Methods Of Effective Cooperative Learning In Self-directed Interpreting Training

Generally speaking,interpreting training are teacher-dependent and class-centered.However,the limits of classroom training and the enormity of exploding knowledge impose the needs for students' self-directed learning(SDL)throughout their career or even their whole lives for the sake of keeping current on the interpreting industry and the world.Despite the fact that SDL has existed from classical antiquity(Hiemstra,1994),modern educators and researchers fervently study and promote SDL through defining the term and developing models(Brockett and Hiemstra,1991;Candy,1991;Knowles,1975).SDL,arising in adult education background,is being adopted and promoted in extensive educational activities and prospers beyond the original purview.Although SDL per se seems to imply a high degree of isolated learning,it is shifting to "communities of practice" and "collaboration with peers"(Washbourne,2013).However,as a variant of SDL,collaborative learning in self-directed interpreting training lacks related study.This thesis seeks to develop methods of effective cooperative interpreting learning in a university context by better understanding how SDL bears on the interpreting training of student interpreters.In this study,qualitative and quantitative research will be combined.The study uses the Self-Rating Scale for Self-Directed Learning(SRSSDL)to evaluate the SDL competence of students,provides a description and comparison of the self-directed learning activities of two groups of students and conducts a survey with closed-ended and open-ended questions.The "Person,Process,Context"(PPC)Model(Brockett and Hiemstra,2012)is used to evaluate and explain how the three major components of SDL affect the cooperative interpreting learning,in an attempt to take stock of the current training methods,investigate students' perception of such training and more importantly,yield improvement of cooperative interpreting training methods accordingly.The research shows that students choose to participate in cooperative group training based on whether they find it useful,which is largely determined by the training process.On the one hand,students benefit from cooperative group training on different aspects.On the other,structured training process helps to boost attendance rate and active participation.In addition,cooperative group training is still in need of teacher instruction and unambiguous rewards.A mixed study group is also conducive to interpreting learning.