Interpreting as a teaching tool

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1999-12-01 DOI:10.1080/09571739985200191

J. S. Munro

引用次数: 2

Abstract

This paper argues that the practice of liaison interpreting is a generally useful classroom tool, since it appears to create conditions favourable to the development of communicative competence. It is suggested that interpreting has a particular role to play in the development of three components of communicative competence: lexico-grammatical, sociolinguistic and discourse. It is argued that the advantages of interpreting as a teaching tool extend also to ‘intralingual interpreting’, rewording in the foreign language. A detailed description is given of the practice of liaison interpreting with advanced learners, and suggestions are made for adapting the technique to learners at other levels.

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口译作为一种教学工具

本文认为，联络口译的实践是一种普遍有用的课堂工具，因为它似乎为交际能力的发展创造了有利的条件。口译在交际能力的三个组成部分:词汇语法、社会语言和语篇的发展中起着特殊的作用。有人认为，口译作为一种教学工具的优势也延伸到“语内口译”，即用外语重新措辞。详细介绍了与高级学习者进行联络口译的实践，并提出了使该技术适用于其他水平学习者的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages