In an attempt to meet the undeniable need for an empirical approach to interpretation research, this paper suggests an approach to consecutive interpretation learning, based on the observation of recurrent and persistent errors among learners. Although traditional teaching methods will not be discredited, this paper aims to show that since consecutive interpretation requires a personal effort of creation, both students and teachers can be encouraged to more frequently adopt learning and teaching strategies based on self-management, autonomy and self-directed work.
After setting out a general framework based on what has been said and written about interpretation teaching methods, we describe how the experiment was conducted. The data collected is analysed and the concept of autonomy and its possible application to consecutive interpretation learning are discussed.
On the basis of the findings, and recognising that learning consecutive interpretation requires a personal approach, alternative learning strategies will be proposed which are based on a more autonomous approach on the part of the student.
In spite of the inevitable limits of such a small-scale study, it could be suggested that given the recurrence and persistence of certain errors, learners might hope to reduce them by self-observation and by developing autonomous learning strategies according to their needs and experiences.
2018. Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback. The Interpreter and Translator Trainer 12:1 ► pp. 48 ff.
Yan, Jackie Xiu, Jun Pan & Honghua Wang
2018. Learner Factors, Self-perceived Language Ability and Interpreting Learning: An Investigation of Hong Kong Tertiary Interpreting Classes. In Research on Translator and Interpreter Training [New Frontiers in Translation Studies, ], ► pp. 101 ff.
Yan, Jackie Xiu, Jun Pan & Honghua Wang
2018. Learner Variables and Problems Perceived by Students: An Investigation of a College Interpreting Programme in China. In Research on Translator and Interpreter Training [New Frontiers in Translation Studies, ], ► pp. 123 ff.
2012. Learner variables and problems perceived by students: an investigation of a college interpreting programme in China. Perspectives 20:2 ► pp. 199 ff.
Lee, Yun-Hyang
2009. Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom. Meta 50:4
Choi, Jung Yoon
2006. Metacognitive Evaluation Method in Consecutive Interpretation for Novice Learners. Meta 51:2 ► pp. 273 ff.
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