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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). | |
Đề mục chủ đề
| Translation | |
Đề mục chủ đề
| Japanese language | |
Đề mục chủ đề
| Discussion classrooms | |
Thuật ngữ không kiểm soát
| Thảo luận | |
Thuật ngữ không kiểm soát
| Tiếng Nhật Bản | |
Thuật ngữ không kiểm soát
| 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 |
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| 100 | 0|aEiko, Gyogi |
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| 245 | 10|aClass discussion as a site for fostering symbolic competence in translation classrooms / |cEiko Gyogi |
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| 260 | |aUK Limited : |bRoutledge, |c2020 |
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| 300 | |bPages 290-304 |
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| 520 | |aRecent 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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| 650 | 00|aTranslation |
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| 650 | 00|aJapanese language |
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| 650 | 00|aDiscussion classrooms |
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| 653 | 0 |aThảo luận |
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| 653 | 0 |aTiếng Nhật Bản |
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| 653 | 0 |aLớp học dịch thuật |
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| 710 | |aTaylor & Francis Group |
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| 773 | |tLanguage, Culture and Curriculum|gVolume 33, 2020 - Issue 3 |
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| 856 | |uhttps://doi.org/10.1080/07908318.2019.1625361 |
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| 890 | |a0|b0|c0|d0 |
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