Self-evaluation in consecutive interpreting course

Self-evaluation in Consecutive Interpreting CourseHui Wu and Jackie Xiu YanPerformance assessment plays a significant role in the literature of interpreter training research (Humphrey, 2000; Kellett, 1995; Riccardi, 2002; Sawyer, 2001; Schjoldager, 1996), and self-evaluation of students is very useful assessment tool but seldom thoroughly analyzed in previous research in the field of interpreting pedagogy. This paper intends to investigate the factors influencing the self-evaluation and the relationship between self-evaluation and performance of the students in the consecutive interpreting course. The investigator has reviewed variety of perspectives on self-evaluation in translation and interpreting studies as well as second language acquisition, with a focus on the special characteristics of self-evaluation based on class observation, interviews and survey studies through a comparison between the self-evaluation and evaluation of others’ performance. This empirical study on self-evaluation in consecutive interpreting course has employed theories and methodology from linguistics, second language acquisition and translation studies. The findings will try to find the appropriate way of self-evaluation in consecutive interpreting course and provide students with opportunities to take increased responsibility for and a more active role in their own learning.