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Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting

Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting

 Wei, Su.
 Taylor & Francis Group, 2019.
 UK : p. 577-594 ; 26 cm. English ISSN: 07908318
Giảng dạy ngôn ngữDịch thuậtĐánh giáLanguage educationInterpretingTiếng AnhTranslationNative English speaking+ 3 từ khóa
Tác giả CN Wei, Su.
Nhan đề Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting / Wei Su
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 577-594 ; 26 cm.
Tóm tắt Previous studies comparing native English speaking (NES) and non-native English speaking teachers have stressed how each group can contribute their respective language advantages to language teaching and assessment. However, in an interpreting classroom where both groups know each other’s native language, little is known about the different assessment behaviour each group could demonstrate, even less about the role their social/cultural background could play in their assessment. To close this gap, this paper studied how NES teachers and native Chinese speaking (NCS) teachers applied their social/cultural knowledge when assessing the same students performing Chinese–English interpreting. By using data triangulation of video recording, assessment sheets and interviews, it identified four types of assessment behaviour: underlining, notating, prior marking and post hoc marking. In particular, NCS teachers were found to have employed more notating yet NES teachers used post hoc marking more frequently. The study further revealed that such divergent assessment behaviour was influenced by the teachers’ social/cultural background including their pedagogical beliefs, institution expectations and cultural sensitivity. The paper thus suggested that assessment as part of teaching process should take into account teacher/assessors’ social/cultural factors, and the ways their unique background knowledge influenced their judgements.
Thuật ngữ chủ đề Giảng dạy ngôn ngữ-Đánh giá
Từ khóa tự do Dịch thuật
Từ khóa tự do Đánh giá
Từ khóa tự do Language education
Từ khóa tự do Interpreting
Từ khóa tự do Tiếng Anh
Từ khóa tự do Translation
Từ khóa tự do Native English speaking
Từ khóa tự do Native Chinese speaking teachers
Từ khóa tự do Giáo viên nói tiếng Hoa bản ngữ
Từ khóa tự do Tiếng Anh bản ngữ
Nguồn trích Language and Education- Vol.33, No 6/2019
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting / |c Wei Su
260[ ] |a UK : |b Taylor & Francis Group, |c 2019.
300[ ] |a p. 577-594 ; |c 26 cm.
520[ ] |a Previous studies comparing native English speaking (NES) and non-native English speaking teachers have stressed how each group can contribute their respective language advantages to language teaching and assessment. However, in an interpreting classroom where both groups know each other’s native language, little is known about the different assessment behaviour each group could demonstrate, even less about the role their social/cultural background could play in their assessment. To close this gap, this paper studied how NES teachers and native Chinese speaking (NCS) teachers applied their social/cultural knowledge when assessing the same students performing Chinese–English interpreting. By using data triangulation of video recording, assessment sheets and interviews, it identified four types of assessment behaviour: underlining, notating, prior marking and post hoc marking. In particular, NCS teachers were found to have employed more notating yet NES teachers used post hoc marking more frequently. The study further revealed that such divergent assessment behaviour was influenced by the teachers’ social/cultural background including their pedagogical beliefs, institution expectations and cultural sensitivity. The paper thus suggested that assessment as part of teaching process should take into account teacher/assessors’ social/cultural factors, and the ways their unique background knowledge influenced their judgements.
650[1 7] |a Giảng dạy ngôn ngữ |x Đánh giá
653[0 ] |a Dịch thuật
653[0 ] |a Đánh giá
653[0 ] |a Language education
653[0 ] |a Interpreting
653[0 ] |a Tiếng Anh
653[0 ] |a Translation
653[0 ] |a Native English speaking
653[0 ] |a Native Chinese speaking teachers
653[0 ] |a Giáo viên nói tiếng Hoa bản ngữ
653[0 ] |a Tiếng Anh bản ngữ
773[ ] |t Language and Education |g Vol.33, No 6/2019
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