Please use this identifier to cite or link to this item: http://hdl.handle.net/10077/9754
Title: Are Interpreting Strategies Teachable? Correlating Trainees’ Strategy Use with Trainers’ Training in the Consecutive Interpreting Classroom
Authors: Li, Xiangdong
Issue Date: 2013
Publisher: EUT Edizioni Università di Trieste
Source: Xiangdong Li, "Are Interpreting Strategies Teachable? Correlating Trainees’ Strategy Use with Trainers’ Training in the Consecutive Interpreting Classroom", in: The Interpreters' Newsletter, 18 (2013), pp. 105-128.
Series/Report no.: The Interpreters' Newsletter
18 (2013)
Abstract: Since the early 1970s, interpreting strategies have aroused much interest among interpreting research scholars. Strategies should be recommended as components of interpreter training because they are useful for interpreters to solve or avoid problems resulting from cognitive and language-specific constraints. This paper reports on a small-scale study, investigating if undergraduates’ strategy use is positively related to their teachers’ inclusion of strategy training in the consecutive interpreting classroom. Forty-one undergraduate trainees and three of their teachers participated in the study. Retrospection was used to collect data on participants’ mentioning of strategy use immediately after performing consecutive interpreting from English into Chinese. Questionnaires were administered to elicit data on teachers’ inclusion of strategies in class. Data analysis shows that sixteen strategies were used by the students and that those strategies were taught by their teachers. A correlation analysis shows that there is a moderate correlation between student’s strategy use and their teachers’ inclusion of strategy training.
URI: http://hdl.handle.net/10077/9754
ISSN: 1591-4127
Appears in Collections:The Interpreters' Newsletter n. 18 - 2013

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