Issues in Interactive Translation Practice on Twitter

Autor/in	Al-Jarf, Reima
Titel	Issues in Interactive Translation Practice on Twitter
Quelle	(2020), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Media; Internet; Semitic Languages; Translation; Error Analysis (Language); Feedback (Response); Error Patterns; Learning Activities; Technology Uses in Education; Second Language Learning; English (Second Language); Content Analysis + Suchen Sie Ihr Suchwort? Soziale Medien; Arabisch; Hebräisch; Error analysis; Language; Fehleranalyse; Fehlertyp; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Inhaltsanalyse
Abstract	I used my Twitter account to tweet images of English and Arabic texts to be translated by my student followers who are translation major. In addition, I tweeted translation common translation errors, Arabic meaning of selected prefixes, suffixes and roots with examples, translation tips on stylistic, syntactic, semantic and cultural issues encountered in the translation process, meanings of technical terms in several fields and others. My student followers translated the texts and corrected the translation errors, tweeted and re-tweeted their translations and corrections for feedback. Some asked questions about words and phrases that they have difficulty translating. I did not provide direct corrections. Rather, I gave feedback on the location and types of translation errors, tweeted prompts, translation tips and resources while followers were thinking and working on their answers. Each translation was subjected to several revisions and re-tweets before it reached an acceptable level. Words of encouragement, likes and smileys were given when a correct answer was reached. Responses to a questionnaire-survey showed that followers benefited from the variety of translation tips, feedback and dictionaries tweeted. They found the hashtags I used helpful in locating the tweets. Although the process was fun, it was also tedious and time consuming. It was difficult to keep up with the speed and amount of tweets and retweets on the part of the followers, especially when they were involved in correcting translation errors. Some students were hesitant and shy to participate. Some asked for help in homework. Followers suggested the integration of other technologies to help make up for the limitation in tweet length. Further pedagogical issues, reflections and recommendations on interactive translation practice via Twitter will be given. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01