Enhancing Novice Interpreting Learners’ Terminological Competence through Collaborative Intensive Reading Training on the Chaoxing Learning Platform

Yan Lin

doi:10.54691/wmv4y164

Authors

Yan Lin

DOI:

https://doi.org/10.54691/wmv4y164

Keywords:

Terminological competence, novice interpreting learners, collaborative intensive reading, interpreter education.

Abstract

In interpreting, the ability to accurately understand and apply terminology in both source and target languages is a core competence. However, traditional terminology learning methods often rely on rote memorization, which does not effectively support long-term retention or contextual understanding. Drawing on Translation Company YGym's “30-Minute Intensive Reading of an English Text” initiative and Chaoxing Learning Platform, this study explores how collaborative intensive reading can enhance the development of terminology competence for novice interpreting learners. To explore how intensive reading can reinforce terminology comprehension and usage, this study adopts a quasi-experimental design involving a control group receiving traditional instruction and an experimental group engaged in collaborative activities focused on identifying, discussing, analyzing, and explaining terminology based on selected texts through intensive reading on Chaoxing Learning Platform. Data were collected through pre- and post-tests, and semi-structured interviews. Findings indicate that students in the experimental group demonstrated significant improvements in their ability to identify, comprehend, and apply terminology in interpretation tasks. Moreover, the collaborative intensive reading fostered active learning, critical thinking, and better retention of terminology compared to traditional self-study methods. Interpreting learners also reported increased confidence in managing terminology under time constraints and heightened awareness of translation strategies. This study contributes to interpreter education by demonstrating the pedagogical value of integrating digital resources into curriculum design. It highlights the importance of digital literacy and learning strategies in fostering domain-specific language competence and offers practical implications for enhancing terminology competence in interpreter education.

Downloads

Download data is not yet available.

References

[1] Martínez, S. M., & Benitez, P. F. Terminological competence in translation. Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, vol. 15, pp.88-104, Jan 2009.

[2] Sazdovska-Pigulovska, Milena. Modernization of Terminology Teaching Methods in Interdisciplinary Translation and Interpreting Studies. In international peer reviewed research journal “Terminololgija”, (30), pp.51-71, 2023.

[3] Zeytinkaya, D., & Saraç, F. Terminology training at translation and interpreting departments in Turkey and beyond. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (Ö7), pp. 683–701, Oct 2020.

[4] Cabré, T. Terminology: Theory, methods and applications. John Benjamins Publishing Company, Oct 2008.

[5] Mikhailov, M. Text corpora, professional translators and translator training. The Interpreter and Translator Trainer, vol. 16, pp. 224–246, Apr 2021.

[6] de Manuel Jerez, J. Bringing professional reality into conference interpreter training through new technologies and action research. New Voices in Translation Studies, vol. 2, Apr 2006.

[7] Kravchenko, T. V. Digital technologies in the ESP course for developing terminological competence. Scientific notes of Junior Academy of Sciences of Ukraine, vol. 3, pp. 43-50, Dec 2024.

[8] Grabe, W. Reading in a second language: Moving from theory to practice. Cambridge university press, 2009.

[9] Li, C., Zhou, C., & Zhang, W. The impact of an intensive English reading course based on the production-oriented approach on the L2 motivational self system among Chinese university English majors from a dynamic systems theory perspective. Frontiers in Psychology, vol. 12, pp.761093, Jan 2022.

[10] Nation, I. S. Teaching ESL/EFL reading and writing. Routledge, Oct 2008.

[11] Vygotsky, L. S., & Cole, M. Mind in society: Development of higher psychological processes. Harvard university press, 1978.

[12] Lai, C. Autonomous language learning with technology, 2017.

[13] Kiraly, D. A social constructivist approach to translator education: Empowerment from theory to practice. Routledge, July 2014.

[14] Fantinuoli C, Marchesini G, Landan D, Horak L. Kudo interpreter assist: Automated real-time support for remote interpretation. arXiv preprint arXiv:2201.01800, Jan 2022.

[15] García-Santiago, L., Díaz-Millón, M. Pedagogical and communicative resilience before industry 4.0 in higher education in translation and interpreting in the twenty-first century. Educ Inf Technol, vol. 29, pp. 23495–23515, May 2024.

[16] Gillies, R. M. Cooperative learning: Review of research and practice. Australian Journal of Teacher Education (Online), vol. 41, pp. 39-54, Jan 2016.

[17] Braun, V., & Clarke, V. Using thematic analysis in psychology. Qualitative Research in Psychology, vol. 3, pp. 77–101, Jan 2006.

[18] Nation, P. Learning vocabulary in another language. Cambridge University Press, Mar 2001.

[19] Swain, M. The Output Hypothesis and beyond: Mediating Acquisition through Collaborative Dialogue. In: James P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, pp.97-114, 2000.