The use of team-based learning in the development of translator competence in a translation classroom

Name: Pennapa Riabroi

keyword: Team-based learning

; Professional translator

; Translator competence

; Role simulation

Abstract: Many translation courses today still adopt the conventional way of teaching, where the teacher is put at the center, and the students are recipients of knowledge. The outcome is new graduates with little practical knowledge, who cannot cope with management and translation problems effectively. There have been previous attempts to design student-centered translation classrooms through collaborative learning in various forms, including task-based and project-based learning. Although this approach is a great shift from the traditional way of teaching, allowing students more control over their work, they still lack the mechanism that reflects the real world practice. With an aim to solve this problem, this study adopted team-based learning in a translation course. This learning approach promoted the learning atmosphere where students worked collaboratively in their team on the planned activities in each module, from individual and team tests over the content of preparatory materials, professional translators’ sharing of experience, team translation with role assignment, professional translators’ comments on team translation drafts, and students’ presentation of their team translation products, problems and solutions. Through the use of team-based learning, this study aimed to explore the extent of the students’ improvement on communicative, strategic, interpersonal and instrumental competences, as well as the awareness of the translation profession ; examine the classroom process ; and investigate the students’ attitudes towards team-based learning. The data were collected from 27 English majored students in a translation course at a public university. The research instruments employed included pre-tests, post-tests, reflective journals, peer feedback, observation, questionnaire and interview. The results revealed that the students improved in all the competences after being exposed to team-based learning. That is, they had better translation performance both as a team and individually, better problem-solving and self-monitoring skills, developed more leadership, communication and negotiation skills, made better use of resources and tools to carry out the translation task, and were more aware of the real world translation practice. As for the observed process, the students found translation role simulation and professional translators’ involvement very meaningful to their learning, and they tried to manage their team to come up with the best translation pieces. In addition, the students had good attitudes towards this learning approach, particularly on the mechanism of teamwork and increased motivation. The findings from this study can be used to develop a pedagogical model where professional practice is fully incorporated in a translation classroom to promote the students’ translator competence, and better awareness of the translation profession, so that they can be valuable resources of the translation industry

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Passapong Sripicharn

Role: advisor

Created: 2016

Modified: 2021-07-15

Issued: 2021-07-15

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2016.1488

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English Language Studies

Grantor: Thammasat University

©copyrights Thammasat University

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