Task-Based Approach in Teaching Scientific Translation

Dr. Jing Zheng

Abstract


To respond to the recent shift in translation teaching from a teacher-centered tradition towards a student-centered approach, this paper seeks to study the application of the task-based approach in teaching scientific translation in the theoretical framework of social constructivism. It proposes that task cycles in translation teaching consist of six stages, namely, pre-task, task, reviewing, analysis, revising and reflection. With an undergraduate translation course—Translation of Specialized English for Electrical Engineering—as an example, the paper examines how the task-based approach can be incorporated into classroom practice in translator training. It is found that task-based teaching can effectively contribute to the cultivation of students’ translation competence. However, as a highly demanding teaching and learning method, the adoption of the task-based approach in translator training can only proceed in an orderly way and step by step.


Keywords


task-based approach; translator training; social constructivism; scientific translation; translation competence

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References


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DOI: http://dx.doi.org/10.18533/journal.v8i4.1616

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