Bài báo khoa học

The traditional practice of interpreting teaching is based around laboratory-related and teacher-centered activities. With the view to bridging the gap between education and employment, recently, many interpreter educators have introduced authentic interpreting practices with students’ involvement into their classrooms and have achieved positive results. Project-Based Learning in interpreting is one among the new teaching methods that involve students in an authentic and practical interpreting project. This study investigates the effectiveness of Project-Based Learning applied for a consecutive interpreting course at Vinh university. To assess the result, students’ feedbacks were collected and analyzed using interviews and observations. The findings show that this practice was very beneficial and stimulating. It not only enhanced student interpreters’ linguistic and interpreting skills but also familiarized them with the professional interpreters’ working contexts and responsibilities. Through the process of carrying out these projects, students developed their autonomy, boosted confidence and cultivated many transferable skills such as research skills, team work skills, which are believed to better prepare students for the future interpreting job as well as for many other professions as their choice.