- Social-Constructivist Course Design and Efficacy of Teaching Translation as Language Skill--Taking a Media Translation Class as an Example
- Flipped Translation Training: The Student Perception
|使用檔案翻譯教學初探=The Use of Portfolios to Teach Translation
|廖柏森; 江美燕; Liao, Po-sen; Chiang, Mei-yen;
|檔案教學; 翻譯教學; 自主學習; Portfolios; Translation teaching; Learner autonomy;
|Over the past few years, thanks to the policy of continued development in higher education, may translation programs of both graduate and undergraduate levels have been established around Taiwan. In view of the rapid increase of translation courses, however, research on translation pedagogy is still as a gaining stage and has rarely met teachers’ needs in the classroom. The passive, frustrating character of traditional teacher centered instruction has often caused students’ needs in the classroom. The passive, frustrating character of traditional teacher-centered instructional has often caused students’ poor motivation and other problems. With the emergence of humanistic teaching and constructivism in recent years, translation teachers have long called for a more creative and student-centered approach of instruction. Thus, this paper attempts to explore the possibilities of using portfolios as an alternative method to teach translation. College students majoring in applied linguistics served as participants of the study. The researchers reported the process of portfolio instruction, including the teaching materials and assessment criteria used, and also the results of questionnaire administered the end of semester. The finings of this study may contribute to a better understanding of alternative translation pedagogy as well as to help translation teachers design their syllabus and classroom activities.