Regular Interpretation Exercises and College Students' Receptive L2 Competence
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Growing interest in interpreting and demands for practical language learning have led to the expansion of interpretation education at the undergraduate level. While emphasizing the educational benefits of interpreting, previous research suggested a shift in focus from interpreting techniques to language skills for undergraduate-level interpretation courses. With a view to verifying the relationship between regular interpreting and L2 learners' receptive language competence, particularly in relation to their L2 proficiency level, the present study divided 67 undergraduate students into two groups based on whether or not they were taking any interpretation courses and examined their progress during the course of one semester. According to descriptive statistics and the results of the independent samples t-test and one-way ANOVA, the group that engaged in regular interpretation exercises generated significantly higher gains in their TOEIC scores than the one that didn't. Further investigation suggested that intermediate-level students benefited more from interpretation practices in comparison to their more advanced peers. The implications of such findings are discussed together with suggestions for follow-up research into the influence of interpretation on learners’ production ability as well as the similarities and differences between English- Korean and Korean-English interpretation as regards their impact on all four skills of the English language.
Abstract
Growing interest in interpreting and demands for practical language learning have led to the expansion of interpretation education at the undergraduate level. While emphasizing the educational benefits of interpreting, previous research suggested a shift in focus from interpreting techniques to language skills for undergraduate-level interpretation courses. With a view to verifying the relationship between regular interpreting and L2 learners' receptive language competence, particularly in relation to their L2 proficiency level, the present study divided 67 undergraduate students into two groups based on whether or not they were taking any interpretation courses and examined their progress during the course of one semester. According to descriptive statistics and the results of the independent samples t-test and one-way ANOVA, the group that engaged in regular interpretation exercises generated significantly higher gains in their TOEIC scores than the one that didn't. Further investigation suggested that intermediate-level students benefited more from interpretation practices in comparison to their more advanced peers. The implications of such findings are discussed together with suggestions for follow-up research into the influence of interpretation on learners’ production ability as well as the similarities and differences between English- Korean and Korean-English interpretation as regards their impact on all four skills of the English language.
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