A Study on Course Design of Consecutive Interpretation in Undergraduate Courses

Abstract

We have applied flipped Learning and collaborative learning to undergraduate consecutive interpretation classes. flipped Learning is a method of preliminary preparation of class materials through pre-class learning, and it is a way to carry out tasks, problem solving, and questions during class time. collaborative learning is a way of learning when two or more students work together. before starting the class, students were able to concentrate on interpreting exercises during the class because they learned the background knowledge and vocabulary while listening to the news related to the topic. considering the characteristics of the undergraduate class, the consecutive interpretation class using flipped Learning and collaborative learning has the advantage of increasing interpreter practice time and lowering students’ tensions.