Exploring Teaching and Learning Consecutive Interpreting:

Abstract

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.