Proceedings of the 2015 International Conference on Social Science and Technology Education

Professional Interpreters Teaching Method Research in Undergraduate Education

Authors
Li Yan
Corresponding Author
Li Yan
Available Online April 2015.
DOI
https://doi.org/10.2991/icsste-15.2015.254How to use a DOI?
Keywords
interpreting teaching, curriculum, teaching mode
Abstract

To better understand the current situations of Russian interpreters Harbin undergraduate teaching, research and teaching in the future to provide interpreters refer to empirical evidence and data, this research in Harbin four universities in the survey as the main form, its teaching arrangements, teaching materials, teaching content and teaching methods were investigated to obtain first-hand information. Based on the analysis of the main parameters of the investigation, for a variety of problems existing on the Russian interpreters undergraduate teaching made constructive comments.

Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2015 International Conference on Social Science and Technology Education
Series
Advances in Social Science, Education and Humanities Research
Publication Date
April 2015
ISBN
978-94-62520-60-8
ISSN
2352-5398
DOI
https://doi.org/10.2991/icsste-15.2015.254How to use a DOI?
Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Li Yan
PY  - 2015/04
DA  - 2015/04
TI  - Professional Interpreters Teaching Method Research in Undergraduate Education
BT  - Proceedings of the 2015 International Conference on Social Science and Technology Education
PB  - Atlantis Press
SP  - 1018
EP  - 1023
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsste-15.2015.254
DO  - https://doi.org/10.2991/icsste-15.2015.254
ID  - Yan2015/04
ER  -