Abstract
Pair work is a common and effective classroom activity used by teachers in language learning classrooms. This paper analyzes the effectiveness of using pair work when implemented in consecutive interpretation training. In traditional teacher-centered classrooms, the instructor calls on each student-interpreter to perform and give feedback following a rendition, which limits the amount of turns per student. When consecutive interpretation is practiced through pair work, students will be able to have more turns. If they can receive quality peer feedback during these exercises, the utilization of pair work activities in a consecutive interpretation course can be effective. This research paper will compare the quality of students’ consecutive interpretation before and following the usage of pair work activities.
