Focusing on Effective Translation Teachers in the Classroom
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Abstract
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.
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