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as a result, the current paper (1) reviews different kinds of feedback for simultaneous and consecutive interpretation (including terminology choice, lag time, public-speaking skills, completeness, accuracy, handling of difficult points, and so on); (2) examines the role of the instructor in providing constructive criticism; (3) suggests ways in which classmates can participate in the critique and debriefing sessions; (4) offers an illustration of the constructive criticism model in action during consecutive interpretation practice; and (5) provides information on students' reactions to diverse types of feedback.
ia tidak mengatakan bahawa pengajar yang baik sentiasa menawarkan maklum balas kepada pelajar mengenai kemahiran pentafsiran mereka. maklum balas ini, jika "kritikan membina", membantu pelatih dalam mengenal pasti kekuatan dan kelemahan mereka, dan menyumbang kepada peningkatan prestasi semasa latihan berikutnya. walau bagaimanapun, sepanjang pengetahuan penulis, kualiti dan jenis sesi kritikan jarang menjadi subjek perbincangan rasmi dalam penerbitan ilmiah. hasilnya, kertas semasa (1)
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