Inverse translation and the language student: A case study
This article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a mod...
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Veröffentlicht in: | Language learning in higher education (Berlin, Germany) Germany), 2020-05, Vol.10 (1), p.171-193 |
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description | This article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements. |
doi_str_mv | 10.1515/cercles-2020-2013 |
format | Article |
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subjects | Case Studies case study Correlation Foreign Countries foreign language teaching and learning inverse translation Language Skills Language Teachers pedagogical translation Second Language Instruction Second Language Learning Skill Development Spanish student agency Student Attitudes Student Motivation Students Teacher Expectations of Students Teaching Methods TILT Translation Translation instruction Undergraduate Students |
title | Inverse translation and the language student: A case study |
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