Abstract
This paper explores the application of Task-Based Learning (TBL), Collaborative-Inquiry Model (CIM) + MOOCs mixed teaching mode in the teaching of “English-Chinese translation” course. When accomplishing learning tasks by groups, students are driven to carry out collaborative learning before class. Students feel compelled to complete specific learning tasks in the form of group cooperation assigned by the teacher through two quality MOOC courses before class. In the case of this translation course, students are required to gain an insight into certain differences between English and Chinese before class from the level of the syntactic structure to that of the semantic meaning. The teacher carefully designs the overall learning task and group learning tasks to ultimately achieve one of the teaching goals of enabling students to introduce Chinese culture in accurate and authentic English, and hence to improve students’ abilities in terms of cross-cultural translation and exchange of Chinese culture. The results show that: 1) TBL, CIM + MOOCs mixed teaching mode can cultivate students’ abilities to acquire knowledge independently, study with goals and inquiring spirits, and enhance students’ awareness of classroom participation; 2) Students can consciously adopt appropriate translation strategies based on their knowledge of the distinct features of English and Chinese, so as to avoid using Chinglish in their translation since they have a real in-depth understanding of the differences between the two languages by their autonomous online learning and collaborative discussion in advance; 3) Teaching activities of introducing Chinese culture in English have cultivated and improved students’ abilities to convey Chinese culture in accurate English and to tell well Chinese stories in idiomatic English.
Highlights
The ultimate goal of English teaching is communication
The results show that: 1) TBL, CIM + MOOCs mixed teaching mode can cultivate students’ abilities to acquire knowledge independently, study with goals and inquiring spirits, and enhance students’ awareness of classroom participation; 2) Students can consciously adopt appropriate translation strategies based on their knowledge of the distinct features of English and Chinese, so as to avoid using Chinglish in their translation since they have a real indepth understanding of the differences between the two languages by their autonomous online learning and collaborative discussion in advance; 3) Teaching activities of introducing Chinese culture in English have cultivated and improved students’ abilities to convey Chinese culture in accurate English and to tell well Chinese stories in idiomatic English
This paper explores the application of a mixed teaching model of TBL, CIM and MOOCs to English-Chinese translation teaching for college students at Inner Mongolia University, China
Summary
The ultimate goal of English teaching is communication. The so-called “communication” in English teaching means that English learners can effectively improve their cross-cultural translation and communication abilities while mastering English as a language and understanding Western culture, so as to exchange Chinese culture, tell Chinese stories and let the world understand China. This paper explores the application of a mixed teaching model of TBL, CIM and MOOCs to English-Chinese translation teaching for college students at Inner Mongolia University, China. This new teaching mode of “students’ pre-class learning, classroom discussion and learning guidance from teachers” reverses the two stages of students’ learning process, “receiving” and “digesting”, and constructs a real “student-centered, teacher-guiding” personalized collaborative inquiry learning environment, which makes students change from passive learning to active learning and really devote themselves to the learning process.
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