| Author : | Jun Pan; Jackie Xiu Yan |
|---|---|
| Category : | Conference Paper |
| Department : | School of Translation and Foreign Languages |
| Year / Month : | 2013 |
| ISSN: | NA |
| Source : | the 20th International Conference on Learning |
Abstract
- With the growing recognition of the profession and its great demand at the international market, interpreting has now been included in tertiary curriculums all over the world. Learners enrolled in tertiary interpreting programs have displayed a variety of individual differences, directly or indirectly influencing their learning performance. However, there is a dearth of literature investigating the diverse learner differences and difficulties in interpreting research. In light of this gap, the present study aims to explore the interplay between learner differences and learning difficulties in interpreting. Participants of the study were students from a tertiary program in China. Instruments of the study consisted of a set of questionnaires on learner differences and perceived learning difficulties. Individual differences investigated in the study included socio-biographic factors, language competence, learning habits, and affective and cognitive factors, whereas learners’ perceived difficulties in interpreting included those with language, content and delivery. In addition to mapping the relationships between different learner variables and perceived learning difficulties, this study also identified the significant predictors of learners’ interpreting achievement. Findings of the study will shed light on pedagogy development for tertiary education and highlight the significance of research on learner diversity.
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