Contemporary Perspective on Cognitive Development: Reconceptualising Situational Context as Embedded Model

Autor/inn/en	Khalaf, Bilal Khalid; Zin, Zuhana Mohamed; Al-Abbas, Linda S.
Titel	Contemporary Perspective on Cognitive Development: Reconceptualising Situational Context as Embedded Model
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.401-420 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Cognitive Development; Instructional Design; Models; Inquiry; Active Learning; Translation; Teaching Methods; Linguistics; Task Analysis; Self Esteem; Prior Learning; Professional Education; Second Languages; Language Usage; Language Processing; Classification; Context Effect; Language Tests; Protocol Analysis; Undergraduate Students + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistik; Aufgabenanalyse; Self-esteem; Selbstaufmerksamkeit; Vorkenntnisse; Berufsausbildung; Second language; Zweitsprache; Sprachgebrauch; Sprachverarbeitung; Classification system; Klassifikation; Klassifikationssystem; Language test; Sprachtest
Abstract	Educational societies encountered rapid development in all fields of knowledge, assisted by the invention of new technologies and development of linguistic systems. Over time, researchers contribute to design well known instructional models such as traditional-based and inquiry-based models. However, the previous literature investigations showed that most of the instructional models run into some limitations and challenges in the context of learning, whereas, traditional-based and inquiry-based were the dominant figures. The present study invested in exploring the process of translation concerning the cognitive challenges which translators encounter during translation activity. It contributes to develop an embedded situational context model for enhancing translators' cognitive performance through deploying four functional concepts from translation approach in systemic functional linguistics. A mixed-method approach is implemented by conducting thinking aloud experiment operated by two translation task and followed with retrospective interview to attain this goal. Conversely, a questionnaire on self-confidence and participants' translations are used for the quantitative evaluations. Consequently, the shortcomings associated with the cognitive process of translation were surmounted. Thus, the functional concepts of the developed embedded model were incorporated to build, enhance, and validate background knowledge and cognitive skills of translators during translation activity toward professional translation practice. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01