The Consecutive Interpreting Approach and Its Effects on L2 Written Reproduction

• IIZUKA Hideki

  Jichi Medical University

Abstract

In 2009, the new Course of Study for senior high schools was announced by the MEXT for implementation in April 2013. It declares that English classes should be conducted in English by integrating four key linguistic areas. The aim of the present study was to examine how verbal practices based on the Consecutive Interpreting Approach, the basis of which is comprised of shadowing and reproduction, had an effect on L2 written reproduction. The approach was used with 105 students for 14 weeks. Written reproduction activities and their results were then examined. A quantitative analysis revealed that 96 students succeeded in accurately writing out 82.33% of the text consisting of 167 words. Also, the mean value for class satisfaction reached 3.80 out of 4.00. The suggestions made within this study should therefore assist in developing a new instruction method that conforms to the new Course of Study.

Journal

• Interpreting and Translation Studies: The Journal of the Japan Association for Interpreting and Translation Studies

  Interpreting and Translation Studies: The Journal of the Japan Association for Interpreting and Translation Studies 14 (0), 259-276, 2014

  The Japan Association for Interpreting and Translation Studies

Details

• CRID: 1390571704642977408
• NII Article ID: 130008122035
• NII Book ID: AA1241285X
• DOI: 10.50837/its.1416
• ISSN: 24361003
• ISSN: 18837522
• NDL BIB ID: 026160280
• Web Site: http://id.ndl.go.jp/bib/026160280
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I026160280
• Text Lang: en
• Data Source:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Allowed