《口譯教育的基本建構：課程與測試》（Fundamental Aspects of Interpreter Education）是一本值得專業教師去學習、思考和研究的口譯專業論著，能幫助大家了解口譯，提高口譯教學能力和掌握口譯考試方法，能促使開設口譯專業的學校找準方向，使專業教師少走彎路。除此之外，《口譯教育的基本建構：課程與測試》把理論研究與實證研究結合了起來，對口譯教學進行研究，並嘗試解決口譯教育中的現實問題。這些都值得從事口譯教育和口譯研究的專業人士學習和思考。
《口譯教育的基本建構：課程與測試》由原蒙特雷國際研究學院高級翻譯學院（Graduate school of Translation and Interpretation，Monterey Institute of International Studies）的口譯教師大衛·B·索亞（David B. Sawyer）以該學院的口譯教學為案例，在對口譯課程與專業評估理論進行研究的基礎上撰寫而成。作者通過理論與實證研究，提出了經過改良的課程模型。通過對如何把高效度、高信度的評估整合到課程中這一問題的探討，作者為口譯課程與口譯評估這一研究領域開闢了新的研究空間。

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本書以蒙特雷高級翻譯學院的口譯教學為案例，對口譯課程與專業評估進行理論與實證研究，提出了經過改良的課程模型，探討了如何把高效度、高信度的評估整合到課程中這一問題，為口譯課程與口譯評估這一研究領域開闢了新的研究空間。本書適合翻譯項目管理者以及翻譯教師閱讀，不僅可以為管理者從宏觀的角度如課程設置等方面提供參考，也可以為教師從微觀的角度如課程的進度與編排等方面提供借鋻。本書對翻譯教學研究人員也是一本有益的參考書。
——大衛·B·索亞（David B. Sawyer）：蒙特雷國際研究學院高級翻譯學院口譯教師

Figures and tables
Preface and acknowledgements
CHAPTER 1 Introduction
1. Challenges facing interpreter education
2. The integrative role of assessment
3. The objectives of this book
4. Methodological considerations
5. Overview of contents

CHAPTER 2 Interpreter education literature
1. Curriculum
2. Expertise
3. Assessment
4. Language transfer competence
5. Conclusions

CHAPTER 3 Fundamental aspects of curriculum
1. Definitions
1.1 The official curriculum
1.2 The hidden curriculum
2. Foundations
2.1 Philosophy
2.2 History
2.3 Psychology
2.4 Sociology
3. Guidelines
3.1 Educational philosophy
3.2 The aims of instruction
3.3 Program goals
3.4 Teaching objectives
3.5 Curricular implications
4. Approaches
4.1 Scientific - curriculum as process
4.1.1 The computational view of the mind
4.1.2 Skills and abilities in Instructional Systems Design
4.1.3 The cognitive psychology of expertise
4.1.4 Levels of expertise in interpreting
4.1.5 Implications for curriculum sequencing
4.2 Humanistic - curriculum as interaction
4.2.1 A community of professional practice
4.2.2 Cognitive apprenticeship
4.2.3 Reflective practice
4.2.4 Situated cognition and learning
4.2.5 Implications for the learning environment
5. Models
5.1 Curriculum models according to Arjona
5.2 Curriculum components
6. Steps toward effective curriculum design
7. Conclusions

CHAPTER 4 Foundations of interpreter performance assessment
1. Concepts
1.1 Validity
1.2 Reliability
1.3 Subjective and objective testing
1.4 Measurement scales
1.5 Formative， summative， and ipsative assessment
1.6 Test specifications
2. Integrating curriculum and assessment：
Developmental milestones
2.1 Entry-level assessment
2.2 Intermediate assessment
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CHAPTER 5 Introduction to the case study
CHAPTER 6 Case study Part I： Translation and interpretation competence
CHAPTER 7 Case study Part II： Survey of exam jury members
CHAPTER 8 Case study Part Ⅲ： Analysis of exam texts
CHAPTER 9 Implications of the case study
CHAPTER 10 Curriculum enhancement： An integrated Y-track model
Outlook： On the political and ethical consequences of test validation
Notes
APPENDICES
Appendix A
Appendix B
Appendix C
References
Name index
Subject index

Finally， the "use of vicarious exeriences treats expertise as a resource" （219）， as the expert engages in storytelling from the field. "For example， stories are accounts of the experiences of others and are often sufficiently vivid to serve as additions to the experience base" （217）. A valuable pedagogical practice， the usefulness of stories of experience and narrative inquiry has been demonstrated particularly in the training of medical nurses （Connelly & Clandinin 1990）， A goal of interpreter educators could be to remove the anecdotal from storytelling and leverage their professional knowledge by relating their practical experience systematically to classroom tasks. In this respect， vicarious experiences can be used to develop instructional modules similar to case studies.
Therefore， knowledge gained from the study of expertise indicates that training programs benefit by including all four types of learning experiences. A combination of personal， manufactured， directed and vicarious experiences can be achieved by offering a range of instructional events， e.g.， classroom instruction， internships in the workplace， and reflective practica （de Terra & Sawyer 1998）. The attainment of a synthesis of learning experiences and instructional events that are clearly related to curriculum goals is a hallmark of effective curriculum design.
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