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Teaching Consecutive Interpretation at the Undergraduate Level with a Focus on Constructivism-based Situated Learning�
Since the second half of the twentieth century, methods of instruction with a focus on constructivism and the situated learning theory have made an enormous impact on traditional didactic education. The definition of knowledge and the understanding of the knowledge-construction process have thus been transformed, bringing about changes in the teacher-student relationship wherein the student plays the role of an autonomous and independent learner rather than a bassive recipient of knowledge transmitted from the teacher. The field of translation teaching has also witnessed an increased prevalence of this constructivist approach. redicated on an analysis of the conceptions and principles of constructivism-based situated learning, the study proposes a specific course design to illustrate how these ideas can be integrated in the teaching of consecutive interpretation at the undergraduate level. students’ responses to the questionnaire distributed at the end of the semester and the instructor’s observations and self-reflections towards the process are presented as data sources.
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