Explicit knowledge and tacit knowledge of interpreting, including principles, strategies, and skills of interpreting.
Published in Chapter:
Competence-Oriented Task-Based Learning Approach to Medical Dual-Role Interpreter Training
Cong Guo (School of International Studies, Sun Yat-sen University, China), Cheng-shu Yang (Fu Jen University, Taiwan), Kunsong Zhang (The First Affiliated Hospital of Sun Yat-sen University, China), and Ming Kuang (The First Affiliated Hospital of Sun Yat-sen University, China)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-5225-9308-9.ch014
Abstract
With the developing complexity of international communication and the development of hospitals, diversified interpreting demands, such as interpreting for conferences held by hospitals and for visiting delegations from overseas healthcare institutions, have emerged in the medical field, other than interpreting in the clinical setting. Instead of engaging a professional interpreter temporarily, many hospitals are more inclined to invite their own staff to interpret, for many reasons. The core issue is to empower the medical staff with interpreting competence. This chapter examines a case study closely to summarize and share the teaching experience for training conference-level dual-role interpreters in the medical field. The research then proposes the competence-oriented task-based learning approach and examines its effectiveness.