Mock Conference As A Situated Learning Activity In Algeria: Consecutive Interpreter Training As A Case Study, Its Design And Effect As Perceived By Trainee Interpreters

Résumé: The use of Mock Conferences (MCs) to immerse trainee interpreters in a situated learning activity for future professional purposes later, yet the elaboration of a course in which MCs are embedded are under the radar of scientific research. This article discusses the significance of MCs as a situated approach in interpreting teaching and reports on a case study of their teaching effects. Data were collected through questionnaires from 10 second-year Master students in interpreting. The trainees were overly satisfied with the course of consecutive interpreting with MCs. Findings indicate that skills concerning professionalism, public speaking, note taking are better consolidated in MCs.

Publié dans la revue: Cahiers de Traduction