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Un moment important du cours d'interpretation consecutive est Ia discussion entre les etudiants suite a Ia prestation d'un condisciple. Si dans d'autres domaines il y a eu de nombreuses recherches sur !'evaluation par les pairs, en matiere d'interpretation elles sont encore rares. Le present article decrit tout d'abord le processus d'evaluation par les pairs tel qu'il se deroule dans un cours d'interpretation consecutive, puis presente les resultats d'un sondage realise aupres d'etudiants et de diplomes de Ia GSIT, HUFS, visant a comprendre comment l'evaluation est percue par les etudiants et tenter d'en ameliorer l'efficacite.

This is a case study to elucidate an association between consecutive interpretations and stratified note-taking. Stratification in note-taking is limited to diagonal and parallel types in this study. It was possible to derive several significant conclusions from the results of analyses on both voice files of students in consecutive interpretations and survey questionnaire. First of all, although it is not always concluded that an objective assessment result indicates the quality of interpretation, the group of people, who answered that an effort was made for note-taking stratification, showed much better result in interpretation. In addition, this group actually exhibited that their note-takings were systematically stratified well. The top three students in terms of overall assessment all belonged to the group that made an effort for note-taking stratification and three students with the lowest assessment were all in the opposite group. An education for note-taking should be started as early as possible in the specific pattern. However, an education is possible only for several principles and learners need to develop note-taking with the most appropriate way for each of them afterwards. Furthermore, they should make an effort to improve their skills on consecutive interpretations from various perspectives other than note-taking.

There is a common misunderstanding in the translation market that simultaneous interpretation is more difficult than consecutive interpretation, thus the former one is superior to the latter. The majority of existing research concentrates on English‐oriented interpretation with single material. Chinese‐Japanese language pairs have been rarely studied. Against this backdrop, this thesis aims to compare the completeness rates between Japanese‐Chinese simultaneous interpreting and consecutive interpreting of student interpreters by analyzing three separate cases studies. The three cases presented in this thesis are extracted from public speeches in the website of the Japan National Press Club, and fall into three categories in terms of the feature of original speech, speech pace, and information density. Nineteen student interpreters are divided into CS and SC group, and interpret different parts of the speeches consecutively or simultaneously. Comparisons are made between the same interpreter with different but same‐level materials, and different interpreters with the same material.

The conducting of fair and objective quality assessments of translation and interpretation is an issue just as important as the conducting of education and research in the field of translation and interpretation. However, not only in the market for translationand interpretation but even in specialized education institutes o ftranslation and interpretation quality assessments of interpretation rely more on subjective judgments than objective and fair criteria. In response to this state of affairs, this study attempts to produce a set of standard criteria for quality assessments o fKorean-Chinese consecutive interpretation, based on an error analysis of Korean-Chinese consecutive interpretations rendered during graduation exams at a specialized education institute for translation and interpretation, a situation bearing the nature of qualification exams to attain the status of a professional interpreter/translator. As a preliminary step to producing a standard set of criteria to assess interpretation quality, relevance theory was drawn upon to classify interpretation quality into the area of comprehension, which links to the inferential capability shown by the interpreter, and the area of expression, which links to the interpreter’s production of ostensive information. Based on this classification, a model example of the interpretation was prepared by distinguishing core ostensive information of the source text from supplemental ostensive information. Referring to the model example, the ostensive information within 14 interpretations was compared against that within the source text to conduct a quantitative analysis of errors committed by the interpreters. After including additional error categories that did not fall under the areas of comprehension ability or expression ability, an objective and tangible set of criteria was produced for quality assessments of consecutive interpreting from Korean to Chinese. The criteria includes all errors that were observed in the interpretations, and was produced to offer evaluators an objective standard to measureinterpretation quality within the time constraints placed on them.

This article employed temporal variables including pause, syllables perminute, and speech proportion to examine the information processesinvolved in consecutive interpretation from English into Korean. Acomputer-aided analysis of an actual news conference via consecutiveinterpretation revealed that the interpreter, using some 60% of the timespent by the speaker, produced more syllables than the speaker with ahigher speech proportion than the speaker. As the speech proportion ofthe interpreter generally does not exceed that of the speaker insimultaneous mode due to the more complex processing load by theinterpreter than the speaker, this clearly shows that the cognitive loadinvolved in consecutive interpretation is lighter than that ofsimultaneous mode. The interpreter maintained the same level of pausesand speech proportion interpreting a speech without a script when sheprocessed a speech with a script secured in advance. A statisticallysignificant relationship among these temporal variables of the interpreterand the speaker demonstrates that they can be reliable research tools inscrutinizing the cognitive process of consecutive interpretation

