Sample Esay
Despite a recent, rapid growth around the world in interpreter training programs at the university-level, there is “very little [known] about what actually transpires in the interpreting classroom” (Pochhacker, 2010, p. 4). Some translator training occurs in other environments but by and large most instructors of translation work come from a university environment (Kelly, 2008). This is one reason why it’s unexpected that there is a dearth of experimental research on curriculum effectiveness, coupled with what Pochhacker (2004) identified as a “surprising lack of descriptive data,” (p. 4). The researcher noted that one university program, students enrolled across 25 interpreter training programs covering 11 languages reported very limited encounters with regular classroom assessment practices: only 12% had received feedback on audio-recorded translation exercises and just 16% had received direct correction from instructors while practicing translation in-class.
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