Applying translation theories and pedagogy : a multiple case study exploring postgraduate translation programmes in China and the UK
Research in translation studies has paid relatively little attention to translation pedagogy and how students, as potential professional translators, may understand and apply the range of current theories and concepts to practical translation tasks. This research explores the construction of translation knowledge and its application with groups of postgraduate students from two universities in China and one in the UK. In the light of new insights into translation teaching, this exploration focuses on the application of translation theories and pedagogical issues. The thesis investigates the three cases qualitatively to ascertain the extent to which the participants used theoretical elements, their perspectives on translation theory, together with comments from Chinese and British translation teachers and the documents of translation courses similar to the case study programmes. This study aims to provide empirically an in-depth understanding of the construction of translation knowledge and expertise related to studentsâ learning of translation, translation theories and their application and the complexity of these features in their particular social contexts of learning. The research employs the triangulated
Zou, Meilan
P Philology. Linguistics
Applying translation theories and pedagogy : a multiple case study exploring postgraduate translation programmes in China and the UK. Research in translation studies has paid relatively little attention to translation pedagogy and how students, as potential professional translators, may understand and apply the range of current theories and concepts to practical translation tasks. This research explores the construction of translation knowledge and its application with groups of postgraduate students from two universities in China and one in the UK. In the light of new insights into translation teaching, this exploration focuses on the application of translation theories and pedagogical issues. The thesis investigates the three cases qualitatively to ascertain the extent to which the participants used theoretical elements, their perspectives on translation theory, together with comments from Chinese and British translation teachers and the documents of translation courses similar to the case study programmes. This study aims to provide empirically an in-depth understanding of the construction of translation knowledge and expertise related to studentsâ learning of translation, translation theories and their application and the complexity of these features in their particular social contexts of learning. The research employs the triangulated
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