In the present multimedia
environment, the traditional teacher-lecturing or information-delivering
teaching mode is still frequently adopted, even though the flipped teaching
mode has drawn increasing attention from the scholars and teachers. Against
this backdrop, a research on the adoption of interpreting pedagogy has been
done to see the students’ preference over the traditional and the flipped teaching
mode and explore the possible reasons behind this preference. The research
findings indicate that the participants favor the flipped interpreting teaching
mode more than the traditional lecturing mode, mainly because this can save them more in-class time for interactive interpreting
activities and for more tutor’s instructions. Therefore, a mode for flipped
interpreting teaching is suggested for further experiment, covering three
modules, namely, pre-class online learning, in-class instruction and practice
and after-class tasks.
References
[1]
Abeysekera, L., & Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research & Development, 34, 1-14. https://doi.org/10.1080/07294360.2014.934336
[2]
Advisory Board under the Ministry of Education (2018). National Teaching Quality Standards for Regular Undergraduate Education. Beijing: Higher Education Press.
[3]
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington DC: International Society for Technology in Education.
[4]
Kim, D. (2017). Flipped Interpreting Classroom: Flipping Approaches, Student Perceptions and Design Considerations. The Interpreter and Translator Trainer, 11, 38-55. https://doi.org/10.1080/1750399X.2016.1198180
[5]
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31, 30-43. https://doi.org/10.1080/00220480009596759
[6]
Ligorio, M., Cacciamani, S., & Cesareni, D. (2006). Blended Learning. Milano: Carocci.
[7]
Mok, H. N. (2014). Teaching Tip: The Flipped Classroom. Journal of Information Systems Education, 25, 7.
[8]
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning. Journal of Family and Consumer Sciences, 105, 44. https://doi.org/10.14307/JFCS105.2.12
[9]
Sandrelli, A., & Jerez, J. D. M. (2014). The Impact of Information and Communication Technology on Interpreter Training: State-of-the-Art and Future Prospects. The Interpreter and Translator Trainer, 1, 269-303. https://doi.org/10.1080/1750399X.2007.10798761
[10]
Wang, H. L. (2015a). Research on Flipped Interpreting Class with the Aid of Moodle. Journal of Zhejiang Wanli University, 2, 20.
[11]
Wang, H. L. (2015b). Study on Interpreting Teaching Based on “Flipping the Classroom”. Chinese Translators Journal, 36, 59-62.
