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題名:Curriculum Design of Interpreting Trainings for Undergraduates
作者:Sally I.C. Wu & Chi-Fen, Tsai
會議名稱: CIVINEDU 2020
摘要:Abstract Teaching interpretation at the undergraduate level has long been discussed and debated since young undergraduate students are thought of lack of competencies and experiences in language and professionalism. Yet, in the real-world, interpreting, at the business occasions, is a job that often taken by staff received only undergraduate training. Additionally, owing to multiple options and high demands for talents with language skills, students may not choose interpreting or translating as their future professional career. At the same time, they need to learn skills required for work and life besides theories and skills of translating and interpreting. As a result, to offer alternative solution and to systematically develop students’ competencies for the real-world interpreting, this article incorporates multiple theories into the curriculum design to proposes module courses of sight translation and consecutive interpretation on topics including dining, self-introduction, guided tours, company presentation, and ceremonial speeches as both masters of ceremonies and interpreters. Students were instructed to learn first their vocabularies and terminologies, useful sentence patterns, background knowledge of subjects, translating and interpreting techniques, and presentation skills. Meanwhile, online materials such as Ted Talks and YouTube videos based on one of the instructor’s escort assignments to the US are utilized. The whole project was carried though a cycle of “Experience Sharing, Introduction of Discourse Genre, Building English-Chinese Bilingual Corpus via Cornel Method, Reflection, and Discussion” and furthermore, by the end of the project, students were observed to have more confidence in their presentation and interpreting skills and develop multiple intelligences not only needed at work but in every part of life. The teacher-centered interpreting teaching mode has been closely linked to students’ autonomous learning. Even when students are not planned to become a professional interpreter, they will learn eight competencies: visual-spatial intelligence, linguistic-verbal intelligence, logistic-mathematical intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence, to fully develop their potential and capacities to meet challenges in life after taking interpreting training courses in sight translation and consecutive interpreting.
關鍵字: 口譯教學, 語篇主旨, 中英雙語語料庫, 多元智能
英文關鍵字:Interpreting teaching, discourse genre, English-Chinese bilingual corpus, multiple competencies, module course design