Developing Bi-Lingual Skills for Translation through an Online Multimedia-Supported Learning Environment

Autor/inn/en	Eser, Oktay; Saltan, Fatih; Ersanli, Ceylan Yangin; Erdem, Gamze
Titel	Developing Bi-Lingual Skills for Translation through an Online Multimedia-Supported Learning Environment
Quelle	In: Journal of Education and Practice, 7 (2016) 23, S.36-43 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Multimedia Instruction; Bilingualism; Translation; Language Skills; Electronic Learning; English (Second Language); Quasiexperimental Design; Undergraduate Students; Statistical Analysis; Scores; Achievement Tests; Diagnostic Tests; College Freshmen; Grades (Scholastic); Summative Evaluation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Multimediales Lernen; Bilingualismus; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Diagnostic test; Diagnostischer Test; Studienanfänger; Notenspiegel; Ausland; Türkei
Abstract	Recent research shows that bi-lingual competence is one of the necessary skills that a translator needs in order to translate (PACTE, 2003). Apart from the mother tongue, a translator must have a command of other working languages. The purpose of this study was to investigate whether the online multimedia-supported learning environment concerning collocations in English (OMLEC) was effective in helping learners develop their bilingual skills through the acquisition of collocations. As a method, a quasi-experimental design was used. The study consisted of 40 students, 20 of whom were undergraduate ELT students and the other 20 were preparatory ELT students. The participants took a variety of tests such as diagnostic, study, achievement, and summative tests. A repeated measure ANOVA analysis was used to analyze the results of the tests. The results indicate that the OMLEC platform has made a significant contribution to learners' knowledge of bi-lingual competence through collocations. There was a significant difference between the diagnostic and study test scores, the diagnostic and achievement test scores, the diagnostic and summative test scores, the study and achievement test scores, and the study and summative test scores. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01