Literary translation workshop: Social constructivist approach classroom activities

被引：4

作者：

Birkan-Baydan, Esra ^{[1
]}

Karadag, Ayse Banu ^{[2
]}

机构：

[1] Marmara Univ, Translat & Interpreting Dept, TR-34722 Istanbul, Turkey

[2] Yildiz Tekn Univ, Translat & Interpreting Dept, TR-34349 Istanbul, Turkey

来源：

ERPA INTERNATIONAL CONGRESS ON EDUCATION (ERPA CONGRESS 2014) | 2014年 / 152卷

关键词：

translator training; teaching literary translation; social constructivist approach; literary translation workshop; collaborative learning; authentic translation task; translation competence; translator competence;

D O I：

10.1016/j.sbspro.2014.09.354

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper intends to present the literaiy translation workshop designed according to the guiding principles of the "social constructivist" approach, which are "collaborative learning", "scaffolding" and "professional self-concept". The significance of the literaty translation workshop is its contribution to the development of translation and translator competence through real life experience and collaborative construction of knowledge. Literary translation workshop ended in the publication of short stories translated by students in a literary magazine. (C) 2014 The Authors. Published by Elsevier Ltd.

引用

页码：984 / 988

页数：5

共 12 条

[1] From hermeneutics to the translation classroom: a social constructivist approach to effective learning
Varney, Jennifer
TRANSLATION & INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND INTERPRETING, 2009, 1 (01): : 27 - 43
[2] Creative writing activities for the literary translation classroom
Alpuente Civera, Miguel
Martinez Vilinsky, Barbara
Marco Borillo, Josep
Oltra Ripoll, Maria D.
HERMENEUS, 2015, (17): : 31 - 60
[3] Promoting Translation Teaching by Use of "Literary Translation Workshop"
Liu, Rui
PROCEEDINGS OF THE 2015 3RD INTERNATIONAL CONFERENCE ON MANAGEMENT SCIENCE, EDUCATION TECHNOLOGY, ARTS, SOCIAL SCIENCE AND ECONOMICS (MSETASSE 2015), 2015, 41 : 244 - 247
[4] The Social Constructivist Approach to Teaching and Learning Genetics for Disadvantaged Thai Students in a Multicultural Classroom
Nopparatjamjomras, Thasaneeya Ratanaroutai
ASIA-PACIFIC EDUCATION RESEARCHER, 2011, 20 (02) : 222 - 230
[5] STUDENTS' PERCEPTIONS OF A CONSTRUCTIVIST CLASSROOM: A COLLABORATIVE LEARNING APPROACH
Leow, Fui Theng
Neo, Mai
2013 IEEE 63RD ANNUAL CONFERENCE INTERNATIONAL COUNCIL FOR EDUCATIONAL MEDIA (ICEM), 2013,
[6] The potential of integrating dubbing activities in the translation classroom
Juengst, Heike Elisabeth
TRANS-REVISTA DE TRADUCTOLOGIA, 2013, (17): : 103 - 114
[7] Facilitating the Implementation of the Constructivist Approach through the Social Space of Facebook
Shraim, Khitam
2013 FOURTH INTERNATIONAL CONFERENCE ON E-LEARNING "BEST PRACTICES IN MANAGEMENT, DESIGN AND DEVELOPMENT OF E-COURSES: STANDARDS OF EXCELLENCE AND CREATIVITY, 2013, : 449 - 455
[8] A Pedagogical Framework for Teaching Computer Programming: A Social Constructivist and Cognitive Load Theory Approach
Looker, Nicola
ICER 2021: PROCEEDINGS OF THE 17TH ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH, 2021, : 415 - 416
[9] The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam
Ngo Vu Thu Hang
Meijer, Marijn Roland
Bulte, Astrid M. W.
Pilot, Albert
CULTURAL STUDIES OF SCIENCE EDUCATION, 2015, 10 (03) : 665 - 693
[10] Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition
Grau, Valeska
Whitebread, David
LEARNING AND INSTRUCTION, 2012, 22 (06) : 401 - 412

← 1 2 →