Affiliation:
1. Xi’an International Studies University
Abstract
Abstract
Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees’ interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters’ attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students’ interpreting-specific listening knowledge and skills.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Language and Linguistics
Reference98 articles.
1. Prosodic cues to semantic structure in native and nonnative listening
2. The use of mind mapping to develop writing skills in UAE schools
3. Notation language and notation text: A cognitive-linguistic model of consecutive interpreting;Albl-Mikasa,2017
4. Developing and cultivating expert interpreter competence;Albl-Mikasa;The Interpreters’ Newsletter,2013