Abstract
Besides teacher-directed instruction in consecutive and simultaneous interpreting, the study programmes of all branches of the M.A. Interpreting course include a significant number of self-study hours.
For many years now, our students have been able to use the interpreting lab in the presence of student assistants for 12 hours a week. However, not all students are always disciplined and motivated enough to spend the time allocated to self-study in the lab.
Their argument is that modern technology allows them to dedicate themselves to self-study at home with the help of their own notebooks, headphones and the internet. That is why we have accredited in 2016 a new form of interpreter team self-study (I-Coach) organised by the students themselves and involving feedback from colleagues provided mutually upon prior agreement.
The students keep regular assessment forms and diaries, which they then present at the end of the term to their teachers of consecutive and simultaneous interpreting and for which they acquire attestation and also ECTS credits. The experience gained last years has allowed us to make some modifications and introduce some changes as a condition for acquiring attestation.
The paper focuses on the individual stages during the course of this interpreter self-study exercise, on the defined self-assessment and peer assessment criteria for both the online and offline variant, on the targets set for each self-study segment, on the types of speeches to be interpreted, on the manner in which the interpreting is performed - in a group or in pairs, on self-assessment and on how entries into the diaries are to be made.