earticle

논문검색

Session 3-2. Interpretation

Learning from Active Learning: expanding the scope of interpretation skills training

초록

영어

This proposal highlights the value of expanding the scope of interpretation skills training in the context of an undergraduate language curriculum by introducing the approaches taken by the instructor affiliated with the Center for Global Communication Strategies at the University of Tokyo. The course on Japanese-English interpretation skills is offered primarily for students enrolled at the university’s Program in English at Komaba (PEAK) who were educated in English while developing their Japanese language as a heritage language at home. The course aims to equip students with advanced communication skills through interpretation training rather than training professional interpreters. The overarching goal is to enable students to achieve valuable life skills. While the course leans on building blocks of conventional interpreter training to achieve that goal, its premise is that interpretation skills are essentially advanced communication skills. For example, simultaneous interpretation enables rapid determination of the main thrust of the information captured aurally and visually. Consecutive interpretation is the ability to temporarily deconstruct the information presented and deliver it in a meaningful manner. Sight translation is another form of digesting information in manageable chunks by overcoming the significant difference in sentence structure between the two languages. Interpretation skills training enables learners to contextualize vocabulary, vary language register, enunciate clearly, be mindful of meaning while always directing attention to the audience, all of which are valuable life skills. This proposal will also demonstrate the value of gaining insights from other related disciplines such as ESL to break down the learning process into different aspects of English as vocabulary and grammar. This approach is notably viable if the interpretation skills course is part of a broader language curriculum. The proposal will also address active learning strategies that were effective in the University of Tokyo course to improve the course quality and foster a student-centered classroom with special attention given to the virtual environment. (311 words)

목차

Abstract
Bio (Ms. Hanako Kaku) hanakokaku@gmail.com (Tokyo, Japan)

저자정보

  • Hanako Kaku University of Tokyo, Japan

참고문헌

자료제공 : 네이버학술정보

    함께 이용한 논문

      0개의 논문이 장바구니에 담겼습니다.