earticle

영어

Graduate-level conference interpreting training in Korea has existed for over three decades. And yet, not enough has been discussed on the specific contents and methods of interpretation teaching and learning. That is to say, a prototype for interpretation pedagogy has yet to be established for current and future teachers' reference. However, this much is known: Because interpreting skills can only be acquired by the practice-makes-perfect method, a typical interpreting session naturally comprises hands-on training followed by critiquing. Given that students as a group engage in discussions throughout the class in seeking optimal solutions to issues ranging from content anticipation to interpretation product evaluation, collaborative learning is at the center of the interpretation classroom. But there is a greater need for scholarly discussion on the specifics and dynamics of interaction among students leading to effective learning within the framework of collaborative learning. The current study presents basic guidelines for the English-into-Korean consecutive interpreting class with particular focus on group brainstorming and peer assessment as the two main forms of collaborative classroom activity. The study covers potential hindrances to collaborative knowledge construction, role division among students, and teacher's session management according to time allotment. It concludes with a speech text sample presenting areas of consideration for participants of collaborative learning activities in the interpreting class.