Abstract
This paper reports on the results of a research project conducted over the last two years on the feasibility and suitability of a collaborative approach to teaching and learning translation in face-to-face and online settings. Until now, collaborative learning (CL) for translation has mainly been tested in long-term projects (Zwischenberger 2020). In this study we tested the benefits of CL in a single-day workshop that could be easily adapted as a classroom activity.
We developed a workshop on the topic of metaphor translation and recruited a total of 47 participants from local universities and professional translation networks in the UK and abroad, with the EnglishFrench or English
We identified four domains where the potential benefits of CL would be measured: Learning, Motivation, Social skills and Belonging. The Learning domain was measured by translation quality assessment - qualitative analysis of a pre-workshop assignment and an in-workshop individual and group revision. All domains were measured through a detailed participant questionnaire comparing individual and collaborative learning activities and a follow-up focus group.
The results from the assessment indicate that participants significantly improved their understanding of the topic through collaborative activities. The survey results show that greater benefit was perceived from the CL activities for every single question, except for the domain of Motivation, in the online setting only.
These results indicate the broad benefits of the collaborative approach in both online and face to face learning, not only supporting knowledge and skills acquisition but also contributing to the development of social skills that are deemed essential, since most translation work in the language industry is conducted online and collaboratively (Shreve 2020).
We developed a workshop on the topic of metaphor translation and recruited a total of 47 participants from local universities and professional translation networks in the UK and abroad, with the EnglishFrench or English
We identified four domains where the potential benefits of CL would be measured: Learning, Motivation, Social skills and Belonging. The Learning domain was measured by translation quality assessment - qualitative analysis of a pre-workshop assignment and an in-workshop individual and group revision. All domains were measured through a detailed participant questionnaire comparing individual and collaborative learning activities and a follow-up focus group.
The results from the assessment indicate that participants significantly improved their understanding of the topic through collaborative activities. The survey results show that greater benefit was perceived from the CL activities for every single question, except for the domain of Motivation, in the online setting only.
These results indicate the broad benefits of the collaborative approach in both online and face to face learning, not only supporting knowledge and skills acquisition but also contributing to the development of social skills that are deemed essential, since most translation work in the language industry is conducted online and collaboratively (Shreve 2020).
| Original language | English |
|---|---|
| Publication status | Published - 2 Nov 2023 |
| Event | 5th Conference of the Association of Programmes in Translation and Interpreting Studies, UK and Ireland - Belfast, United Kingdom Duration: 1 Nov 2023 → 3 Nov 2023 Conference number: 5 https://www.aptis-translation-interpreting.org/aptis-2023-queen-s-university-belfast |
Conference
| Conference | 5th Conference of the Association of Programmes in Translation and Interpreting Studies, UK and Ireland |
|---|---|
| Abbreviated title | APTIS 2023 |
| Country/Territory | United Kingdom |
| City | Belfast |
| Period | 1/11/23 → 3/11/23 |
| Internet address |