Enhancing the learning experience of interpreting students outside the classroom.

F. Chouc, José M. Conde
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引用次数: 1

Abstract

The purpose of this article is to observe and analyse the potential benefits of the situated learning experience for MSc interpreting students enrolled in the Conference Interpreting and Translation programme at Heriot-Watt University, Edinburgh by taking them outside the classroom and confronting them with the realities of a working parliament (the Scottish Parliament). Our curriculum already includes a number of activities designed to draw on theories of experiential learning developed by Lave and Wenger (1991) generally, and D'Hayer (2006) specifically for interpreter education, for instance in the shape of simulated multilingual conferences organised in a university interpreting laboratory. However, this study is designed to analyse the benefits of taking situated learning one step further, by placing students in the real, live environment in which professional interpreters work: an interpreting booth, during a live Scottish parliamentary session. By taking the learning experience out of the usual academic environment and into a professional setting, we intend to use a mixed-method approach in order to examine how students react to the experience and to what extent it contributes to focusing their study strategies and learning.
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增强口译学生课堂外的学习体验。
本文的目的是观察和分析参加爱丁堡赫瑞瓦特大学会议口译和翻译课程的理学硕士口译学生的情境学习经验的潜在好处,将他们带出课堂,让他们面对工作议会(苏格兰议会)的现实。我们的课程已经包含了许多活动,这些活动是根据Lave和Wenger(1991)以及D'Hayer(2006)为口译教育专门开发的体验式学习理论设计的,例如在大学口译实验室组织的模拟多语言会议。然而,本研究旨在通过将学生置于专业口译员工作的真实生活环境中,在现场苏格兰议会会议期间的口译亭,进一步分析将情境学习的好处。通过将学习经验从通常的学术环境中提取出来,进入专业环境,我们打算使用混合方法来检查学生对经验的反应,以及它在多大程度上有助于集中他们的学习策略和学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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Enhancing the learning experience of interpreting students outside the classroom.
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