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Gharaei, Zohreh, Ketabi, Saeed. (1402). Learning needs analysis at different stages of an undergraduate course in consecutive interpreting. جلوه هنر, 7(4), 63-85. doi: 10.22051/lghor.2023.41041.1714
Zohreh Gharaei; Saeed Ketabi. "Learning needs analysis at different stages of an undergraduate course in consecutive interpreting". جلوه هنر, 7, 4, 1402, 63-85. doi: 10.22051/lghor.2023.41041.1714
Gharaei, Zohreh, Ketabi, Saeed. (1402). 'Learning needs analysis at different stages of an undergraduate course in consecutive interpreting', جلوه هنر, 7(4), pp. 63-85. doi: 10.22051/lghor.2023.41041.1714
Gharaei, Zohreh, Ketabi, Saeed. Learning needs analysis at different stages of an undergraduate course in consecutive interpreting. جلوه هنر, 1402; 7(4): 63-85. doi: 10.22051/lghor.2023.41041.1714

Learning needs analysis at different stages of an undergraduate course in consecutive interpreting

Journal of Language Horizons
مقاله 4، دوره 7، شماره 4 - شماره پیاپی 18، خرداد 2024، صفحه 63-85    اصل مقاله (376.98 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2023.41041.1714
نویسندگان
Zohreh Gharaei* 1؛ Saeed Ketabi2
1English Department, University of Kashan, Kashan, Iran
2Department of English, University of Isfahan, Isfahan, Iran
چکیده
This study reports on an extended learner needs analysis carried out at different stages of course progress in the undergraduate course of Consecutive Interpreting. The participants were 32 undergraduate translation students. Two questionnaires were used to identify the initial- and final-stage lacks and wants, and learners’ reflective diaries served as a tool to gain ongoing insight into their lacks. At each stage, after the identification of lacks and/or wants, the required adaptations were decided on and implemented, and their effect was traced on learners’ views. The ongoing lacks were mainly related to L2 listening comprehension and note-taking from L2. The final stage investigation of the lacks revealed that although the majority of the learners reported progress in note-taking, listening comprehension, and consecutive interpreting, almost half of them did not feel confident to be active members in class. Moreover, the investigation of wants revealed that a high percentage of the learners believed the class materials and activities were effective regarding their progress. However, activities in which interaction and cooperation were essential were least preferred. This together with the final-stage investigation of lacks revealed that the course curriculum needed to work more toward creating a non-threatening atmosphere for interaction. Although the study was conducted in a specific setting, it bears implications for different settings since it is a practical example of how an extended needs analysis could be done. Besides, the nature of the problems the learners reported and the measures taken to address them could be very similar in other contexts.  
کلیدواژه‌ها
consecutive interpreting؛ lacks؛ listening؛ needs analysis؛ note-taking؛ wants  
عنوان مقاله [English]
تحلیل نیازهای یادگیری زبان در مرحله‌های مختلف درس کارشناسی ترجمه شفاهی پیاپی
نویسندگان [English]
زهره قرائی1؛ سعید کتابی2
1گروه زبان انگلیسی، دانشگاه کاشان، کاشان، ایران
2گروه زبان انگلیسی، دانشگاه اصفهان، اصفهان، ایران
چکیده [English]
این مقاله گزارشی مبسوط از تحلیل نیازهای زبان‌آموزان در مرحله‌های مختلف پیشبرد درس ترجمة شفاهی پیاپی در مقطع کارشناسی ارائه می‌‌دهد. شرکت­ کنندگان این پژوهش 32 دانشجوی مترجمی کارشناسی بودند. از دو پرسشنامه برای شناسایی کمبودها و خواسته ­ها در ابتدا و انتهای نیم‌سال تحصیلی و از یادداشت­های تعمق محور زبان­آموزان به‌عنوان ابزاری در دست‌یابی پیوسته به کمبودهایشان استفاده شد. در هر مرحله، پس از شناسایی کمبود و یا خواسته، تصمیم‌هایی در مورد تغییرات لازم در روند درس گرفته و اجرا شد، و تأثیر آن در دیدگاه زبان‌آموزان بررسی شد. کمبودهای پیوسته عمدتاً ضعف در درک مطلب شنیداری و یادداشت برداری در زبان دوم بود. بررسی کمبودها در انتهای نیم‌سال نشان داد که گرچه بیشتر زبان­آموزان قبول داشتند که در یادداشت ­برداری، درک مطلب شنیداری و ترجمة شفاهی پیاپی پیشرفت کرده ­اند، تقریباً نیمی از آن‌ها احساس نمی‌کردند که اعتماد‌به‌نفس لازم برای شرکت در فعالیت­های کلاسی را داشته باشند. همچنین، تحلیل خواسته­ ها نشان داد درصد بالایی از زبان‌آموزان معتقدند مواد آموزشی و فعالیت­های درنظرگرفته­ شده برای کلاس در پیشرفت آن‌ها مؤثر بوده­ است. با این ­حال، فعالیت­هایی که لازمة آن تعامل و مشارکت بود محبوبیت کمتری داشتند. یافته‌های بررسی کمبودها در انتهای نیم‌سال و این مشاهده هر دو نشان داد که لازم است در برنامة درسی طراحی ­شده تغییراتی ایجاد کرد تا فضایی آرام برای تعاملات به وجود آید. اگرچه این بررسی در محیطی علمی انجام شد، اما با توجه به اینکه نمونه­ای عملی از تحلیل نیازهایی که می‌تواند انجام شود مبسوط است، می­تواند آموزه هایی برای مراکز آموزشی دیگر نیز داشته باشد. افزون بر این، ماهیت مشکلاتی که زبان‌آموزان گزارش دادند و اقدام‌هایی که در رویارویی با آن انجام شد می­تواند در بافت‌های دیگر نیز کمابیش یکسان باشد.
کلیدواژه‌ها [English]
تحلیل نیازها, ترجمة شفاهی پیاپی, خواسته­ ها, کمبودها, یادداشت­ برداری
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