A concept map approach to knowledge competence acquisition for student interpreters

Dandan Sheng

PLOS ONE, 2024, vol. 19, issue 1, 1-16

Abstract: As an essential component of interpreting competence, knowledge competence has long been under-researched in the field of interpreting education and training, in contrast to language competence and various interpreting skills. This study presents the results of a survey investigating student interpreters’ attitudes toward the acceptance of concept mapping as a tool to enhance their knowledge competence and examining the pathways of factors influencing these attitudes using Structural Equation Modeling (SEM). The results showed that undergraduate student interpreters enrolled in a Mandarin-English interpreting course were willing to use concept maps as a knowledge enhancement tool, and their attitudes toward this tool were positively influenced by their perceived usefulness of concept maps in supporting extra-linguistic knowledge acquisition and interpreting performance, and their perceived ease of use of concept maps. Accordingly, pedagogical implications for introducing concept maps in interpreting classes are presented.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0296970

DOI: 10.1371/journal.pone.0296970

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