Designing Collaborative Learning Environment in Translator Training: An Empirical Research

• Authors: Özge Bayraktar-Özer , Gökçen Hastürkoğlu

Abstracts

EN

The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.

Keywords

EN

collaborative learning; translator training; translation skills; teamwork; undergraduate translation pedagogy

• Publisher: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
• Journal: Research in Language
• Year: 2020
• Volume: 18
• Issue: 2
• Pages: 137-150

Dates

published

2020

Contributors

author

Özge Bayraktar-Özer

• Atılım University

author

Gökçen Hastürkoğlu

• Atılım University

References

• Al-Shehari, Khaled. 2017. Collaborative Learning: Trainee Translators Tasked to Translate Wikipedia Entries from English into Arabic. The Interpreter and Translator Trainer, 11(4), 357-372. https://doi.org/10.1080/1750399X.2017.1359755
• Barros, E. Huertas. 2011. Collaborative Learning in the Translation Classroom: Preliminary Survey Results. The Journal of Specialised Translation, 16, 42-60.
• Bednar, A. K., Cunningham, D., Duffy, T. M. and Perry, J. D. 1992. Theory into Practice: How Do We Link? In T.M, Dufy and D. H, Johannson (eds.), Constructivism and the Technology of Instruction, 17-34. New Jersey: Lawrence Earlbaum Associates.
• Bell, T. Roger. 1991. Translation and Translating. Theory and Practice. London and New York: Longman.
• Gonzalez Davies, Maria. 2004. Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/btl.54
• González, Marta Garcia and Veiga Díaz, María Teresa. 2015. Guided Inquiry and Project-Based Learning in the Field of Specialised Translation: A Description of Two Learning Experiences. Perspectives, 23(1), 107-123. https://doi.org/10.1080/0907676X.2014.948018
• Hurtado Albir, Amparo. 1996. La enseñanza de la traducción directa ‘general’. Objetivos de apren-dizaje y metodología. In A. Hurtado Albir (ed.), La enseñanza de la traducción, I, 31–55. Castellón: Universitat Jaume.
• Hewson, Lance. 1995. Detecting Cultural Shifts: Some Notes on Translation Assessment. In I. Mason and C. Pagnoulle (eds.), Cross-Words. Issues and Debates in Literary and Non-Literary Translating, 101-108. Liège: University of Liège
• Johnson, W. David and Johnson, Roger. T. 1994. Cooperative Learning in the Classroom, Paidos, Buenos Aires.
• Kiraly, Don. 1995. Pathways to Translation. Pedagogy and Process, Kent: University Press.
• Kiraly, Don. 1997. Colloborative Learning in the Translation Practice Classroom. In E. Fleischmann, W. Kutz and P.A. Schmitt (eds.), Translationsdidaktik, 152-158. Germany: Tübingen.
• Kiraly, Don. 2000. A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice, Manchester, St. Jerome Publishing.
• Kiraly, Don. 2012. Skopos Theory Goes to Paris: Purposeful Translation and Emergent Translation Projects. MTM , 4,119–144.
• Moghaddas, Mahboubeh and Khoshsaligheh, Masood. 2019. Implementing Project-Based Learning in a Persian Translation Class: A Mixed-Methods Study. The Interpreter and Translator Trainer, 13(2), 190-209. https://doi.org/10.1080/1750399X.2018.1564542
• Melnichuk, V. Marina and Osipova, Valentina M. 2017. Cooperative Learning as a Valuable Approach to Teaching Translation. XLinguae Journal, 10(1), 25-33. https://doi.org/10.18355/XL.2017.10.01.03
• Neubert, Albecht. 1994. Competence in Translation: A Complex Skill, How to Study and How to Teach It. In M. Snell-Hornby, F. Pöchhacker and K. Kaindl (eds.), Translation Studies. An Interdiscipline, 411-420. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/btl.2.48neu
• O’Brien, Sharon. 2011. Collaborative Translation. In Y.Gambier and L. van Doorslaer (eds.), Handbook of Translation Studies, Vol. 2, 17-20. Amsterdam/Philadelphia: John Benjamins
• Orozco, Mariana and Hurtado Albir, Amparo. 2002. Measuring Translation Competence Acquisition. Meta, 47( 3). 375–402. https://doi.org/10.7202/008022ar
• PACTE. 2000. Acquiring Translation Competence: Hypotheses and Methodological Problems in a Research Project. In A. Beeby, D. Ensinger and M. Presas (eds.), Investigating Translation, 99-106. Amsterdam: John Benjamins. https://doi.org/10.1075/btl.32.13pac
• PACTE. 2003. Building a Translation Competence Model. In F. Alves (ed.), Triangulating Translation: Perspectives in Process Oriented Research, 43-66. Amsterdam/ Philadelphia: John Benjamins. https://doi.org/10.1075/btl.45.06pac
• Piaget, Jean. 1954. The Construction of Reality in the Child, New York: Basic Books. https://doi.org/10.1037/11168-000
• Piaget, Jean. 1955. The Language and Thought of the Child. New York: Meridian.
• Piaget, Jean. 1970. Piaget’s Theory. In P. H. Mussen (ed.), Carmichael’s manual of child psychology, 703-730. New York: Wiley.
• Piaget, Jean and Bärbel, Inhelder. 1971. Mental Imagery in the Child: A Study of the Development of Imaginal Representation. British Journal of Educational Studies, 19(3), 343-344. https://doi.org/10.2307/3120455
• Pietrzak, Paulina. 2015. Translation Competence. In Ł. Bogucki, S. Goźdź-Roszkowski, P. Stalmaszczyk (eds.), Ways to Translation, 317-338. Lodz: Lodz University Press.
• Pym, Anthony. 2003. Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach. Meta, 48(4), 481–497. https://doi.org/10.7202/008533ar
• Reiss, Katharina. 1981/2000. Type, kind and Individuality of Text: Decision Making in Translation. In L. Venuti (ed.), The Translation Studies Reader, 168-179. Oxon: Routledge.
• Sorvali, Irma. 1998. The Translator as a Creative Being With Special Regard to the Translation of Literature and LSP. Babel, 44(3), 234–243. https://doi.org/10.1075/babel.44.3.04sor
• Vygotsky, Lev Semenovich. 1962. Thought and Language. Cambridge: MIT Press. https://doi.org/10.1037/11193-000
• Vygotsky, Lev Semenovich. 1978. Mind in Society: The Development of Higher Psychological Processes Cambridge: Harvard University Press.
• Wilss, Wolfram. 1989. Towards a Multi-Facet Concept of Translation Behaviour. Target, 34, 129-149. https://doi.org/10.1075/target.1.2.02wil

Identifiers

DOI

10.18778/1731-7533.18.2.02

Biblioteka Nauki

1368396