순차통역 수업 사례를 통해 본 대면 및 비대면 수업에서의 상호작용
A case study of feedback interactions in in-person and online consecutive interpreting classes
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Interpreter training programs had shunned online training courses in preference for in-person courses because technical problems and limited interactions have cast doubt about the effectiveness of online training. However, the pandemic-induced public health risks and the advancement of video conferencing technology seem to have changed the landscape of online classes. Interpreter trainers, having experienced online training during the pandemic, have had opportunities to compare two modes of interpreter training, online and in-person. This paper examines online and in-person classroom interactions in consecutive interpreting training, focusing on corrective feedback. The study throws some light on the similarities and differences between the two modes of interpreting classes through quantitative and qualitative analyses of classroom discourse. The quantitative analysis indicates that turn takings in in-person classes far outnumber those in online classes, but the qualitative analysis through the analysis of classroom discourse reveals little difference in terms of feedback interactions per se. The findings suggest that depending on the training context, the online interpreter training can also serve as an effective training mode, and call for further research.
Abstract
Interpreter training programs had shunned online training courses in preference for in-person courses because technical problems and limited interactions have cast doubt about the effectiveness of online training. However, the pandemic-induced public health risks and the advancement of video conferencing technology seem to have changed the landscape of online classes. Interpreter trainers, having experienced online training during the pandemic, have had opportunities to compare two modes of interpreter training, online and in-person. This paper examines online and in-person classroom interactions in consecutive interpreting training, focusing on corrective feedback. The study throws some light on the similarities and differences between the two modes of interpreting classes through quantitative and qualitative analyses of classroom discourse. The quantitative analysis indicates that turn takings in in-person classes far outnumber those in online classes, but the qualitative analysis through the analysis of classroom discourse reveals little difference in terms of feedback interactions per se. The findings suggest that depending on the training context, the online interpreter training can also serve as an effective training mode, and call for further research.
참고문헌 (35)
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