This study delves into the correlation between sight translation and consecutive interpretation within the frame of a Korean-English undergraduate consecutive interpretation course. It addresses the noticeable lack of empirical research surrounding the educational benefits and effectiveness of sight translation training. The learners' feedback was collected through a survey questionnaire, aimed at assessing their satisfaction with sight translation training and perceptions of its impact on consecutive interpretation improvement. This survey data were complemented by insights gleaned from instructor observations and student journals, providing a multifaceted view of the pedagogical dynamics. The results indicate a prevailing sense of satisfaction among learners regarding sight translation exercises. There is also a firm belief regarding these exercises' role in bolstering consecutive interpretation skills. Specifically, learners reported that these exercises significantly aid in comprehending the source text, identifying key words, and understanding meaning units. Despite this, the learners presented a skeptical attitude towards the potential impact of sight translation training on memory span improvement. Furthermore, the differing views on language interference among learners prompt a deeper exploration of sight translation’s pedagogical impacts for de-verbalization. This research provides preliminary empirical suggestions of a link between sight translation training and improved consecutive interpreting, warranting thorough scrutiny in the future.

Peer feedback is said to affect the whole process of interpretation learning, but active research is not being done. For that reason, although We spend a lot of time on interpreter learning on peer feedback, it has not been verified whether it is meaningfully effective. Therefore, research is necessary to increase the educational effect of peer feedback in interpretation learning. In this paper, in order to conduct more systematic research, we first decided that it is necessary to consider peer feedback by types, and created a classification table of types using actual peer feedback data. The basic framework was based on the classification table in the composition field. However, because the unique characteristics to interpretation are not reflected in this classification table, the primary classification table was created by adding the item of interpreter evaluation. After that, I was able to obtain the final version by repeatedly modifying it by coding the actual data.

ピア⋅フィードバックは通訳学習の全プロセスにおいて影響を与えるとされてい るが、活発な研究が行われているとは言えない状況にある。そのため、通訳学習で多 くの時間をピア⋅フィードバックにかけているものの、それが有意義に効果を発揮し ているかどうかは検証されていない。したがって、通訳学習におけるピア⋅フィード バックの教育的効果を高めるための研究が必要である。 本稿では、より体系的な研究を行うためには、まずピア⋅フィードバックをタイ プ別に分けて考察する必要があると判断し、実際のピア⋅フィードバックのデータを 用いて類型の分類表を作成した。 基本となる枠は作文分野の類型分類表を参考にした。しかし、同分類表には通訳 ならではの特性が反映されていないため、通訳評価の項目を加えて1次分類表を作成 した。その後、実際のデータをコーディングする方法で修正を重ね、最終版を得るこ とができた。

This study was conducted based on the consecutive interpretations of graduate students of Interpretation and Translation. The purpose of the corpus-based study was to observe the use of conjunctions. Conjunctions are important to accurately grasp the context of a speaker. Interpretation patterns of students were analyzed focusing on connection mechanisms. The first analysis demonstrated that more connection mechanisms were used in students' interpretation than in non-interpreted speeches. The students used a large number of conjunctions to convey what the speaker was trying to say. The second analysis results showed that there was no correlation between Korean and Chinese students’ nationality when using conjunctions. The students used the conjunctions according to personal preference. Conjunctions play a key role in understanding the context of a speaker's utterance. In the future, more corpus construction will be needed to identify conjunctions of various genres and types of texts. Nevertheless, considering the importance of the connection mechanism between Korean and Chinese, the analysis results can be applied to consecutive interpretation education.

The NNEST movement has acknowledged NNESTs’ shared mother language with learners for instructional and emphatic purposes. This study points out that such contributions are appreciated but should not justify instruction heavily or exclusively given in the L1 in English language classes taught by Korean NNESTs, which is predominantly practiced in Korea’s higher education. To help NNESTs in the EFL setting pedagogically and meet learners’ communicative needs, this study suggests consecutive bilingual instruction (CBI) as an alternative that balances NNESTs’ use of English and the L1 in the classroom. For the experiment, the researcher provided all instructions in English and then in Korean for the same content consecutively in five English language courses for one semester. Data were collected from a post-course survey (N = 104) and two focus group interviews (N = 12) to examine how CBI was perceived by students. Findings show that students’ confidence and proficiency in English increased through the courses, and over 90% thought CBI influenced their improvement moderately to very strongly. CBI was especially effective for beginner learners. NNESTs struggling with the burden of English-only instruction are encouraged to adopt CBI as a medium of instruction to develop themselves pedagogically and benefit students’ learning. Implementation strategies are also suggested.

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.

This case study conducts an analysis on the types of self-initiated self-repairs in consecutive interpreting into German by students who speak Korean as their mother tongue. The analysis introduces the attributes of CI and presents an overview of existing studies on self-repair in L1- and L2-research as well as in the field of translation. A corpus comprised of interpretations (Korean to German) delivered by eight students was recorded at Hankuk University of Foreign Studies to be examined for occurrences of self-repair, among which a total of 343 cases of repair were analyzed in depth. The findings of the current study forms the basis for sub-categorizing self-repairs into overt repairs and covert repairs. The overt repairs were broken down into supplementing and replacement, and the covert repairs into pauses, repetitions and elongations. In addition to the categorization of self-initiated self-repairs, the study demonstrates that the frequency of covert repairs was six times higher than that of overt repairs, implying that priority was given to accuracy over fluency. The research results can be used to assist the students in using self-repairs as a strategy to increase fluency.

