Résumé:
The present study explores teachers' and students' perceptions and practices regarding the
teaching and learning of consecutive interpreting. It sheds light on the attitudes, challenges, and
skills associated with consecutive interpreting, aiming to understand how it is taught and
learned at the Department of Letters and English Language, University 08 Mai 1945, Guelma.
The study adopts a quantitative descriptive design, utilizing a questionnaire administered to 4
translation teachers and another questionnaire administered to 65 randomly chosen third-year
students at the same department. The data analysis answered the research questions, confirming
several hypotheses: both teachers and students hold positive attitudes towards the
implementation of teaching and learning consecutive interpreting, and interactive teaching
methods significantly increase student engagement and motivation compared to traditional
lecture-based methods. Additionally, active listening and note-taking were identified as primary
skills that enhance students' performance in consecutive interpreting practices. The findings
also highlighted that students face significant challenges related to stress during consecutive
interpreting practices, and that teachers' feedback plays a crucial role in enhancing the learning
process. Finally, enhancing the curriculum and providing better technological resources and
materials were shown to improve both teaching and learning experiences. The results revealed
a strong recognition among both teachers and students of the importance of teaching and
learning consecutive interpreting. However, challenges such as performance anxiety,
insufficient teaching time, and lack of adequate materials and resources were identified.
Addressing these issues through curriculum adjustments and improved resources could
significantly enhance the educational experience.
