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Assessing College Student Learning in Interpretation Courses
Interpretation teaching has grown rapidly over the past decades in Taiwan in response to the increasing demand for interpreters. Many interpretation programs have been set up in both Departments of Translation and Interpretation and of Applied English around the island. In order to better understand problems in interpretation teaching and to enhance teaching effectiveness, many experts and scholars have conducted research and provided their results. However, most studies were carried out from the perspective of interpretation teachers, discussing issues such as course planning, teaching methods and materials, and the cultivation of future instructors. The needs of interpretation students have not been extensively studied yet. Therefore, the purpose of this study is to examine interpretation student perspectives on and expectations towards the interpretation training they receive. A total of 89 students currently taking interpretation courses from four universities participated in this study. Questionnaire survey and interviews were employed as the research methods to explore student perceptions about their interpretation curriculum, including courses offered, teaching effectiveness, learning resources, learning difficulties, future career development, and other questions. Both qualitative and quantitative data analyses were performed. By comparing the results from this study with those of previous research on teacher stances, this study hopes to present a more comprehensive picture of the current status of interpretation instruction at university level and then to provide suggestions for improving interpretation curriculum. Findings of this study could serve as the basis for enhancing teaching effectiveness to meet the demand for more talented, cross-culture interpreters in our society.
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