Exploring The Relationship Between Extroversion/Introversion And Interpreting Trainees’ Preference For Peer Feedback

As the classroom shifts from teacher-centered to student-centered,peer feedback as a supplement to teacher feedback and an effective pedagogical tool has received much attention.Researchers have carried out experiments to examine the role peer feedback plays in second language acquisition(SLA),and the results have confirmed the effectiveness of peer feedback in advancing L2 learning.However,in interpreting studies,only a few studies have been conducted concerning peer feedback even though it has been widely adopted in interpreter training.It has been proven that peer feedback was most effective when implemented in accordance with students’ preferences.However,few researchers have compared students’ different attitudes toward negative feedback and positive feedback.This study attempts to pioneer in exploring interpreting trainees’ preference for peer feedback.In order to achieve this goal,two questionnaires are employed.The first questionnaire examines subjects’ attitudes toward peer feedback,it consists of 60 items,the first 30 items examine students’ preference for peer feedback as feedback givers,the latter 30 items examine students’ preference as feedback receivers.The second questionnaire explores the extroverted tendencies of subjects.After a quantitative analysis of the data,the following conclusions are reached:interpreting trainees generally have a preference for negative feedback.They are also more willing to receive feedback from their peers than to provide.No correlation is found between extroversion and interpreting trainees’ preference for peer feedback,but near significant positive correlations exist between extroversion and preference for receiving negative peer feedback on delivery,language and logic.Based on such findings,suggestions for interpreter training are put forward.