- 期刊
Guided One-on-one Peer Learning Exchange Model for Consecutive Interpretation Training, Reflections of an Action Researcher
GOPLEX口譯教學模式之行動研究
摘要
The traditional classroom teaching model is characterized by two features. First, one instructor teaches multiple students. Second, the instructor teaches on two levels: the class as a whole and individual students in turn. This model is ill-suited for courses designed for training in practical skills, because it uses time and teaching resources inefficiently, yet it is the default teaching model for most consecutive interpretation courses. To become competent interpreters, students need to learn interpretation concepts and strategies, practice language and interpretation skills, and receive individualized attention. Interpretation programs generally try to keep classes small to ensure the quality of learning, but the primary hindrance to quality learning is one instructor teaching on two levels, not necessarily the number of students in class. This paper offers the guided one-on-one peer learning exchange (GOPLEX) model as a more efficient alternative to the traditional classroom teaching model. In a Chinese to English consecutive interpretation course employing this model, native English speakers join the class and share teaching responsibilities with the instructor. The instructor teaches the class as a whole, imparting interpretation concepts and strategies, providing guidance, and keeping the class moving forward at an optimal pace, while native speakers of Chinese and English work in pairs as learning exchange partners, alternately interpreting and providing feedback. The GOPLEX model has another advantage. Researchers have developed excellent interpreter training theories and methods, but their incorporation into classroom settings has been hindered by the use of the traditional classroom teaching model. The GOPLEX model serves as a suitable framework for integrating interpreter training theories into consecutive interpretation courses. Employing action research, this paper describes the GOPLEX model, explains its origins, design, and advantages for teaching/learning language and interpretation skills and its suitability as a framework for incorporating interpreter training theories and methods into consecutive interpretation courses.
並列摘要
口譯教師在有限的課堂時間中，往往無法給予學生足夠的個別指導，幫助學生熟稔口譯概念與策略、練習語言與口譯技巧。本研究提出「引導式一對一同儕學習交流（GOPLEX）」模式，作為改善上述問題的口譯教學方案。在採用此模式的中進英逐步口譯課程中，英文母語者加入課堂並與教師分擔教學責任。教師教導全班口譯概念與策略、提供指導，並以最適合的節奏推進課程；中文及英文母語者兩兩配對為學習夥伴，輪流口譯並提供回饋。此外，學界發展出的口譯員訓練理論亦可整合至GOPLEX逐步口譯課程中。本研究採行動研究，描述GOPLEX模式、解釋其起源、設計、作為教學暨學習語言和口譯技巧的優勢，以及其為何適合作為將口譯員訓練理論與方法融入逐步口譯課程的框架。