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Class discussion as a site for fostering symbolic competence in translation classrooms

Class discussion as a site for fostering symbolic competence in translation classrooms

 Eiko, Gyogi
 Routledge, 2020
 UK Limited : Pages 290-304 English ISSN: 07908318
TranslationJapanese languageDiscussion classroomsThảo luậnTiếng Nhật BảnLớp học dịch thuật
Tác giả CN Eiko, Gyogi
Nhan đề Class discussion as a site for fostering symbolic competence in translation classrooms / Eiko Gyogi
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 290-304
Tóm tắt Recent studies have brought attention to the potential of translation as a symbolic activity to improve students’ translingual competence. This study contributes to this growing field of study by examining students’ voices in class discussions in translation classrooms. Five translation sessions were implemented with beginner and intermediate learners of Japanese at a UK university. Based on thematic analysis of students’ learning journals and post-session interviews, this study highlights how class discussion provides a site for sharing multiple perspectives and meaning-making processes that each student brings to the same text. It also enables students to reflect on these interpretations and find and refine their own translations. This study suggests the potential benefits of class discussion in reframing translation activities from those that require students to seek the ‘correct’ answer to those that prompt reflection on the symbolic value of the text, which is often overlooked in communicative language teaching (CLT).
Thuật ngữ chủ đề Translation
Thuật ngữ chủ đề Japanese language
Thuật ngữ chủ đề Discussion classrooms
Từ khóa tự do Thảo luận
Từ khóa tự do Tiếng Nhật Bản
Từ khóa tự do Lớp học dịch thuật
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language, Culture and Curriculum- Volume 33, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/07908318.2019.1625361
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Recent studies have brought attention to the potential of translation as a symbolic activity to improve students’ translingual competence. This study contributes to this growing field of study by examining students’ voices in class discussions in translation classrooms. Five translation sessions were implemented with beginner and intermediate learners of Japanese at a UK university. Based on thematic analysis of students’ learning journals and post-session interviews, this study highlights how class discussion provides a site for sharing multiple perspectives and meaning-making processes that each student brings to the same text. It also enables students to reflect on these interpretations and find and refine their own translations. This study suggests the potential benefits of class discussion in reframing translation activities from those that require students to seek the ‘correct’ answer to those that prompt reflection on the symbolic value of the text, which is often overlooked in communicative language teaching (CLT).
650[0 0] |a Translation
650[0 0] |a Japanese language
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653[0 ] |a Lớp học dịch thuật
710[ ] |a Taylor & Francis Group
773[ ] |t Language, Culture and Curriculum |g Volume 33, 2020 - Issue 3
856[ ] |u https://doi.org/10.1080/07908318.2019.1625361
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