Teaching Translation Using Project-Based-Learning: Saudi Translation Students Perspectives (original) (raw)
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Along with the increasing interest in learning-centred constructivist approaches to translator education, there have been proposals to introduce project-based learning (PjBL), popular in education, to the teaching of translation. Typical of this approach is that students are usually invited to complete an authentic practical translation project either in small groups or as individuals. This article, however, presents another type of project in translator education and discusses how such a project was incorporated into the teaching of business translation in the Chinese context. Furthermore, it reports on an investigation of the students' reception and perceptions of the PjBL project, which was carried out as part of the evaluation process of the project. It is hoped that the documenting of our experimentation with the project may serve as an easy reference for other teachers who may be interested in trying this methodology in their teaching, and that the findings regarding the students' perceptions mainly investigated through qualitative methods can be further confirmed with future quantitative research designs.
Adopting Project Based Learning in Translation Class to Facilitate Translator Emergent Competences
Script Journal: Journal of Linguistics and English Teaching
Background: The teaching of language-related skills in universities and colleges needs to equip students with relevant skills suitable for work after graduation. One way of building students’ skills to meet the related industry’s demands is by adopting project based learning (PBL) in teaching. There have been several studies on the topic of PBL in translation courses, but none of them have provided a step-by-step classroom procedure. Methodology: The study was a case study to describe the model of project-based learning adopted in the English Department of one Polytechnic in Java island, Indonesia. The object of the study was the Localization and Transcreation class. The data sources included the teacher and 24 sixth-semester students taking the class. Questionnaires and interview were used for the data collection. The questionnaires were used to know the students’ perceived competences. The interview was used to get more information on how the PBL was conducted and students’ furthe...
Use of Project based Training in Teaching Business Translation
2021
The present study reports on the use of project-based learning in teaching business translation at the undergraduate level at two Yemeni universities; namely, Al-Saeed University and Taiz University. Two groups of students, one control and the other experimental, were selected. Both groups took a pre-test in business translation in which they were asked to translate several texts from Arabic into English, and vice versa. After the pre-test, the two groups completed a 3-month business translation course. Project-based translation training was used with the experimental group. The control group covered the content of the course in a traditional manner. Both groups were asked to take a post-test in business translation after completion of the course. The study concluded that the experimental group that completed the project-based training showed more progress than the control group. The difference between the mean of the two groups was found to be significant, at p < 0.05. Members of the experimental group were also interviewed about the project-based approach adopted in the programme to gain insights into its pros and cons.
Bulletin of Science Education , 2024
This research focuses on teaching translation using Project-Based Learning with eight translation methods in translation class of the English Literature Undergraduate Program at the University of Bina Sarana Informatika (UBSI). The subjects of this research are sixteen students. The research method used is qualitative. The translation methods used are eight translation methods introduced by Newmark. The teaching method used is Project-Based Learning (PBL). PBL is chosen because it exploits innovative learning that emphasizes contextual learning through activities that challenge students' critical thinking patterns. The main material for this translation project is a number of articles that highlight local and global issues downloaded from the Jakarta Post newspaper website. The translation carried out is the process of translating several texts from English as the Source Language (SL) into Indonesian as the Target Language (TL). The translation process is carried out individually within a time limit set by the Researcher as the Facilitator. Translation research is conducted by applying an accuracy assessment instrument designed by Nababan covering three main aspects: Accuracy Aspect, Acceptability Aspect and Readibility Aspect.
AN EVALUATION OF PROJECT-BASED LEARNING: A TURKISH ‘LINGUISTICS FOR TRANSLATORS’ STUDENTS’ CASE
Ekev Akademi Dergisi, 2021
A learning environment should be designed in such an innovative way that English as a second and foreign language learners can easily improve and enjoy their learning. Considering the essentials of a learning environment, and the importance of teaching linguistics in a convenient and appealing method, this paper discusses project-based learning (PBL) with an empirical study. The study presented in this paper investigated Turkish students' perceptions of learning linguistics for translators through a PBL method. Fifteen participants who attended a two-semester "Linguistics for Translators" course in the classroom took part in the study. As part of their course, they were assigned to a project assignment in order to improve their understanding of both linguistics concepts and the relationship between linguistics and translation and prepared it based on six phases: Initiation, definition, design, development, implementation and follow-up phases. Data collected from a questionnaire showed that the participants had a positive view on studying a "Linguistics for Translators" course, and PBL played a vital role in enhancing learning. This study shed light on more issues such as collaboration and the design of PBL in order for learners to have more effective learning.
