Using TED in the Undergraduate Interpreting Classroom to Enhance Listening Competence
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Recently, an increasing number of colleges have adopted translation & interpretation classes. The objective of these classes at the undergraduate level is not necessarily to enhance students’ interpreting skills but to promote their English competence. Within this context, this paper suggests methods used in the interpreting classroom as a means to raise students’ English, in particular, listening competence. Given the current students’ familiarity with multimedia texts, they are an excellent means in promoting students’ interest and enthusiasm to this end. TED talks are employed in this paper to illustrate how interpreting classes using multimedia texts can raise students’ active listening. The merits of TED talks for English-Korean interpreting classes are discussed in terms of active understanding of source texts. The talks are conducive to the exercises since they cover a variety of topics, provide both oral and written texts, are not read out, and have a clear message and structure. In-depth interviews were conducted after two semesters of interpreting classes to get feedback from the students. The interviews revealed that students felt interpreting classes helped them heighten their listening competence and that overall they liked using multimedia texts in class. The results of the interviews are discussed along with some examples from the classes.
Abstract
Recently, an increasing number of colleges have adopted translation & interpretation classes. The objective of these classes at the undergraduate level is not necessarily to enhance students’ interpreting skills but to promote their English competence. Within this context, this paper suggests methods used in the interpreting classroom as a means to raise students’ English, in particular, listening competence. Given the current students’ familiarity with multimedia texts, they are an excellent means in promoting students’ interest and enthusiasm to this end. TED talks are employed in this paper to illustrate how interpreting classes using multimedia texts can raise students’ active listening. The merits of TED talks for English-Korean interpreting classes are discussed in terms of active understanding of source texts. The talks are conducive to the exercises since they cover a variety of topics, provide both oral and written texts, are not read out, and have a clear message and structure. In-depth interviews were conducted after two semesters of interpreting classes to get feedback from the students. The interviews revealed that students felt interpreting classes helped them heighten their listening competence and that overall they liked using multimedia texts in class. The results of the interviews are discussed along with some examples from the classes.
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