통역 능력 향상을 위한 연습용 툴 개발 제안
Suggestions for Interpreting Practice Tool Development
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Interpreting training requires students to practice interpreting not only in class but also outside class. Students practice interpreting outside the classroom in pairs or by themselves and perform a variety of activities that are expected to improve their interpreting skills. This paper aims to identify the interpreting practices the students engage in when they study alone, the constraints they have with the current practices and the possibility of developing self-interpreting-practice support tools designed to overcome the constraints the students are experiencing and to facilitate and improve the efficiency of their interpreting practices. The students interviewed answered that they all engage in memory training(memorizing and reciting/paraphrasing texts), sight translation, consecutive interpreting and, partially, simultaneous interpreting. They expressed dissatisfaction with the current memory training and sight translation practices, based on which the requirements for new self-interpreting-practice tool development were identified. The tools are currently in the phase of prototype development. The next step planned is to complete the prototype development and actually apply the tools and pilot test their usefulness and contribution to students’ interpreting practices and identify room for further improvement.
Abstract
Interpreting training requires students to practice interpreting not only in class but also outside class. Students practice interpreting outside the classroom in pairs or by themselves and perform a variety of activities that are expected to improve their interpreting skills. This paper aims to identify the interpreting practices the students engage in when they study alone, the constraints they have with the current practices and the possibility of developing self-interpreting-practice support tools designed to overcome the constraints the students are experiencing and to facilitate and improve the efficiency of their interpreting practices. The students interviewed answered that they all engage in memory training(memorizing and reciting/paraphrasing texts), sight translation, consecutive interpreting and, partially, simultaneous interpreting. They expressed dissatisfaction with the current memory training and sight translation practices, based on which the requirements for new self-interpreting-practice tool development were identified. The tools are currently in the phase of prototype development. The next step planned is to complete the prototype development and actually apply the tools and pilot test their usefulness and contribution to students’ interpreting practices and identify room for further improvement.
참고문헌 (19)
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