Situated Learning in Translator and Interpreter Training: Model United Nations Simulations

Autor/in	Hastürkoglu, Gökçen
Titel	Situated Learning in Translator and Interpreter Training: Model United Nations Simulations
Quelle	In: Journal of Language and Linguistic Studies, 15 (2019) 3, S.914-925 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hastürkoglu, Gökçen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Translation; Teaching Methods; Theory Practice Relationship; Simulation; Situated Learning; Metacognition; Student Attitudes; College Students; Outcomes of Education; Learning Processes; Language Processing; Career Development; Course Evaluation; Management Systems; Teacher Evaluation; Self Evaluation (Individuals); Political Science; International Organizations; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Simulation program; Simulationsprogramm; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Collegestudent; Lernleistung; Schulerfolg; Learning process; Lernprozess; Sprachverarbeitung; Berufsentwicklung; Teacher appraisal; Lehrerbeurteilung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; International organisation; International organisations; International organization; Internationale Organisation; Ausland; Türkei
Abstract	The necessity of incorporating both theory and practice in translation an interpretation pedagogy has always been emphasized by trainers at translation and interpretation departments. Situated learning activities, as most scholars agree, are environments where students can achieve deep learning by putting theory into practice. The view presented in this paper is that the Model United Nations (MUN) simulation, a situated learning environment, can profitably be applied in undergraduate translator and interpreter pedagogy and help students' achieve deep learning mainly across the meta-cognitive knowledge domain. The data was gathered from the surveys of the outcomes pertaining to the spring terms in the academic years 2015-2016, 2016-2017, and 2017-2018 as well as the forms sent to students via university's student information system by which they could evaluate and comment on the course, the trainer, and their own performances. The results of the assessments were further consolidated with two quizzes conducted each term in which the students were tested about the related terminologies and the debated topics. The results demonstrate strong metacognitive development among learners, deep learning achieved through the active participation in the simulations, and students' being provided with the required knowledge and skills for their future careers. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01