Suggesting a Teaching & Learning Model for Enhancing Student Interpreters’ B Language Proficiency —Focusing on Collaborative Knowledge Construction through Education in Speech Texts
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In light of the need for student interpreters to strike a balance between their A and B language proficiency levels, graduate-level interpretation programs often provide B language support classes. Notwithstanding scores of possible learning activities that can be carried out in the classroom, teachers of B language classes need more knowledge-sharing in terms of teaching methods to build on their own teaching practices. This paper introduces a teaching & learning model developed to meet this need. Combining activities of reading, writing, listening and speaking, the model focuses on speech text education for student interpreters in the context of collaborative learning. Along with the learning & teaching model, collaboratively constructed knowledge in the classroom on speech text is presented.
Abstract
In light of the need for student interpreters to strike a balance between their A and B language proficiency levels, graduate-level interpretation programs often provide B language support classes. Notwithstanding scores of possible learning activities that can be carried out in the classroom, teachers of B language classes need more knowledge-sharing in terms of teaching methods to build on their own teaching practices. This paper introduces a teaching & learning model developed to meet this need. Combining activities of reading, writing, listening and speaking, the model focuses on speech text education for student interpreters in the context of collaborative learning. Along with the learning & teaching model, collaboratively constructed knowledge in the classroom on speech text is presented.
참고문헌 (22)
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