Learning consecutive interpretation

Abstract

In an attempt to meet the undeniable need for an empirical approach to interpretation research, this paper suggests an approach to consecutive interpretation learning, based on the observation of recurrent and persistent errors among learners. Although traditional teaching methods will not be discredited, this paper aims to show that since consecutive interpretation requires a personal effort of creation, both students and teachers can be encouraged to more frequently adopt learning and teaching strategies based on self-management, autonomy and self-directed work. After setting out a general framework based on what has been said and written about interpretation teaching methods, we describe how the experiment was conducted. The data collected is analysed and the concept of autonomy and its possible application to consecutive interpretation learning are discussed. On the basis of the findings, and recognising that learning consecutive interpretation requires a personal approach, alternative learning strategies will be proposed which are based on a more autonomous approach on the part of the student. In spite of the inevitable limits of such a small-scale study, it could be suggested that given the recurrence and persistence of certain errors, learners might hope to reduce them by self-observation and by developing autonomous learning strategies according to their needs and experiences.