과정 지향적 순차 통역 교육의 도구로서 회상구술이 가지는 효과
Retrospection as a Pedagogical Tool for Process-oriented Training in Consecutive Interpreting
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This study aims to raise awareness of the process-oriented approach in interpreter training by exploring potential benefits of using retrospection as a pedagogical tool. Five postgraduate interpreting students were asked to perform consecutive interpreting and to give retrospective comments about their performances. The researcher, as their teacher, provided stimulus in the form of short questions in order to facilitate student participants' verbalization during retrospection. The retrospective data were analyzed quantitatively and qualitatively. Frequency analysis of participants' remarks showed that the majority of their comments were related to interpreting process, which attests to the usefulness of retrospection as a means to look into the process. Frequency results also enabled identification of sub-processes of the interpreting process where students experienced frequent problems. Qualitative analysis revealed that participants were using specific strategies, such as prioritizing information items for efficient allocation of cognitive resources and substituting partially missed information with a superordinate concept. Participants were found to be making decisions over the choice of language for their notes, judging their interpreting product, and expressing their state of mind. Teacher's stimulus was found effective in an instance where a participant was able to get to the bottom of her/his interpreting problems with the help of questions from the teacher. These results indicate that retrospection holds pedagogical benefits in interpreter training, as it allows a more accurate and detailed diagnosis of the problems experienced by students experienced by students and help them to identify possible causes.
Abstract
This study aims to raise awareness of the process-oriented approach in interpreter training by exploring potential benefits of using retrospection as a pedagogical tool. Five postgraduate interpreting students were asked to perform consecutive interpreting and to give retrospective comments about their performances. The researcher, as their teacher, provided stimulus in the form of short questions in order to facilitate student participants' verbalization during retrospection. The retrospective data were analyzed quantitatively and qualitatively. Frequency analysis of participants' remarks showed that the majority of their comments were related to interpreting process, which attests to the usefulness of retrospection as a means to look into the process. Frequency results also enabled identification of sub-processes of the interpreting process where students experienced frequent problems. Qualitative analysis revealed that participants were using specific strategies, such as prioritizing information items for efficient allocation of cognitive resources and substituting partially missed information with a superordinate concept. Participants were found to be making decisions over the choice of language for their notes, judging their interpreting product, and expressing their state of mind. Teacher's stimulus was found effective in an instance where a participant was able to get to the bottom of her/his interpreting problems with the help of questions from the teacher. These results indicate that retrospection holds pedagogical benefits in interpreter training, as it allows a more accurate and detailed diagnosis of the problems experienced by students experienced by students and help them to identify possible causes.
참고문헌 (27)
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