Class Discussion as a Site for Fostering Symbolic Competence in Translation Classrooms

Autor/in	Gyogi, Eiko
Titel	Class Discussion as a Site for Fostering Symbolic Competence in Translation Classrooms
Quelle	In: Language, Culture and Curriculum, 33 (2020) 3, S.290-304 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gyogi, Eiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2019.1625361
Schlagwörter	Translation; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Teaching Methods; Student Attitudes; Classroom Communication; Japanese; College Students; Student Journals; Language Processing; Extracurricular Activities; Foreign Countries; Group Discussion; Social Media; Cartoons; Television; Programming (Broadcast); Newspapers; Comparative Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Klassengespräch; Japaner; Japanisch; Collegestudent; Studentenzeitung; Sprachverarbeitung; Außerunterrichtliche Aktivität; Ausland; Gruppendiskussion; Soziale Medien; Zeichentrickfilm; Fernsehen; Fernsehtechnik; Programmgestaltung; Newspaper; Zeitung; Großbritannien
Abstract	Recent studies have brought attention to the potential of translation as a symbolic activity to improve students' translingual competence. This study contributes to this growing field of study by examining students' voices in class discussions in translation classrooms. Five translation sessions were implemented with beginner and intermediate learners of Japanese at a UK university. Based on thematic analysis of students' learning journals and post-session interviews, this study highlights how class discussion provides a site for sharing multiple perspectives and meaning-making processes that each student brings to the same text. It also enables students to reflect on these interpretations and find and refine their own translations. This study suggests the potential benefits of class discussion in reframing translation activities from those that require students to seek the 'correct' answer to those that prompt reflection on the symbolic value of the text, which is often overlooked in communicative language teaching (CLT). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01