전문순차통역 수업 설계: 실행연구
Course design for advanced consecutive interpreting: Action research
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초록
This paper reports on action research aimed at developing a course on advanced consecutive interpreting to reduce gap between classroom learning and actual consecutive interpreting situations. Based on situated learning and cognitive apprenticeship theories, a 16-week course was designed and implemented at a graduate school of interpretation and translation in Korea to expose students to various situational elements of real-world interpreting events. For data analysis, class materials were categorized into four types: audio materials with interpretation, video materials, presentation slides, and others. The researcher’s reflective notes, students’ course evaluation, and student survey results were analyzed to identify strengths and weaknesses of the pilot course design. The overall course evaluation was highly positive. In the survey, students responded that they enjoyed the experiences of interpreting in various situations that resemble real-world interpreting and that they were able to learn to adapt to unexpected situations and be more mindful of the audience when interpreting. Pedagogical implications are discussed based on a critical reflection on the course implementation.
Abstract
This paper reports on action research aimed at developing a course on advanced consecutive interpreting to reduce gap between classroom learning and actual consecutive interpreting situations. Based on situated learning and cognitive apprenticeship theories, a 16-week course was designed and implemented at a graduate school of interpretation and translation in Korea to expose students to various situational elements of real-world interpreting events. For data analysis, class materials were categorized into four types: audio materials with interpretation, video materials, presentation slides, and others. The researcher’s reflective notes, students’ course evaluation, and student survey results were analyzed to identify strengths and weaknesses of the pilot course design. The overall course evaluation was highly positive. In the survey, students responded that they enjoyed the experiences of interpreting in various situations that resemble real-world interpreting and that they were able to learn to adapt to unexpected situations and be more mindful of the audience when interpreting. Pedagogical implications are discussed based on a critical reflection on the course implementation.
참고문헌 (21)
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