@article{oai:nufs.repo.nii.ac.jp:00000128,
 author = {南津, 佳広},
 issue = {15},
 journal = {長崎外大論叢, The Journal of Nagasaki University of Foreign Studies},
 month = {Dec},
 note = {Consecutive interpreting (CI) has long been neglected in interpreting teaching for reasons which have littleto do with any considered pedagogic principle. The main argument for reassessing the role of CI in languageteaching is that CI is basically a meta-linguistic task since it is a process that necessarily requires one to gobeyond the linguistic level of understanding and communication and, therefore, is one of the most effectiveways of nurturing language learners' meta-linguistic awareness. To illustrate this claim, this paper introducesnote-taking analysis in Japanese, or their mother tongue, to enhance the student's meta-linguistic awareness.This procedure can be restated as students' tendency of their failing at moving from "BICS" (Basic InterpersonalCommunicative Skills) to "CALP" (Cognitive/Academic Language Proficiency) in the words of Cummins (1980,1991a, 1991b). This paper proposes how students' self-analysis of their note-taking in their mother tongue notonly enhances their meta-linguistic awareness, but also accelerates the shift to "CALP."},
 pages = {115--126},
 title = {学部レベルにおける通訳教育 : 位置づけとその目標},
 year = {2011}
}