Before teaching simultaneous interpretation, most schools of interpretation teach consecutive interpretation since the time lag allows students to fully process the source text before interpreting. One of the crucial elements of consecutive interpretation is note-taking which once mastered becomes second nature to the interpreter. The purpose of this article is to examine the notes of students to determine whether there can be ways to help students improve their note-taking skills. The notes of first year students will be analyzed to determine whether or not the way notes are taken affects the output, and if so, to help students who are struggling with their note-taking skills.

Following two surveys conducted in 2003 and 2005 on the topic of interpreting into B, this article aims to narrow the focus and to study any changes that occur in note-taking techniques or habits that manifest themselves when interpreting into B. A questionnaire was sent out to AIIC members across the world and the results were compiled. This article analyzes the results to understand how interpreters feel about the role of note-taking when interpreting into B.The overwhelming majority of the respondents felt that directionality did not affect the way the notes were taken or the language.

skills and interpretation. Interpretation is not merely the act of transcoding a message in one language into another, but involves comprehension, analysis and finally presentation. The emphasis in this article will be placed on the output and performance aspect of interpretation. In the case of consecutive interpretation and to a lesser degree simultaneous interpretation, the presentation or delivery of the message can sometimes have as much influence on the message as the contents themselves. By looking at the different aspects of speech communication and blending them with interpretation, this paper will provide some guidelines to improve the communication aspect of interpretation.

Since the establishment of the first graduate school specializing in interpretation and translation in 1979, some twelve graduate schools are now educating would-be interpreters and translators in Korea. This article examines the problem of the too many educational institutes and suggests undergraduate level interpreter training as an alternative. When undergraduate students receive consecutive interpretation training while studying their own major other than interpretation, they might possibly work as a temporary interpreter when necessary. In this context, multi-media language laboratories have been found to be effective tools to teach interpreting to large classes. Listening comprehension training was carried out in the lab using sound editing software which transmits part of the digital sound wave to the students' computers. Cloze testing was also possible as students wrote their answers on their own computer monitors while professor quickly checked students' monitors through the network system. Sight translation was done by scrolling down parts of sentences on the students' monitors while they did sight translation wearing their headsets which were being monitored by the professor. For consecutive interpretation, original speech was played back while students took notes before recording their interpreted version on their own computer.

The purpose of this paper is to review the role and function of interpreters whether it is in a community setting or for consecutive or simultaneous interpretation. Educational institutions are mainly concerned with teaching the rudimentary aspects of interpretation which are important, but at the same time, novice interpreters are often at a loss as to what to do because at school, they have been taught to remain neutral when sometimes the situation asks for a little more input from the interpreter. The amount of input will naturally vary depending on the setting - one would naturally think that community interpreting would probably require the largest amount of extra input, followed by consecutive and lastly simultaneous interpretation. Each mode will be looked at carefully, together with the ethical implications. The results could be used to inform students, before they become professionals, about the various scenarios that could possibly unfold and to arm them with some options that would allow them to react in a pro-active way that is not detrimental to the profession.

This paper emphasizes the importance of basing teaching for future interpreters on findings that have been made on interpretation; techniques in accurate listening, effective note taking, etc. In the context of the “Theory of Sense”, this paper elaborates on the training of basic techniques such as accurate listening, effective note taking in consecutive interpreting, correct use of cognitive complements, clear expression of ideas, transcoding where applicable. The paper further explores strategies for training more progressed trainees; dealing with narrative, argumentive, descriptive and rhetorical speeches; interpreting into a B language and retour interpretation; and training in simultaneous interpreting. This paper particularly stresses that the interpreter’s understanding of a speaker’s intended meaning forms the core of all interpreting activities.

Metacognitive evaluation introduced in this study assumes that if more value were added to self-evaluation, students may build up confidence by realizing that they have the potential to make more progress. To do that requires a self-monitoring mechanism to go in parallel with the teacher’s monitoring process. Another point worth mentioning to justify the need for self-evaluation is that students spend more time practicing in groups or individually outside class than in class with the teacher. This indicates that self-evaluation can come in handy by effectively making maximum use of practicing when students are on their own as well. Up till now, it has been well proven in many areas that metacognitive approaches can make a significant difference. In this context, this paper will demonstrate how metacognition can add value to teaching interpretation from a pedagogical standpoint by encouraging students to self-evaluate. It is hard, however, for novice learners to self-evaluate and make progress without understanding the fundamental cause of their shortcomings. Therefore, this paper also attempts to introduce metacognition, its strategies and its application to interpretation evaluation in the classroom.