Earticle

초록

영어

The purpose of this study is to examine the efficacy of introducing flipped learning in a consecutive interpretation classroom at the undergraduate level. Specifically, flipped learning is introduced in the teaching of note-taking techniques which students regard as one of the most difficult skills to learn during the course. Two groups participated in the study, one receiving conventional teaching method where the instructor explains the concept, purpose, principles, and guidelines in class, followed by student practice sessions. The other received the flipped learning instruction where an assignment is given to preview related materials (video lectures) in advance before engaging in student practice in class. The two groups responded to a survey probing their level of understanding and confidence in performing note-taking. Results show that the group who learned note-taking through the flipped learning method responded more positively to their learning experience than the control group, especially in their confidence level. In this context, educational implications and ways to expand the scope of flipped learning to other areas of interpretation training are discussed.

목차

1. Introduction
2. Theoretical Background
2.1. Flipped Learning in the Classroom
2.2. Consecutive Interpretation Training and Flipped Learning
2.3. Flipping the Note-taking Training Process
3. Method
3.1. Participants
3.2. Procedure
3.3. Data Collection
3.4. Data Analysis
4. Results
5. Conclusion
References

키워드

저자

• Haeyoung Kim [ The Catholic University of Korea ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통번역학연구 [Interpreting and Translation Studies]

• 간기

  계간

• pISSN

  1975-6321

• eISSN

  2713-8372

• 수록기간

  1997~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 717 DDC 400