联络口译的定位和第二课堂的开展
Second Classroom in Teaching Liaison Interpreting

本文试图从联络口译的特点和定位出发，以促进以学生为中心的学习为目的，探讨引入联络口译第二课堂，希望弥补传统的口译课堂时间不足、互动有限、学生主动性欠缺等问题，满足联络口译课堂对于情景教学和互动教学的高需求，同时保证学生有充分的自主学习时间和个性化的学习进度。
This paper aims to explore the introduction of a second classroom for liaison interpreting course based on the analysis of the features and positioning of liaison interpreting. With a focus on student-centered learning, it seeks to address common challenges in traditional interpreting classes, such as insufficient class time, limited interaction, and a lack of student initiative. The second classroom is designed to meet the high demand for situational and interactive teaching in liaison interpreting, while ensuring that students have ample opportunities for self-directed learning and can progress at an individualized pace.