Learners' Perceptions of Translation in English as the Medium of Instruction (EMI) at University Level

Autor/inn/en	Eser, Oktay; Dikilitas, Kenan
Titel	Learners' Perceptions of Translation in English as the Medium of Instruction (EMI) at University Level
Quelle	In: Journal of Education and Practice, 8 (2017) 8, S.124-129 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Translation; Learning Strategies; Second Language Learning; English (Second Language); Language of Instruction; Qualitative Research; Case Studies; Interviews; Data Analysis; Outcomes of Education; Knowledge Level; Misconceptions; Turkey + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Auswertung; Lernleistung; Schulerfolg; Wissensbasis; Missverständnis; Türkei
Abstract	Translation can be used as a learning strategy by students who learn their academic subjects through English as the Medium of Instruction (EMI). The purpose of this study is to investigate the perceptions of students towards the use of translation at university level courses offered in English at various departments. This qualitative research characterized as a case study consists of an interview developed to interpret how students relate translation to developing subject matter knowledge. The data were collected through written interviews with students of international relations, political science, international trade and marketing, and business administration. The data were analyzed using qualitative methods and suggest that most students turn to translation as a tool for both understanding the subject matter and learning new vocabulary; however, they were found to have limited knowledge of and even some misconceptions towards the potential uses of translation. The findings also provide implications for learning and researching through activities that involve translation, thus enabling learners to actively participate in the process of acquisition of content knowledge through active translation. (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