose their performances and to establish a detailed plan to overcome their weaknesses. At the same time, one of the main findings of this research is that the self-assessment can be a meaningful support tool for the trainer. Becoming capable of assessing one’s own interpreting performance, the trainees started to take the initiative in their learning process and thus practiced by themselves even when the trainer was not able to listen to every trainee's performance and assess it due to restricted class hours.
Abstract
This action research analyzes pedagogical effects of self-assessment in interpreter training, particularly for novice learners. Nine graduate students were assigned to over three weeks of self-assessment of their Korean-French consecutive interpreting performances and requested to find solutions for the problems identified through their self-assessment. They also expressed their opinions of pros and cons. The analyzed data show that self-assessment is a very effective pedagogical and self-directed learning tool for novice learners in the fact that once they get accustomed to peer assessment, the process will help them, as a next step, to diagnose their performances and to establish a detailed plan to overcome their weaknesses. At the same time, one of the main findings of this research is that the self-assessment can be a meaningful support tool for the trainer. Becoming capable of assessing one’s own interpreting performance, the trainees started to take the initiative in their learning process and thus practiced by themselves even when the trainer was not able to listen to every trainee's performance and assess it due to restricted class hours.
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