Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting

Using peer learning as a supplement to the classroom teaching offers the opportunity to solve problems in traditional interpreting courses and enhance students' understanding and engagement in the interpreting practice. This study analyses the perceptions and attitudes of 35 students in an introductory course of interpreting taught at a Chinese university on the feedback given in peer review activities, based on their responses to the survey. Students worked in groups of three or four, where each member played different roles, such as the speaker, the interpreter or the reviewer. Results showed, among other aspects, that collaborative work and peer review among group members improved students' interpreting competence, and it also allowed the students to enhance interpersonal skills and critical thinking skill.