Interpreting training emphasizes an interpreter’s ability to facilitate information exchange between the languages involved. This process requires learners to produce accurate renditions while adhering to time constraints. The requirement for accuracy is closely tied to an interpreter’s communicative competence, especially in facilitating communication between the involved parties. To instill a sense of reality into interpreting training, case simulation has the potential to place student-interpreters in simulated contexts and expose them to associated sources of pressure. This study investigated the effectiveness of using case simulation as situated learning to train student-interpreters to handle cases based on taped presentations from an international conference. This study began with lectures to help students acquire terminology from the related field. Over ten weeks, the instructor provided 20 taped presentations as interpreting materials for the students to practice and receive feedback. Three data collection tools were employed: students’ case renditions, a learning survey, and students’ weekly logs. The data collected were then analyzed to shed light on how the students in this study perceived the effectiveness of this training approach and what case simulation, as a form of situated learning, could offer student-interpreters in enhancing their interpreting skills. The findings indicated that case simulation provided learners with a more complete picture of both their strengths and weaknesses, helping them identify areas for future learning. From recorded presentations, these learners also gained a clearer understanding of an interpreter's role in facilitating information exchange within the assigned contexts.

Authors:
Karen Chung-chien Chang, National Taipei University, Taiwan

About the Presenter(s)
Dr. Chang is currently a full professor at National Taipei University, Taiwan. Her research interests cover translation/interpretation studies (especially court interpreting), L2 writing, learner autonomy, teacher identity, and distance learning.

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