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Feedback on feedback: Guiding student interpreter performance

Title
Feedback on feedback: Guiding student interpreter performance
Authors
Lee J.
Ewha Authors
이지은
SCOPUS Author ID
이지은scopus
Issue Date
2018
Journal Title
Translation and Interpreting
ISSN
1836-9324JCR Link
Citation
Translation and Interpreting vol. 10, no. 1, pp. 152 - 170
Keywords
Autonomous learning; Interpreter training; Peer feedback; Self-feedback; Teacher feedback
Publisher
University of Western Sydneys
Indexed
SCOPUS scopus
Document Type
Article
Abstract
Feedback is an essential part of all types of teaching and learning and interpreter training is no exception. This paper examines the theoretical and practical aspects of the feedback that student interpreters receive and give according to a questionnaire-based online survey of fifty-eight students enrolled at a conference interpreter training programme in Seoul. The results indicate that the participants generally appreciate the feedback generated by teachers and peer interaction. However, they value and trust teacher feedback far more than peer feedback, considering it more comprehensive, authoritative and hence most effective. The data analysis also reveals that students seek teacher attention and support relating to both academic and emotional needs. The findings indicate that teachers need to facilitate students learning through feedback, and that feedback is a complex task which requires further scholarly attention. © 2018 University of Western Sydneys. All Rights Reserved.
DOI
10.12807/ti.110201.2018.a09
Appears in Collections:
통역번역대학원 > 통역학과 > Journal papers
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