Abstract
This article discusses problem-based learning (PBL) and its potential application to computer-assisted translation (CAT) pedagogy. Problem-based learning is situated in the CAT classroom as a final course component in which students challenge their previously-acquired knowledge and skill sets to solve unique, ill-defined problems that mirror those encountered in the language industry. This constructivist approach to education is designed to empower students to be self-directed, collaborative learners and to foster critical thinking and reflection. Moreover, problem-based learning is a means to encourage professional behavior and to develop skills beyond the mere use of translation technologies. This article explores the potential advantages and disadvantages of this educational approach as documented in related professional fields. In addition, the article addresses the ways in which problems are designed and implemented in the translation classroom, with a discussion of how they can and should be aligned with course learning objectives. The article concludes with a discussion of ways students’ work ought to be assessed to enhance gains often seen in PBL environments.
Highlights
Translator training and education programs regularly incorporate translation technologies in the curriculum in an effort to prepare students for working conditions and tasks encountered in the language industry
Neither of the problems can be solved with a single answer; instead, various solutions are possible as students gain sufficient understanding of procedural and declarative knowledge related to computer-assisted translation
The previous example problems demonstrate ways in which problem-based learning can be incorporated in the computer-assisted translation classroom
Summary
Translator training and education programs regularly incorporate translation technologies in the curriculum in an effort to prepare students for working conditions and tasks encountered in the language industry. Instructor-provided resources and declarative knowledge provided sufficient scaffolding in many instances to solve problems encountered during specific projects or tasks Overall, these students showed greater progress in acquiring programming skills in a shorter time frame, further justifying the use of PBL in this technology-mediated environment. A full discussion sequencing and design is outside the scope of this article; problem-based learning may prove most appropriate as a final component of a course or module given the requisite skillsets that students must have to function effectively in a self-directed environment Several researchers, such as Scherf (1992) and Olvera Lobo et al (2007), suggest that students entering CAT tool courses do not have significantly developed computer skills or that their experience with information and communication technologies (ICT) is limited, which can hinder a student’s ability to understand the concepts driving CAT tools. Future research might empirically test the effectiveness of this particular design in a classroom to compare with learning outcomes; the goal here is to present how problem-based learning can be integrated and aligned with learning outcomes
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: HERMES - Journal of Language and Communication in Business
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
