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Article published In: FORUM
Vol. 21:2 (2023) ► pp.258–278

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Extent and patterns

A diary-based investigation of out-of-class language learning in Chinese interpreter education programs

 | Fujian Agriculture and Forestry University | University of Newcastle
Published online: 14 November 2023
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https://doi.org/10.1075/forum.00031.sun
Abstract
While students’ development of language skills is crucial to their development of interpreting competence, existing literature in interpreter training provides little information on the extent and patterns of student interpreters’ language learning behaviours. This study examined 17 Chinese student interpreters’ language learning behaviours through 741 out-of-class learning diary entries. This study quantified data on the frequency, duration, and breakdown of learning activities and compared the data across different program stages and university levels, revealing that (1) language learning was nearly as important as interpreting learning, (2) students’ efforts on language learning were in line with interpreting courses, and (3) while the majority of language learning sessions were comprehension-based and single-modal, students who progressed further in their education and with more elite educational backgrounds spared a bigger proportion for production-based language learning and multi-modal language learning. The article proposes incorporating corresponding language enhancement modules into interpreter education programs to boost training outcomes.
Résumé
Alors que le développement des compétences linguistiques des étudiants est crucial pour le développement de leurs compétences en matière d’interprétation, la littérature existante sur la formation des interprètes fournit peu d’informations sur l’étendue et les modèles de comportement des étudiants interprètes en matière d’apprentissage des langues. Cette étude a examiné les comportements d’apprentissage linguistique de 17 étudiants interprètes chinois à travers 741 entrées de journal d’apprentissage en dehors des cours. Cette étude a quantifié les données sur la fréquence, la durée et la répartition des activités d’apprentissage et a comparé les données entre les différentes étapes du programme et les différents niveaux universitaires, révélant que (1) l’apprentissage des langues était presque aussi important que l’apprentissage de l’interprétation, (2) les efforts des étudiants en matière d’apprentissage des langues correspondaient aux cours d’interprétation, et (3) alors que la majorité des entrées de journal d’apprentissage des langues étaient mono-modales basées sur la compréhension, les étudiants qui ont progressé davantage dans leur éducation et qui ont un niveau d’éducation plus élevé ont consacré une plus grande proportion à l’apprentissage des langues basé sur la production et à l’apprentissage des langues multi-modales. L’article propose d’incorporer des modules d’amélioration linguistique dans les programmes de formation des interprètes afin d’améliorer les résultats de la formation.
Article outline
  • 1.Introduction
  • 2.The relationship between language skills and interpreting competence
  • 3.Methods
    • 3.1Diary method as a proxy of observation in exploring students’ learning behaviours
    • 3.2Background
    • 3.3Research instrument
    • 3.4Data collection
    • 3.5Data analysis
  • 4.Results
    • 4.1Language learning in out-of-class learning
    • 4.2Language learning activities
    • 4.3Language learning patterns related to stage in the program
    • 4.4Language learning patterns related to university level
  • 5.Conclusion and discussion
  • References
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