OJML  Vol.3 No.2 , June 2013
The Skill-Focused Approach to Interpretation Teaching: An Empirical Exploration
Abstract: This paper conducts an empirical study to testify the necessity and feasibility of the skill-focused interpretation teaching for undergraduate English majors, aiming at probing into the issue of accurate positioning of interpretation course. The participants in the experiment are 72 fourth-year students with 36 in the experimental class and 36 in the control class. The pedagogical principles and procedures between the experimental class and control class are rather different. The former follows the language-focused approach while the latter implements the skill-focused one. Results indicate that the mean of experimental class (77.69) is higher than that of the control class (72.48) in the post-test, and there is significant difference between them (p = .000). On the whole, experimental class produces better overall interpreting performance than control class, especially in terms of completeness, accuracy, re-expression, and adaptability. There are significant differences between all of them (p < .05). Empirical evidence shows that the skill-focused approach has its advantages over the traditional language-focused approach.
Cite this paper: Han, X. (2013) The Skill-Focused Approach to Interpretation Teaching: An Empirical Exploration. Open Journal of Modern Linguistics, 3, 161-165. doi: 10.4236/ojml.2013.32022.

[1]   Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed). W. H. Freeman and Company, New York.

[2]   Bao, C. (2004). On the positioning of interpretation teaching for undergraduates. Chinese Translators Journal, 5, 27.

[3]   Cai, X. (2001). On the responsibilities of the teacher in skill-focused interpretation teaching. On translation teaching. Beijing: The Commercial Press.

[4]   Feng, Z., & Huang, Y. (2001). Breakdown of skill training in consecutive interpretation—Theory and research. Abstracts of Chinese Translation Studies. Beijing: Tsinghua University Press.

[5]   Gile, D. (1995a). Basic concepts and models for interpreter and translator training. Amsterdam: John Benjamins.

[6]   Gile, D. (1995b). Fidelity assessment in consecutive interpretation: An experiment. Target, 137, 137-143..

[7]   Liu, H. (2001). Interpreting skills: Cognitive science & systemic and rational approach to interpretation teaching. Beijing: China Translation and Publishing Corporation.

[8]   Liu, H. (2005). Interpretation studies: Theory & instruction. Beijing: China Translation and Publishing Corporation.

[9]   Mu, L. (2008). Conceptualizing a system of translation pedagogy. Chinese Translators Journal, 1, 42.

[10]   Zhang, J. (2008). ESIT model and its application in China. Foreign Languages in China, 2, 93-94.

[11]   Zhong, W. (2007). On the principles and methodology for training professional interpreters. Journal of Guangdong University of Foreign Studies, 3, 6.