EFL Students’ Perceptions of The Benefits of Project-Based Learning in Translation Class
International Journal of Transdisciplinary Knowledge
This study aims to describe students’ perceptions of the benefits of project-based learning in translation class. The project focuses on the students’ perceptions and the benefits of translation project. The research method uses a qualitative approach with descriptive data analysis technique. The participants of this study consist of 25 university students. The qualitative data were analyzed by questionnaire and students’ reflection adopted from Siregar (2018). The results of the research revealed that the students’ responded positively to the benefits of PBL in Translation Class. It further shows that the project-based learning model can train creative thinking, collaboration, English skills improvement, and challenging hence it is suitable to be applied in Translation class
A Project-Based Approach in Translation Classroom: From the Students' Perspectives
International Journal of Languages’ Education and Teaching, 2020
The project-based approach has been discussed as one of the most influential methods applied in translation pedagogy, which ensures the development of translation knowledge and skills of students by providing them with a chance of real-life experiences. In this study, a project-based learning model was applied with a constructivist training approach in a technical translation course offered to 30 3rd grade students studying at Translation and Interpreting Department at a university in the 2018-2019 academic year and the students' views were taken. To this end, a 5-point Likert scale questionnaire was used to evaluate whether the students improved their related knowledge and skills through this training method, and unstructured evaluation forms were collected to investigate the students' comments on their translation processes. The results demonstrated that the majority of the students believed that, with the application of the project-based learning approach, they improved their metacognitive knowledge and skills which are required to be competent translators who are in full awareness of their cognitive abilities. Key Words:: Constructivist learning, metacognition, translation skills, translation pedagogy, project-based learning ÖZET Çeviri eğitiminde uygulanan proje temelli yaklaşımın, öğrencilere gerçek yaşam deneyimi sunarak onların çeviri bilgi ve becerilerini geliştiren en etkili yöntemlerden biri olduğu tartışılmaktadır. Bu çalışmada 2018-2019 akademik yılında bir üniversitenin Mütercim Tercümanlık Lisans programına kayıtlı 30 kişiden oluşan 3. sınıf öğrencilerine verilen bir teknik çeviri dersi kapsamında yapılandırmacı eğitim yaklaşımı benimsenerek proje temelli öğrenme modeli uygulanmıştır ve öğrencilerin uygulamaya yönelik görüşleri alınmıştır. Bu doğrultuda, söz konusu yöntemin uygulanması sonucunda öğrencilerin ilgili bilgi ve becerileri geliştirip geliştirmediğini değerlendirdikleri 5'li Likert tipi sorulardan oluşan bir anket ve öğrencilerin bu yaklaşım süresince deneyimledikleri çeviri süreçlerine ilişkin yorumlarını içeren yapılandırılmamış değerlendirmeler incelenmiştir. Sonuçlar, öğrencilerin çoğunluğunun proje temelli öğrenme yaklaşımı yoluyla, kendi bilişsel becerilerinin farkında uzman çevirmenler olmak için gerekli olan üstbilişsel bilgi ve becerilerine katkı sağladığı öğrenciler tarafından vurgulanmıştır. Anahtar Kelimeler: Yapılandırmacı eğitim, üstbiliş, çeviri becerileri, çeviri eğitimi, proje temelli öğrenme.
Project-Based Learning: A Case for Situated Translation
Meta, 2005
The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.
INTRODUCING CERTAIN ELEMENTS OF PROJECT-BASED LEARNING INTO UKRAINIAN TRANSLATION PROGRAMS
scienceandeducation, 2019
The article deals with the urgency of introduction of project-based learning in the Translation Programs of Ukrainian universities and discusses some directions for the introduction of project-based learning (PBL) in terms of translator’s competences as defined by the European Competence Framework for translation programs. The article offers a review of John Dewey’s theory of Project-Based Learning (PBL) and suggests some ways of how to incorporate its elements into the university Translation programs and how the European requirements for MA in Translation can help to determine the directions for the development of the elements of the PBL in Translation Programs. In the framework of the theoretical study, we carried out the review of various sources dealing with the PBL and reviewed the EMT requirements in Ukrainian context.
Collaborative Project-based Learning: A Must in Translation Classrooms for EFL Learners
2018
Strategic sub-competence is considered as a key component in translation competence. It is the one that guarantees the efficiency of translation since it represents problem-recognition and strategies used for problem-solving in a translation process [1]. The objectives of the study were to develop a collaborative project-based learning module for translation training in a language degree program and to investigate its effect on the development of strategic subcompetence for translation training in a language degree program. This study employed onegroup pretest-posttest design. The participants were 21 Thai EFL undergraduate students, majoring or minoring in English. Translation tests, translation projects, Learner’s Diaries, and semi-structured interviews were employed to evaluate the effect of the learning module. After the 15-week learning module, the results revealed that the students’ overall translation abilities improved with statistical significance. Additionally, the student...