순차통역 교육에서 자기평가의 효용성에 대한 소고: 학부과정에서의 통역교육 사례를 중심으로
Efficacy of Self-evaluation as Pedagogical Tool in Undergraduate Consecutive Interpreting Class
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Efficacy of Self-evaluation as Pedagogical Tool in Undergraduate Consecutive Interpreting Class Lee, Mi-Gyong (Kyung Hee University) This paper discusses the potential of self-evaluation as assessment method as well as a pedagogical tool in consecutive interpreting at an undergraduate translation and interpreting program. Unlike T&I programs at graduate level, undergraduate programs have some limitations in teaching mainly due to the large class size and gap in students' aptitude not to mention their purpose and goal in taking the consecutive interpreting class. Students are given only very few chances to perform interpreting during the semester and one-to-one interactive corrective feedback or assessment is just as infrequent. This study proposes self-evaluation as a method to reflect on own interpreting performances and seek for alternative expressions and decision-making in meaning delivery, ultimately contributing to students' capacity building. In addition, self-evaluation can make students more receptive to the instructors' comments and adopt any suggestions from teachers. An analysis of students' self-evaluation report filled out by 15 students on their performances of Korean-English and English-Korean consecutive interpretation revealed self-evaluation can be an efficient tool in improving fidelity but not in delivery or language, while had positive influence on time management and development of skills and strategies.
Abstract
Efficacy of Self-evaluation as Pedagogical Tool in Undergraduate Consecutive Interpreting Class Lee, Mi-Gyong (Kyung Hee University) This paper discusses the potential of self-evaluation as assessment method as well as a pedagogical tool in consecutive interpreting at an undergraduate translation and interpreting program. Unlike T&I programs at graduate level, undergraduate programs have some limitations in teaching mainly due to the large class size and gap in students' aptitude not to mention their purpose and goal in taking the consecutive interpreting class. Students are given only very few chances to perform interpreting during the semester and one-to-one interactive corrective feedback or assessment is just as infrequent. This study proposes self-evaluation as a method to reflect on own interpreting performances and seek for alternative expressions and decision-making in meaning delivery, ultimately contributing to students' capacity building. In addition, self-evaluation can make students more receptive to the instructors' comments and adopt any suggestions from teachers. An analysis of students' self-evaluation report filled out by 15 students on their performances of Korean-English and English-Korean consecutive interpretation revealed self-evaluation can be an efficient tool in improving fidelity but not in delivery or language, while had positive influence on time management and development of skills and strategies.
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