Earticle

초록

영어

In interpreting teaching, the teacher should make full use of the wash-back effect of interpreting tests, advocate visual assessment of learners’ interpreting ability through tests, and introduce scaffolding instruction to carry out a more individualized and targeted approach of teaching, maximizing the teaching effect based on learners’ developmental level of interpreting ability. Based on this theory, this study analyzes the test results of Chinese-Korean consecutive interpreting of a group of Chinese students and studies their individual differences. According to the individual differences among learners, this study classifies the scaffolding types into four categories: intellectual, strategic, reflective, and practical, and proposes a scaffolding teaching plan suitable for interpreting courses in five aspects: source language content reduction, source language logic reduction, target language organization, target language fluent output, and target language oral expression.

목차

Abstract
1. 引言
2. 口译学习者的个体差异案例分析
2.1 口译测试案例介绍
2.2 口译测试的方法和评估标准
2.3 口译测试案例分析结果
3. 基于个体差异的支架式口译教学模式探索
3.1 支架式教学
3.2 针对学习者个体差异的支架式口译教学模式
4. 结语
参考文献
附录

저자

• 崔惠花 [ 최혜화 | 对外经济贸易大学/ 讲师 ]

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