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Enhancing English Skills Through Communicative Teaching in Interpretation Courses

This pragmatic study explores applying a communicative approach in consecutive interpreting courses to enhance English listening comprehension and transfer skills to Chinese. The research investigates the advantages and disadvantages of the instructor's teaching method and provides suggestions for teachers. Subjects included sophomore interpretation studies majors, with course activities focusing on summary exercises and consecutive interpretation. Evaluation methods included "Encouraging Stamps" and "Encouraging Cards," leading to improved skills and increased class attendance. Results indicated positive student feedback on the communicative teaching approach with potential for future course design references.

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Enhancing English Skills Through Communicative Teaching in Interpretation Courses

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  1. A PRAGMATIC STUDY ON APPLYING COMMUNICATIVE APPROACH IN CONSECUTIVE INTERPRETING COURSES Hui-Wen Chen Assistant Professor, Department of Translation and Interpretation Studies Chang Jung Christian University

  2. INTRODUCTION • Insufficient English listening and speaking abilities • Teaching objective • Enhance their basic English listening comprehension • The transference skills from English (foreign language) to Chinese (mother language).

  3. RESEARCH QUESTIONS • Instructor’s reflection and pragmatic study • To investigate • Teaching concept based on constructivism • Teaching approach based on communicative teaching • To explore advantages and disadvantages of the instructor’s teaching method • To provide suggestions for teachers

  4. SUBJECTS • Participants: 133 Translation and Interpretation Studies major sophomores • Including 15 repeaters, 2 minors, 2 transfer students, and 2 returning students who went abroad for 1-year exchange program • Numbers for each class: 42, 35, 27, and 29 • Pre-took a two-semester required course Basic Chinese-English Translation in the 1st year

  5. COURSE • One-semester course • Required course • Once a week, two periods • Consisting of 15 weeks, 30 periods • Textbook: World English 2: Real People, Real Places, Real Language (Johannsen & Chase, 2010), National Geographic

  6. CLASS ACTIVITIES • Summary exercises • Consecutive interpretation • Closed platform on website

  7. EVALUATION OF PERFORMANCE • Use of “Encouraging Stamps” (ES) and “Encouraging Cards” (EC) • Observation of teaching assistant • Instructor’s remarks • Others

  8. RESULTS AND DISCUSSION • Instructor’s Observation and Reflection Note • Students’ Evaluation on the Course

  9. STUDENTS’ EVALUATION OF THE COURSE Teaching Strategy Course Design Class Management Self-evaluation Method of Evaluation

  10. CONCLUSION AND LIMITATION • ECs provided direct and immediate feedback to students • ESs facilitated students to: • Correct their mistakes • Learn how to interpret more precisely and ideally • The technique of gist summary

  11. CONCLUSION AND LIMITATION (cont.) • Role of the TA • Guided and consulted for the students • Applied collaborative learning approach • Supervised learning progress optimally • In a communicative teaching approach: • Students were the main speakers in class • Instructor was merely a beholder and facilitator • Gist summary at the beginning 10 minutes • Facilitated students to come to class on time • Enhanced their class attendance rate • Improved students’ skills in extracting gist and paraphrasing

  12. CONCLUSION AND LIMITATION (cont.) • The majority of students confirmed the communicative teaching approach used in the course • Although the course lasted only one semester, the subjects observed in this study encompassed the whole range of sophomores of the year • The results may be used as reference for design of course activities and method of evaluation

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