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Title: | A focus-group study : students' perceived benefits from learning with practitioners' note-taking and consecutive interpreting demonstration videos | Authors: | Hui, M | Issue Date: | 2019 | Source: | Current trends in translation teaching and learning E, 2019, , v. 6, p. 105-159 | Abstract: | This project sets out to videotape interpreters' processes of note taking and consecutive interpreting, followed by note-symbol explaining. The videos are to serve as scaffolds for interpreter training. To explore students' perceived benefits from learning with practitioners' videos, a focus-group study was carried out with four Hong Kong Polytechnic University (PolyU) undergraduates having completed two interpreting courses. The experiment consisted of four parts: (1) Each subject was instructed to perform consecutive interpreting for an English news recording lasting about 3 minutes, assess the quality of the delivery according to the rubrics used in the interpreting courses, and describe their performance at a retrospective interview. (2) Videos of a practitioner interpreting the same recording were presented to the subject. (3) The subject was assigned to interpret another related English news recording into Chinese, assess their work, and share with the researcher if and what they had benefited from the videos. (4) The subject was to fill out a post-project questionnaire mainly regarding the user-friendliness of the videos. Inspired by the practitioner's performance and explanation, all subjects showed improvements in the second interpreting exercise as their notes were simplified and increasingly to-the-point, hence saving time and freeing up short-term memory for better analysis of the source text and thus coming up with better interpretations. They believed a demonstration video repository would be a valuable self-learning aid complementary to classroom learning. | Keywords: | Consecutive interpreting Demonstration video repository Interpreter training Note taking Scaffolding |
Publisher: | Helsingin Yliopisto, University of Helsinki | Journal: | Current trends in translation teaching and learning E | EISSN: | 2342-7205 | Rights: | Creative Commons License Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license (https://creativecommons.org/licenses/by-nc/4.0/). Current Trends in Translation and Learning E is an open access journal, which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author for non-commercial purposes. Nonetheless, reproduction, posting, transmission or other distribution or use of the article or any material therein requires credit to the original publication source with a link to both the article and the license. This open access policy is in accordance with the Budapest Open Access Initiative's (BOAI) (https://www.budapestopenaccessinitiative.org/) definition of open access. The following publication Hui, M. (2019). A focus-group study: students’ perceived benefits from learning with practitioners’ note-taking and consecutive interpreting demonstration videos. Current Trends in Translation Teaching and Learning E, 6,105 – 159 is available at http://www.cttl.org/cttl-e-2019.html |
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