Focusing on Effective Translation Teachers in the Classroom
Barra lateral del artículo
Contenido principal del artículo
Resumen
This study follows on from previous survey and focus group research to focus on translation teacher effectiveness in classroom teaching in Australian universities through a case study method. The data analysis draws on appreciative inquiry theory and explores why the subjects are effective translation teachers in four aspects: classroom management, classroom pedagogy, classroom communication, and teacher roles. The results suggest that effective translation teachers are able to provide clear instructions for the whole learning process, encourage students in independent learning, be flexible in activity and pace, engage students in a relaxing learning environment, rapport with students for communicative learning, giving oral and written feedback on both strengths and weaknesses, and be friendly and patient for better learning outcomes.
Descargas
Detalles del artículo
Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).