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| 論文名稱 | Reflective Practice for Student Interpreters: A Case Study |
| 發表日期 | 2016-12-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | 李姿瑩 |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 刊物名稱 | 翻譯學研究集刊 |
| 發表卷數 | 20 |
| 是否具有審稿制度 | 是 |
| 發表期數 | 20 |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2016 |
| 發表月份 | 12 |
| 發表形式 | 紙本及電子期刊 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
[摘要] :
Interpreter trainers have been searching for innovative pedagogical approaches to complement traditional dialectic or master-apprentice approaches. In recent years, attempts have been made by interpreter trainers to encourage student interpreters to keep reflective journals with an aim that reflective journals can help student interpreters become more aware of their own problems and progress. However, there have been debates about the necessity for trainers to provide scaffolding tools or guidelines as students write reflective journals. This paper presents a case study in which the teacher provided scaffolding tools to guide students throughout the reflective process. Students' reflective journals were collected and thematic analysis was used to analyze the data. The outcomes of the case study suggest that the scaffolding tools can help student interpreters engage in reflective practice to a certain extent, but students’ reflection tend to be descriptive rather than analytical.
