영한 순차통역 수업의 교수자 수정 피드백에 대한 담화분석적 연구
A discourse analytic study of consecutive interpreting pedagogy with a focus on trainers’ corrective feedback
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Drawing on the theoretical framework of corrective feedback in second language education, this discourse anlaytic study examined corrective feedback in four consecutive interpreting classes taught by two interpreter trainers. The analysis demonstrates that trainers facilitated collaborative learning in classroom: Engaging the whole class of trainees in dynamic feedback interactions, the trainers offered corrective feedback to both trainees’ interpreting and peer feedback. The findings suggest that peer feedback, which is a hallmark of collaborative learning in interpreting classes, provided opportunities for trainers to assess trainees’ understanding of the source language speech and target language skills, and teach interpreting skills either by confirming or correcting peer feedback. The findings indicates that reformulation was prevalent in trainees’ corrective feedback whereas trainers’ corrective feedback was predominantly prompts that led trainees to identify and analyze interpreting problems and to offer solutions for performance enhancement. This paper, which is a first attempt of its kind to investigate the discourse of interpreting classes, calls for further research that could throw some light on interpreting pedagogy demonstrated in feedback interactions in interpreting classes and broaden our understanding about how interpreting can be taught effectively through corrective feedback.
Abstract
Drawing on the theoretical framework of corrective feedback in second language education, this discourse anlaytic study examined corrective feedback in four consecutive interpreting classes taught by two interpreter trainers. The analysis demonstrates that trainers facilitated collaborative learning in classroom: Engaging the whole class of trainees in dynamic feedback interactions, the trainers offered corrective feedback to both trainees’ interpreting and peer feedback. The findings suggest that peer feedback, which is a hallmark of collaborative learning in interpreting classes, provided opportunities for trainers to assess trainees’ understanding of the source language speech and target language skills, and teach interpreting skills either by confirming or correcting peer feedback. The findings indicates that reformulation was prevalent in trainees’ corrective feedback whereas trainers’ corrective feedback was predominantly prompts that led trainees to identify and analyze interpreting problems and to offer solutions for performance enhancement. This paper, which is a first attempt of its kind to investigate the discourse of interpreting classes, calls for further research that could throw some light on interpreting pedagogy demonstrated in feedback interactions in interpreting classes and broaden our understanding about how interpreting can be taught effectively through corrective feedback.
참고문헌 (42)
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