What Did Good Interpreting Learners Do in Their Self-Learning of Consecutive Interpreting?

Abstract

In recent years, many colleges and universities have introduced classes applying interpreting training methods. There is little research done, however, as to how the students employ their learning strategies to acquire relevant interpreting skills. Acquiring interpreting skills requires a sufficient amount of self-learning outside of class, and revealing what learning strategies can be effective may lead to giving a proper guidance to the students. This paper analyzes the results of self-reflection reports submitted by the students of an interpreting class at a college and examines how good learners of interpreting (Good Interpreting Learners : GILs) employ cognitive and metacognitive learning strategies compared with poor learners of interpreting (Poor Interpreting Learners: PILs) in their self-learning of consecutive interpreting.