抄録
To understand the audiences is imperative for interpretation in order to effectively communicate a message to the audiences. While approaches to children's learning have been discussed frequently in interpretation, only a small fraction of research has attempted to apply adult learning theories to interpretation. The purpose of this paper is to explain adult learning theories, examine the linkage between the theories and interpretation, and suggest some approaches to design interpretive programs. Ideal learning environment for adults have been identified according to the three major learning theories: andragogy, self-directed learning, and transformation learning. Adult learners are generally independent and want to control their learning activities. In learning, they often refer to their own experience and connect new information to their real-life situations. They typically acquire new knowledge via interactions with others and with their environment through reflecting of their viewpoints. Some of the interpretive principles satisfy the features of these adult learning situations. Adult learning theories also suggest conducting front-end evaluations that should investigate audiences'reallife tasks and problems;their reasons for participation in the interpretive program;and their viewpoints, knowledge, and experience in association with the presentation topic. Adult learning theories can provide helpful theoretical guidelines for interpreters who work with adults.
