Dòng Nội dung
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Class discussion as a site for fostering symbolic competence in translation classrooms / Eiko Gyogi // Language, Culture and Curriculum Volume 33, 2020 - Issue 3
UK Limited : Routledge, 2020
Pages 290-304

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).


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Debate / Mariann Fedrizzi, Randy Ellis.
Mason, OH : South-Western, Cengage Learning, 2011.
xi, 354 p. : ill. (chiefly color) ; 29 cm.

Presents a practical approach to students enabling them to do objective research on their debate topics. This title offers students the opportunities to research, write speeches, and experience public speaking and competitive debate. It helps students to learn how the classical debates have shaped the contemporary public forum.

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Debate for english for specific purposes / Hanoi University. Foundation studies Department.
Hà Nội : Hanoi University. Foundation studies Department, 2017
66 p. ; 29 cm.



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LTD 話し合い学習法を用いた読解の授業実践 : ディスカッションと協同作業の認識に対する効果 / 東寺祐亮 ; [Toji Yusuke] // 日本語教育 ; [Japanese language education] 176 (8.2020)
Japan : 日本語教育学会, 2020
p. 79-94

「LTD 話し合い学習法(Learning Through Discussion)」は読解の予習と小グループでのミーティ ングで構成された学習法である。これまで,日本語母語話者を中心に実施されているが,日本語学 習者を対象にした場合の影響は明らかでない。そこで,本研究は,日本語学習者を対象にLTD を実 施した場合,ディスカッション・スキルや協同作業認識にどのような影響を与えるかを調査した。その 結果,ディスカッション・スキルについては,「場の進行と対処」,「積極的関与と自己主張」,「雰囲 気作り」に肯定的な影響を与えることが明らかになった。また,協同作業認識については,「個人志 向」,「互恵懸念」に肯定的な影響を与えることが明らかになった。一方,本実践では,日本語学習 者を対象にLTD を実施する際の課題も見られた。本実践で生じた課題をもとに,LTD の手順,ディ スカッションの使用言語,課題文選定に分けて整理する。