Understanding Students' Motivation in Translation Learning: A Case Study from the Self-Concept Perspective

Autor/inn/en	Liu, Chunhong; Yu, Chengyuan
Titel	Understanding Students' Motivation in Translation Learning: A Case Study from the Self-Concept Perspective
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 4 (2019), Artikel 4 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-019-0066-6
Schlagwörter	Translation; Second Language Learning; Second Language Instruction; Masters Programs; Foreign Countries; Native Language; Chinese; Case Studies; Self Concept; Universities; Graduate Students; Learning Motivation; Student Attitudes; Professional Education; Program Administration; Second Languages; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Ausland; China; Chinesen; Case study; Fallstudie; Case Study; Selbstkonzept; University; Universität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Motivation for studies; Lernmotivation; Schülerverhalten; Berufsausbildung; Second language; Zweitsprache
Abstract	To meet the increasing needs for translators and interpreters, Master of Translation and Interpreting (MTI) program was launched in Chinese universities. Discussion on how to cultivate MTI students who are supposed to be excellent users of foreign language except their mother tongue attracts many Chinese researchers, while little is done from the perspective of students, the main stakeholders of the program. Therefore, this case study, informed by self-concept theories, tracked one MTI student in a Chinese key university, to investigate factors influencing students' learning motivation and their response towards the influence. Using the student's diaries reflecting on daily translation training and the semi-structured interviews, the study found significant others, self-perceived ability, curriculum, and coursework played significant roles in the ebbs and flows of translation learning motivation. The findings also reveal the dynamic interaction among students' self-representations (including the ideal self, the ought self, the actual self, and the feared self) in the dynamic context. This paper not only provides a new understanding to the translation education by incorporating students' voice into professional training, but also offers advice for MTI program management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01