Earticle

초록

영어

This study reports on the initial outcome of an action research on a systematic instructional model of note-taking for consecutive interpreting. As a means to offer scaffolding to the students while taking into full account the nature of note-taking acquisition that requires the autonomous effort on the part of the students, the study applied the Gradual Release of Responsibility (GRR) model in an introductory T&I course. The researchers found that the model enables a process-oriented approach, an opportunity to closely observe and monitor the process of the students’ renditions, a gradual decline in the students’ dependence on the instructor and the creation of a more supportive atmosphere conducive to collaborative rather than competitive learning. Despite many positive revelations of the new instructional model, the researchers concluded that the GRR model of instruction can complement rather than replace the existing model of teaching interpreting where rendition is followed by critique.

목차

1. 서론
2. 이론적 배경
2.1. 집중 수업/Focus Lesson (“I do it”)
2.2. 지도 실습/Guided Instruction (“We do it”)
2.3 협동 학습/Collaborative (“You do it together”)
2.4 독립 학습/Independent(“You do it alone”)
3. 수업 모델의 실행
3.1. 공유
3.2. 집중 수업(“I do it alone”)
3.3 지도 실습(“We do it together”)
3.4 협동 학습(“You do it together”)
3.5 독립 학습(“You do it alone”)
4. 분석 방법
5. 분석 결과
5.1. 교수자의 관점에서 본 새로운 수업모델의 차이점
5.2. 노트테이킹의 변화 양상
5.3. 가장 도움이 된 노트테이킹 전략
5.4. 가장 적용하기 어려운 노트테이킹 전략
5.5. 향후 수업에서 보완할 점
6. 결론 및 향후 제언
참고문헌

저자

• 진실희 [ Jin, Sil-hee | 중앙대학교 국제대학원 전문통번역학과 조교수 ] 교신저자, 제1저자
• 원종화 [ Won, Jong-hwa | 중앙대학교 국제대학원 전문통번역학과 교수 ] 제2저자

참고문헌