Unity of Knowing and Acting: An Empirical Study on a Curriculum Approach to Developing Students' Translation Technological Thinking Competence

Autor/inn/en	He, Yan; Tao, Youlan
Titel	Unity of Knowing and Acting: An Empirical Study on a Curriculum Approach to Developing Students' Translation Technological Thinking Competence
Quelle	In: Interpreter and Translator Trainer, 16 (2022) 3, S.348-366 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (He, Yan) ORCID (Tao, Youlan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2022.2101849
Schlagwörter	Translation; Thinking Skills; Technological Literacy; Teaching Methods; Curriculum Development; Correlation; Language Processing; Second Languages; Problem Based Learning; Instructional Effectiveness; Intervention; Decision Making; Language Usage; Computational Linguistics; Computer Software; Educational Philosophy; Comparative Analysis; Undergraduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Computer Literacy; Tests; Foreign Countries; Cognitive Ability; Chinese; Native Language; China + Suchen Sie Ihr Suchwort? Denkfähigkeit; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Korrelation; Sprachverarbeitung; Second language; Zweitsprache; Problem-based learning; Problemorientiertes Lernen; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Sprachgebrauch; Linguistics; Computerlinguistik; Bildungsphilosophie; Erziehungsphilosophie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkenntnisse; Examination; Prüfung; Examen; Ausland; China; Chinesen
Abstract	Though students are taught translation technology, when confronted with real-life translation tasks, they frequently fail to use technologies flexibly and properly. To address this issue, this study first highlighted the concept of translation technological thinking competence (TTTC) and its significance. Then it proposed the Knowing-Acting Translation Curriculum (KATC), characterised by integrating knowledge-based design, problem-oriented learning, in-class interactive modelling and near-authentic translation projects. Further, the study investigated: (1) Is KATC an effective approach to developing students' TTTC? (2) How does TTTC influence translation performance? To answer the questions, a quasi-experimental/empirical study was conducted with two groups of comparable translation students, one group given the KATC-based teaching intervention. The results show that: (1) KATC is an effective approach in improving students' TTTC, measured by enhanced performance in solving real-life translation technological problems; (2) TTTC is positively correlated with overall translation quality. Therefore, we argue that the ultimate goal of translation technology teaching is to help students become technological thinkers with high TTTC, who can maximise the power of technology to act professionally and technologically, particularly in solving translation problems that require discretionary judgment and action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01