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Data-driven Study on Interpreting Education Empirical Researches in China
JIA Xiaoqing, YUE Baoling
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DOI:10.17265/2159-5542/2025.01.002
University of Shanghai for Science and Technology, Shanghai, China
Based on 1,003 articles about empirical research on interpreting teaching from 2002 to 2022 retrieved from China National Knowledge Internet, this paper extracts three main research methods, uncovering common problems in interpreting education and practical teaching suggestions: (1) Corpus-based researches collect numerous audios to study typical mistakes made by interpreting learners, particularly pause and self-repair, and suggest interpreting teaching improve learners’ ability to use language chunks and encourage students to interpret smoothly; (2) Questionnaire surveys help understand requirements for professional interpreters and how interpreting teaching meets market demands; (3) Teaching experiments last for one to two semesters, addressing issues like outdated teaching materials and modes, and show how teaching materials and modes integrate modern technology. But empirical researches need to build new corpora, professional interpreters’ corpora and address problems that haven’t been adequately discussed. This paper is helpful for improving interpreting education in China and other countries and for making clear tasks to be fulfilled in empirical research on interpreting education.
Chinese interpreting education, empirical research, interpreting learner corpus, questionnaire survey, teaching experiment
Psychology Research, January 2025, Vol. 15, No. 1, 10-19
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