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  • Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting /
Tác giả CN Wei, Su.
Nhan đề Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting / Wei Su
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 577-594 ; 26 cm.
Tóm tắt Previous studies comparing native English speaking (NES) and non-native English speaking teachers have stressed how each group can contribute their respective language advantages to language teaching and assessment. However, in an interpreting classroom where both groups know each other’s native language, little is known about the different assessment behaviour each group could demonstrate, even less about the role their social/cultural background could play in their assessment. To close this gap, this paper studied how NES teachers and native Chinese speaking (NCS) teachers applied their social/cultural knowledge when assessing the same students performing Chinese–English interpreting. By using data triangulation of video recording, assessment sheets and interviews, it identified four types of assessment behaviour: underlining, notating, prior marking and post hoc marking. In particular, NCS teachers were found to have employed more notating yet NES teachers used post hoc marking more frequently. The study further revealed that such divergent assessment behaviour was influenced by the teachers’ social/cultural background including their pedagogical beliefs, institution expectations and cultural sensitivity. The paper thus suggested that assessment as part of teaching process should take into account teacher/assessors’ social/cultural factors, and the ways their unique background knowledge influenced their judgements.
Đề mục chủ đề Giảng dạy ngôn ngữ--Đánh giá
Thuật ngữ không kiểm soát Dịch thuật
Thuật ngữ không kiểm soát Đánh giá
Thuật ngữ không kiểm soát Language education
Thuật ngữ không kiểm soát Interpreting
Thuật ngữ không kiểm soát Tiếng Anh
Thuật ngữ không kiểm soát Translation
Thuật ngữ không kiểm soát Native English speaking
Thuật ngữ không kiểm soát Native Chinese speaking teachers
Thuật ngữ không kiểm soát Giáo viên nói tiếng Hoa bản ngữ
Thuật ngữ không kiểm soát Tiếng Anh bản ngữ
Nguồn trích Language and Education- Vol.33, No 6/2019
    Vốn tư liệu
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044 |aenk
1000|aWei, Su.
24510|aExploring native English teachers’ and native Chinese teachers’ assessment of interpreting / |cWei Su
260 |aUK : |bTaylor & Francis Group, |c2019.
300 |ap. 577-594 ; |c26 cm.
520|aPrevious studies comparing native English speaking (NES) and non-native English speaking teachers have stressed how each group can contribute their respective language advantages to language teaching and assessment. However, in an interpreting classroom where both groups know each other’s native language, little is known about the different assessment behaviour each group could demonstrate, even less about the role their social/cultural background could play in their assessment. To close this gap, this paper studied how NES teachers and native Chinese speaking (NCS) teachers applied their social/cultural knowledge when assessing the same students performing Chinese–English interpreting. By using data triangulation of video recording, assessment sheets and interviews, it identified four types of assessment behaviour: underlining, notating, prior marking and post hoc marking. In particular, NCS teachers were found to have employed more notating yet NES teachers used post hoc marking more frequently. The study further revealed that such divergent assessment behaviour was influenced by the teachers’ social/cultural background including their pedagogical beliefs, institution expectations and cultural sensitivity. The paper thus suggested that assessment as part of teaching process should take into account teacher/assessors’ social/cultural factors, and the ways their unique background knowledge influenced their judgements.
65017|aGiảng dạy ngôn ngữ|xĐánh giá
6530|aDịch thuật
6530|aĐánh giá
6530|aLanguage education
6530|aInterpreting
6530|aTiếng Anh
6530|aTranslation
6530|aNative English speaking
6530|aNative Chinese speaking teachers
6530|aGiáo viên nói tiếng Hoa bản ngữ
6530|aTiếng Anh bản ngữ
773 |tLanguage and Education|gVol.33, No 6/2019
890|a0|b0|c0|d0

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