Teaching listening for interpreting through mind mapping Students’ attitudes and its effectiveness
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Xiangdong Li
[1]
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[1] Xi’an International Studies University
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- Localización: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 37, no. 1, 2024, págs. 172-199
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees’ interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters’ attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students’ interpreting-specific listening knowledge and skills.
