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Unlike traditional teaching and learning for other professions, which depend on one-way directional instruction, interpretation training requires more experience and sharing centered activities. This is because students, upon graduation, are expected to work on site either individually or with partners for conference and non-conference settings involving diverse themes and topics. In the dynamic and even turbulent competitive environment for interpreters in the Chinese and English speaking markets, only those who know how to make best use of their skills can survive. Studies, however, found that most students are hesitant to attend their first interpretation assignment. This is attributed to an apparent gap between interpretation skills acquired in the classroom and the skills used in actual conference interpreting. This paper, thus, proposes several knowledge-based approaches that have been widely applied to learning organizations. They include cooperative learning, data mining, and self-evaluation and are used to facilitate effective interpretation teaching and learning and to bridge the gap between knowing and doing

Knowledge based approaches for English-Chinese interpretation teaching and learning