Webquests in translator training
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Teresa Molés-Cases
Abstract
The use of corpora has proved to be a valuable pedagogic resource, not only in language learning but also in translator training. However, corpora are sometimes seen by students as excessively complicated in terms both of the great amount of information they provide and of the complexity of their technical features. As a possible solution to this problem, this paper proposes the use of corpus-based tasks in the form of a webquest, a task format designed to enhance autonomy and interaction and to be suitable for use in the computer-based classroom or in distance learning. We first present some examples of corpus-based tasks aimed at promoting student-student collaboration and student-teacher interaction, then offer a detailed account of two webquests designed to be used in courses for future translators.
Abstract
The use of corpora has proved to be a valuable pedagogic resource, not only in language learning but also in translator training. However, corpora are sometimes seen by students as excessively complicated in terms both of the great amount of information they provide and of the complexity of their technical features. As a possible solution to this problem, this paper proposes the use of corpus-based tasks in the form of a webquest, a task format designed to enhance autonomy and interaction and to be suitable for use in the computer-based classroom or in distance learning. We first present some examples of corpus-based tasks aimed at promoting student-student collaboration and student-teacher interaction, then offer a detailed account of two webquests designed to be used in courses for future translators.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Editors’ acknowledgements vii
- Introduction 1
- Data-driven learning and language learning theories 15
- Teaching and language corpora 37
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Part I. Corpora for language learning
- Learning phraseology from speech corpora 65
- Stealing a march on collocation 85
- A corpus and grammatical browsing system for remedial EFL learners 109
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Part II. Corpora for skills development
- Same task, different corpus 131
- Textual cohesion patterns for developing reading skills 155
- Exploiting keywords in a DDL approach to the comprehension of news texts by lower-level students 177
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Part III. Corpora for translation training
- Webquests in translator training 201
- Enhancing translator trainees’ awareness of source text interference through use of comparable corpora 225
- Using a multimedia corpus of subtitles in translation training 245
- Applying data-driven learning to the web 267
- Notes on contributors 297
- Publically-available corpus tools and resources discussed in the book 301
- Subject Index 305
- Author Index 309
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Editors’ acknowledgements vii
- Introduction 1
- Data-driven learning and language learning theories 15
- Teaching and language corpora 37
-
Part I. Corpora for language learning
- Learning phraseology from speech corpora 65
- Stealing a march on collocation 85
- A corpus and grammatical browsing system for remedial EFL learners 109
-
Part II. Corpora for skills development
- Same task, different corpus 131
- Textual cohesion patterns for developing reading skills 155
- Exploiting keywords in a DDL approach to the comprehension of news texts by lower-level students 177
-
Part III. Corpora for translation training
- Webquests in translator training 201
- Enhancing translator trainees’ awareness of source text interference through use of comparable corpora 225
- Using a multimedia corpus of subtitles in translation training 245
- Applying data-driven learning to the web 267
- Notes on contributors 297
- Publically-available corpus tools and resources discussed in the book 301
- Subject Index 305
- Author Index 309
