Teaching Consecutive Interpreting at the Undergraduate Level

The present study describes my experience of applying theory to a performance-oriented class titled Intensive English-into-Korean Consecutive Interpreting for third-year students at an undergraduate T&I program and demonstrates how applying theoretical models to a performance-oriented class assists both instructors and students to better identify where students need to improve in their consecutive interpreting (CI) performance. More specifically, this paper i) combines the various theories of CI suggested in the literature; ii) proposes an integrated model of CI; and iii) applies the model to my class and reviews the results through the means of (original speech vs. student interpreting performance) text analysis, retrospective student journals, and in-class discussions. The suggested integrated model of CI assumes that many students often fail to realize that CI is a very complex multi-tasking act and that the ultimate goal of CI education is to enable autonomous or self-directed learning. Through the means of the integrated model of CI and other educational tools, this paper suggests that students can learn how to evaluate their own CI performances and thus in due course realize autonomous learning.