TY - JOUR
T1 - An integrated approach to teaching translation practice
T2 - teacher’s approach and students’ evaluation
AU - Giaber, Jamal Mohamed
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/7/3
Y1 - 2018/7/3
N2 - University programmes on translation usually include courses/modules for translation practice. In teaching translation practice, different teachers adopt different teaching approaches. The effectiveness of a teaching approach is usually governed by some contextual factors and may be evaluated in different ways including student evaluation. The Department of Translation Studies at the UAE University offers a number of courses with modules for English-Arabic and/or Arabic-English translation practice. An integrated approach has been used in teaching translation practice in three courses for four terms, with the portfolio being used as a tool of learning and assessment in two terms (Spring and Fall 2016). The aim of this study is to share the teaching approach with fellow teachers and to evaluate its effectiveness based on students’ feedback. The questionnaire was used as a tool to collect primary data from sixty-six students. Analysis of quantitative and qualitative data shows that the majority of students find the teaching approach and the translation practice portfolio useful for their learning, especially in developing and/or improving their translation skills (i.e. text analysis, rendering and revision), language skills, problem-solving skills, interaction skills, collaboration skills, vocabulary, and awareness of ethical responsibility.
AB - University programmes on translation usually include courses/modules for translation practice. In teaching translation practice, different teachers adopt different teaching approaches. The effectiveness of a teaching approach is usually governed by some contextual factors and may be evaluated in different ways including student evaluation. The Department of Translation Studies at the UAE University offers a number of courses with modules for English-Arabic and/or Arabic-English translation practice. An integrated approach has been used in teaching translation practice in three courses for four terms, with the portfolio being used as a tool of learning and assessment in two terms (Spring and Fall 2016). The aim of this study is to share the teaching approach with fellow teachers and to evaluate its effectiveness based on students’ feedback. The questionnaire was used as a tool to collect primary data from sixty-six students. Analysis of quantitative and qualitative data shows that the majority of students find the teaching approach and the translation practice portfolio useful for their learning, especially in developing and/or improving their translation skills (i.e. text analysis, rendering and revision), language skills, problem-solving skills, interaction skills, collaboration skills, vocabulary, and awareness of ethical responsibility.
KW - Arabic
KW - English
KW - Teaching translation practice
KW - integrated approach
KW - portfolio
KW - translation methodology
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U2 - 10.1080/1750399X.2018.1502006
DO - 10.1080/1750399X.2018.1502006
M3 - Article
AN - SCOPUS:85051979706
SN - 1750-399X
VL - 12
SP - 257
EP - 281
JO - Interpreter and Translator Trainer
JF - Interpreter and Translator Trainer
IS - 3
ER -