A project-based syllabus design : innovative pedagogy in translation studies
This thesis presents a project-based syllabus as an innovative approach to translator training in higher education. The learner-centred syllabus raises the awareness of translation skills and competences among trainee translators and can provide an enhanced all-round translator training in higher education, from an academic as well as a vocational perspective. The project-based syllabus was trialled in the module Translation and Technology of the Masterâs degree in Translation Studies at Durham University (UK), which aims to familiarise students with internet-based and computer-aided translation tools. A three-year study conducted between 2009 and 2012 was an inquiry into the impact of the syllabus on studentsâ translation competences and skills. The quality and quantity of literature since the 1980s have shown that Translation Studies has become an independent discipline, partly thanks to scholars who have mapped the discipline, such as Holmes (1988) and Toury (1995, 2012), and others who have directed the spotlights on didactics, such as Kiraly (1995) and Pym (1993 - present) among others. The discussion of didactics and pedagogy, particularly in relation to translation technology, is to be found mainly
Mitchell-Schuitevoerder, Rosemary Elizabeth Helen
A project-based syllabus design : innovative pedagogy in translation studies. This thesis presents a project-based syllabus as an innovative approach to translator training in higher education. The learner-centred syllabus raises the awareness of translation skills and competences among trainee translators and can provide an enhanced all-round translator training in higher education, from an academic as well as a vocational perspective. The project-based syllabus was trialled in the module Translation and Technology of the Masterâs degree in Translation Studies at Durham University (UK), which aims to familiarise students with internet-based and computer-aided translation tools. A three-year study conducted between 2009 and 2012 was an inquiry into the impact of the syllabus on studentsâ translation competences and skills. The quality and quantity of literature since the 1980s have shown that Translation Studies has become an independent discipline, partly thanks to scholars who have mapped the discipline, such as Holmes (1988) and Toury (1995, 2012), and others who have directed the spotlights on didactics, such as Kiraly (1995) and Pym (1993 - present) among others. The discussion of didactics and pedagogy, particularly in relation to translation technology, is to be found mainly
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