Research on Interpreting Pedagogy in Multimedia Environment

Lin Tian

doi:10.4236/als.2018.63013

Abstract

In the present multimedia environment, the traditional teacher-lecturing or information-delivering teaching mode is still frequently adopted, even though the flipped teaching mode has drawn increasing attention from the scholars and teachers. Against this backdrop, a research on the adoption of interpreting pedagogy has been done to see the students’ preference over the traditional and the flipped teaching mode and explore the possible reasons behind this preference. The research findings indicate that the participants favor the flipped interpreting teaching mode more than the traditional lecturing mode, mainly because this can save them more in-class time for interactive interpreting activities and for more tutor’s instructions. Therefore, a mode for flipped interpreting teaching is suggested for further experiment, covering three modules, namely, pre-class online learning, in-class instruction and practice and after-class tasks.

Highlights

Entering the new millennium, teacher-lecturing or information-delivering within the class time still seems to be the main interpreting pedagogy, though some extra activities may be designed and carried out within the very limited time left
The research findings indicate that the participants favor the flipped interpreting teaching mode more than the traditional lecturing mode, mainly because this can save them more in-class time for interactive interpreting activities and for more tutor’s instructions
The research findings of teaching modes preference among interpreting teachers are shown in Graph 1

Summary

Introduction

Teacher-lecturing or information-delivering within the class time still seems to be the main interpreting pedagogy, though some extra activities may be designed and carried out within the very limited time left. Most universities or colleges can only provide 2 to 4 class hours each week for fundamental interpreting courses, which will be attended by 20 - 30 students, or even 40 - 60 students at the same time. In such circumstances, it’s very difficult to cultivate qualified interpreters.

Methods

Results

Conclusion