The Use of New Technology in Chinese Interpreting ...
Interpreting teaching has experienced a significant paradigm shift in the last decade from a teacher-centered，passive approach to the student-centered，collaborative and interactive approach(Li，2018).The vigorous development of a new set of teaching programs supported by computer networks，multi-media，and its multi-level，multi-form and multi-purpose application at the university level has resulted in the introduction of a multimedia language classroom system—Multimedia Language Classroom，SmartClass+ (hereinafter referred to as the SmartClass+).Following extensive experience in curriculum design and constant research，including surveys， questionnaires，interpreting performance tests，students learning reflective journals and interviews，the innovative SmartClass+system has integrated multimedia technology into the traditional problem-based learning classroom，moving towards the social situated learning approach (Brown，Collins，and Duguid，1989;Mc Lellan，1996;Lave and Wenger，1991)for transitional interpreting skills training activities.SmartClass+ supplies tailor-made Chinese-English interpreting training materials，e-learning solutions，learning management systems and computer-based management tools to interpreting teaching and learning facilities.The inclusion of a software-based audio intercom and screen-sharing modules provides a flexible platform that can be configured to suit virtually any learning environment.In environments such as dedicated classrooms，where all stations use wired network connections，SmartClass+can be configured with an all-software based audio intercom capability.SmartClass+ is a multi-user interactive software platform that enables teachers to orchestrate learning activities for their students in class，and manage interactive multimedia activities from an easy-to-use desktop interface.The SmartClass+ media activities dashboard(hereinafter referred to as the MAD)equips teachers with a powerful set of exercise templates for building self-study activities that can be accessed in class，and the live activities dashboard(hereinafter referred to as the LAD)is managed from a simplified graphical user interface，which is operated from the dedicated control panel by the teacher.Student activities generally fall into one of two categories:synchronous(or“live”)，and asynchronous(or“self-study”).
Based on the constructivism learning theory，the Situated Learning approach(Lave and Wenger，1991)，the MBL Learning approach(Casey，1996)and the computer-based learning approach(Lajoie and Lesgold，1989)will be utilized to create an environment whereby students independently and actively learn knowledge and develop skills in an authentic learning environment.This chapter will examine the role and the significance of Chinese interpreting teaching and learning in an MBL environment and evaluate the use of this new technology in teaching interpreting skills by comparing the SmartClass+teaching and traditional interpreting teaching.The aim is to make language teachers aware of the strategies of using SmartClass+software in an effective manner.Additionally，this chapter will also discuss the difficulties encountered when using the SmartClass+software in this way，as well as suggesting solutions for the issues encountered.In this chapter，extracts of quantitative and qualitative data collected from an external ongoing study will be used to aid the discussion，including pre-and post-interpreting tests，student learning reflective journals(SLRJ)and focus-group interview questions(see Fig.13.1).Thisstudy investigated the impact of learning interpreting in an MBL environment on the student’s self-efficacy，and its findings are useful in establishing the factors that contribute to interpreting learning within an MBL environment.It will be referenced below with relevant data from the aforementioned study in evaluating interpreting learning in an MBL environment when compared to traditional interpreting learning.
Fig.13.1 Research methodology