An Integrated Approach to Teaching Translation Practice: Teacher's Approach and Students' Evaluation

Autor/in	Giaber, Jamal Mohamed
Titel	An Integrated Approach to Teaching Translation Practice: Teacher's Approach and Students' Evaluation
Quelle	In: Interpreter and Translator Trainer, 12 (2018) 3, S.257-281 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giaber, Jamal Mohamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2018.1502006
Schlagwörter	Teaching Methods; Translation; Interdisciplinary Approach; Second Languages; Context Effect; Program Descriptions; English (Second Language); Semitic Languages; Feedback (Response); Portfolios (Background Materials); Student Attitudes; Problem Solving; Language Skills; Cooperation; Vocabulary Development; Foreign Countries; Teacher Evaluation; College Faculty; United Arab Emirates + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Second language; Zweitsprache; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Schülerverhalten; Problemlösen; Language skill; Sprachkompetenz; Co-operation; Kooperation; Wortschatzarbeit; Ausland; Teacher appraisal; Lehrerbeurteilung; Fakultät; Vereinigte Arabische Emirate
Abstract	University programmes on translation usually include courses/modules for translation practice. In teaching translation practice, different teachers adopt different teaching approaches. The effectiveness of a teaching approach is usually governed by some contextual factors and may be evaluated in different ways including student evaluation. The Department of Translation Studies at the UAE University offers a number of courses with modules for English-Arabic and/or Arabic-English translation practice. An integrated approach has been used in teaching translation practice in three courses for four terms, with the portfolio being used as a tool of learning and assessment in two terms (Spring and Fall 2016). The aim of this study is to share the teaching approach with fellow teachers and to evaluate its effectiveness based on students' feedback. The questionnaire was used as a tool to collect primary data from sixty-six students. Analysis of quantitative and qualitative data shows that the majority of students find the teaching approach and the translation practice portfolio useful for their learning, especially in developing and/or improving their translation skills (i.e. text analysis, rendering and revision), language skills, problem-solving skills, interaction skills, collaboration skills, vocabulary, and awareness of ethical responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01