INTRODUCING CERTAIN ELEMENTS OF PROJECT-BASED LEARNING INTO UKRAINIAN TRANSLATION PROGRAMS (original) (raw)
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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.
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.
Rationale for Translation Project Management Course as Academic Discipline
Advanced Education
The article provides for the rationale for a Translation Project Management course as an academic discipline that is designed to meet translation majors' needs and facilitate their entry into the profession. Its tapestry methodology incorporates current trends in contemporary Translation Studies with an emphasis on interdisciplinarity, internationalism, technological advances, studentempowerment, collaborative professional realism, and an outcomes-based approach. The theoretical strands are devised to show how students can benefit from incorporating into their professional portfolio project management techniques and quality control processes. The practical strands provide for student-empowerment in their work on real translation projects. The article sheds light into the progress made by the students throughout the period of instruction, activities in which they were involved, challenges they faced while working on their translation projects, and the results of the course evaluation by students themselves on the basis of an introspective analysis of the applicability of acquired knowledge and skills, as well as appraisal made by external examiners invited to the presentation of the students' projects. As a result of successful implementation, the course has become an integral part of the educational and research programme for training MA graduate students specialising in Philology.
Teaching Translation Using Project-Based-Learning: Saudi Translation Students Perspectives
In the last few years, interest in improving the teaching of translation increased immensely. Proposals of introducing many methods to raise students' involvement and centeredness in the process evolved and many concepts from other disciplines were implemented. One of these evolving concepts was Project Based Learning (PBL) which was popular across many education fields: the main essence of it is involving the students in an authentic and practical translation project. This article investigates the experiences of Saudi under-preparation-translators in a Computer Aided Translation (CAT) course that was introduced using the PBL method. Using qualitative methods (mainly interviews and observations), students' receptions were collected and analyzed and themes were elicited to report the students' attitude to PBL method. Although many positive experiences such as autonomy and team work skills were reported, some indicated the concerns of the practicality of the procedure as well as time issues.
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.
Project management for future translators Teaching strategies and challenges
Scientific and pedagogical internship proceedings, 2022
Pidhrushna O. H. Project management for future translators: teaching strategies and challenges. Scientific and pedagogical internship “Traditions and innovations in teaching philological disciplines: a comparative analysis of the experience of the Republic of Poland and Ukraine” : Internship proceedings, September 26 – November 6, 2022. Wroclawek : Cuiavian University in Wroclawek, 2022. P. 43-49
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.