Teaching translation and interpreting courses to students’ lacks and wants
An exploratory case study of prioritizing instructional objectives
Bibliographic Data
| ID | 21180421 |
|---|---|
| Authors | Xiangdong Li (0000-0002-7483-6076, Xi'an International Studies University, corresponding author), Xiangdong Li 李向东 |
| Year | 2019 |
| Volume | 78 |
| Pages | 159-192 |
| Publication date | 2019-05-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Círculo de lingüística aplicada a la comunicación (JOURNAL) |
| Journal identifiers | ISSN: 1576-4737 • E-ISSN: 1576-4737 |
| Publisher | Universidad Complutense de Madrid (UCM) (PUBLISHER) |
| DOI | 10.5209/clac.64377 |
| OpenAlex | W2969397715 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
Though formulation and prioritization of instructional objectives is an important link in the chain of course design, little research has been done in this regard in the field of translation and interpreting (T&I) education. This paper aims at demonstrating how to prioritize instructional objectives in implementing a consecutive interpreting course by inviting students to voice their wants and lacks. Thirty undergraduates and one instructor contributed to data collection through questionnaires and self-evaluation reports. Results of students’ pre-course wants and lacks helped prioritize the objectives formulated in the course design phase. Their pre-course post-course gains and post-course lacks were used to measure teaching effectiveness of prioritized instruction and learning, direct the design of the subsequent course, and thus achieve coordination and integration between courses in the overall T&I curriculum. The current study may inspire colleagues to become selfreflective researchers by formulating and prioritizing their instructional objectives and to contribute to instructional effectiveness at the course level and promote course sequencing and integration at the program level
Curriculum · Exploratory research · Instructional design · Management science · Mathematics education · Medical education · Pedagogy · Prioritization · Sociology · Computer Science · Engineering · Interpreting and Communication in Healthcare · Medicine · Psychology · Translation Studies and Practices
Behaviorism, Cognitivism, Constructivism
When Students Have Power
Self and teacher assessment as predictors of proficiency levels of Turkish EFL learners
Enhancing curriculum and delivery
A Critique of Instructional
Correlating trainees' translating performance with the quality of their metacognitive self-evaluation
Self-Asesment in Translator Training
Assessing the Validity of Can‐Do Statements in Retrospective (Then‐Now) Self‐Assessment
Needs analysis in language teaching
The Elements of Language Curriculum
Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom
The Use of Pre‐/Posttest and Self‐Assessment Tools in a French Pronunciation Course
Expertise in interpreting
Teaching consecutive interpreting
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |