An action research study on dynamic sight translation as a pedagogical tool for skill development and transfer in simultaneous interpreting teaching

Sight translation (ST) is a common didactic tool in simultaneous interpreting (SI) teaching but there is only limited research on systemic usage of ST and expansion of its current pedagogical roles in skill acquisition. This research therefore is conducted to fill such a pedagogical gap. Based on Moser's (1978) information processing model, Giles's effort model and cognitive theories of skill acquisition, shared cognitive stages and skill components in SI and ST are discussed as the basis upon which a new ST variant, the so called dynamic sight translating (DST) is designed and further the effects of the new variant integrated into different forms of DST-related exercises for SI skill acquisition are discussed. The findings show that appropriate use of DST-related exercises can contribute to the skill development and transfer in SI training, which requires measured yet flexible manipulations of variables to accommodate students' skill levels and learning needs. Nevertheless, their intrinsic limitation calls for complementary use of other exercise components in SI to achieve a synergy of skill development. Meanwhile, the findings also have proved R is an effective methodological approach to explore pedagogical issues in a way that is personal, holistic,locally relevant and mutually stimulating to both teacher-researchers and students.