Propedeutica all'interpretazione consecutiva: risultati preliminari di una sperimentazione didattica
DOI:
https://doi.org/10.60923/issn.1974-4382/21581Parole chiave:
didattica dell'interpretazione, interpretazione consecutiva, memorizzazione, tecnologie per l'interpretazione, autoapprendimento continuo, spagnolo-italianoAbstract
In questo articolo vengono presentati i risultati preliminari di una sperimentazione didattica effettuata con un gruppo di studenti e studentesse della Laurea Magistrale in Interpretazione dell’Università di Bologna con la combinazione linguistica spagnolo-italiano. Nell’ambito di questo studio, è stato completato il pilotaggio di un’unità didattica dedicata alla propedeutica all’interpretazione consecutiva (IC) all’interno di un corso online di autoapprendimento e apprendimento collaborativo continuo in interpretazione. La creazione di questa risorsa didattica interattiva si inserisce in un progetto di ricerca e innovazione didattica attualmente in corso, finalizzato a incentivare l’esercizio autonomo e tra pari in interpretazione, l’uso dei nuovi strumenti digitali per interpreti e il consolidamento di competenze trasversali. Poiché il campione di studenti e studentesse che ha preso parte al pilotaggio è accomunato dalla combinazione linguistica spagnolo-italiano, nel presente studio si fa particolare riferimento alle possibili esigenze e implicazioni didattiche specifiche per questa coppia di lingue. I risultati preliminari mostrano, per questa unità didattica dedicata alla propedeutica all’IC, una buona percezione generale da parte di studenti e studentesse e una serie di indicazioni utili per migliorare lo sviluppo delle competenze preliminari all’apprendimento della tecnica di IC vera e propria.
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