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Abstract

Developing students’ interpreting competence requires not only systematic training of interpreting skills but also sufficient authentic and deliberate practice, as well as acquisition of professional interpreting strategies and norms. To this end, students need to be encouraged to do more autonomous, situated, and self-reflective learning in addition to classroom learning. This article reports on an interpreting-corpus-based blended-learning project of interpreter training, which, by complementing in-class instruction with out-of-class online practice, was designed to enhance students’ awareness of interpreting strategies and to develop their professional competence. The design, implementation and effectiveness of the project are described and an experiential learning model with an “Experiencing – Observation – Reflection – Discussion” cycle proposed.

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