東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching and learning in a non-langu...

Chen, Sheng-Jie.

Linked to FindBook

Google Book

Amazon

博客來

Teaching and learning in a non-language-specific interpreter training course.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching and learning in a non-language-specific interpreter training course./
Author:	Chen, Sheng-Jie.
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-09, Section: A, page: 3242.
Contained By:	Dissertation Abstracts International60-09A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9947198
ISBN:	9780599493674

Teaching and learning in a non-language-specific interpreter training course.
Chen, Sheng-Jie.

Teaching and learning in a non-language-specific interpreter training course. - 275 p.

Source: Dissertation Abstracts International, Volume: 60-09, Section: A, page: 3242.

Thesis (Ph.D.)--The University of Texas at Austin, 1999.

This research is a case study in the genre of teacher research using qualitative approaches to determine the nature of the experience of teaching and learning in an innovative course, a non-language-specific interpreter training (NIT) program. In an NIT program, the instructor and students do not share all the working languages, and students come from diverse interpretation and language backgrounds. Based on the decomposition model and current interpreter-training research, the researcher designed an NIT program, implemented the program at a community college in the southwestern United States, and investigated the class he taught in the fall semester of 1998. Participants included one Korean, two Japanese, and seven English/Spanish bilingual students. English was the common working language in the course. A well-qualified interpreter and academic scholar supervised as a participant-observer, taking part in classroom activities and interacting with students.

ISBN: 9780599493674Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Teaching and learning in a non-language-specific interpreter training course.
LDR:03509nam 2200337 a 45 001 970741
005 20110921
008 110921s1999 eng d
020 $a 9780599493674
035 $a (UMI)AAI9947198
035 $a AAI9947198
040 $a UMI $c UMI
100 1 $a Chen, Sheng-Jie. $3 1294786
245 1 0 $a Teaching and learning in a non-language-specific interpreter training course.
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-09, Section: A, page: 3242.
500 $a Supervisors: Elaine K. Horwitz; Fritz G. Hensey.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1999.
520 $a This research is a case study in the genre of teacher research using qualitative approaches to determine the nature of the experience of teaching and learning in an innovative course, a non-language-specific interpreter training (NIT) program. In an NIT program, the instructor and students do not share all the working languages, and students come from diverse interpretation and language backgrounds. Based on the decomposition model and current interpreter-training research, the researcher designed an NIT program, implemented the program at a community college in the southwestern United States, and investigated the class he taught in the fall semester of 1998. Participants included one Korean, two Japanese, and seven English/Spanish bilingual students. English was the common working language in the course. A well-qualified interpreter and academic scholar supervised as a participant-observer, taking part in classroom activities and interacting with students.
520 $a Using information gathered from the researcher's NIT program, lesson plans, observation and reflective notes; the supervisor's observation notes and interviews; student interviews and classroom oral and written output, the study focused on delineating the researcher's experience of learning how to design and teach the course as well as the students' experiences of learning how to interpret. Student achievement levels were determined by using interpreter-training task checklists and interpretation quality checklists developed by the researcher and based on previous research. The analysis was concentrated primarily on five main factors: the characteristics of the learners, the learning activities, the nature of the materials to be learned, the tasks used for testing, and the factors unique to NIT.
520 $a This study identified the advantages and disadvantages of the NIT program, established effective strategies for both the instructor and the learners, explored teacher-research methods for future investigation of the NIT approach, and allowed the researcher to become a better NIT designer and teacher. The data strongly suggested that the training program, training tasks, training concepts, monitoring and assessment techniques, and equipment used and developed in this study enhanced the effectiveness of interpreter training and motivated students to learn interpreting. The study also made possible the establishment of an NIT model for a community college in the southwestern United States.
590 $a School code: 0227.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0275
690 $a 0282
690 $a 0288
690 $a 0530
710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 60-09A.
790 $a 0227
790 1 0 $a Hensey, Fritz G., $e advisor
790 1 0 $a Horwitz, Elaine K., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9947198