Proceedings of the 2017 International Conference on Education Science and Economic Management (ICESEM 2017)

Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting

Authors
Yan Cao
Corresponding Author
Yan Cao
Available Online October 2017.
DOI
https://doi.org/10.2991/icesem-17.2017.119How to use a DOI?
Keywords
peer learning; interpreting course; peer review; critical thinking; interpersonal skills
Abstract
Using peer learning as a supplement to the classroom teaching offers the opportunity to solve problems in traditional interpreting courses and enhance students' understanding and engagement in the interpreting practice. This study analyses the perceptions and attitudes of 35 students in an introductory course of interpreting taught at a Chinese university on the feedback given in peer review activities, based on their responses to the survey. Students worked in groups of three or four, where each member played different roles, such as the speaker, the interpreter or the reviewer. Results showed, among other aspects, that collaborative work and peer review among group members improved students' interpreting competence, and it also allowed the students to enhance interpersonal skills and critical thinking skill.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Yan Cao
PY  - 2017/10
DA  - 2017/10
TI  - Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting
BT  - Proceedings of the 2017 International Conference on Education Science and Economic Management (ICESEM 2017)
PB  - Atlantis Press
SP  - 528
EP  - 531
SN  - 2352-5398
UR  - https://doi.org/10.2991/icesem-17.2017.119
DO  - https://doi.org/10.2991/icesem-17.2017.119
ID  - Cao2017/10
ER  -