Knowledge-Based Consecutive Interpretation Training and Performance Gap Solutions for Undergraduate Students: Listening Comprehension Improvement through Professional Knowledge Enhancement and Discourse Analysis
Although it is agreed that wild guesses should be definitely avoided during interpretation, sometimes, an interpreter inevitably needs to make educated guesses when s/he is unsure about the message sent by the speaker. This actually not only occurs in real meetings, but also in the classroom when interpretation courses are offered to undergraduate students who are relatively young in age, have a low level of language competence in both Chinese and English, and insufficient professional knowledge. But since almost all colleges and universities around the island now offer interpretation classes to undergraduate students, this poses a big challenge for both teachers and students. This study, thus, proposes that knowledge-based consecutive interpretation training be included in undergraduate programs in order to transform information into knowledge, a so called data mining process, by teaching students to focus on key words, sentence structure, transitions, paragraph arrangement as well as the knowledge disseminated by the speaker. When students are familiar with the data mining process and discourse analysis, they are able to develop higher language competency in both reading and listening comprehension as well as enhance their knowledge level. In addition, they will be more prepared for the interpretation task and therefore ease their nervousness during the interpretation process. Teachers are able to guide students in learning consecutive interpretation more efficiently and effectively. The purpose of this study is to introduce knowledge-based consecutive interpretation training to improve the interpretation performance of undergraduate students. The interpretation performance and the learning feedback given by students are also examined and discussed in this study.
Knowledge-based consecutive interpretation training performance gap discourse analysis
Sally Wu Ellen Wu
Department of Translation and Interpretation Studies,Chang Jung Christian University
国际会议
2009 International Conference on Applied Linguistics & Language Teaching(2009应用语言学暨语言教学国际研讨会)
台湾
英文
558-566
2009-04-01（万方平台首次上网日期，不代表论文的发表时间）