Authors’ names:
Tatiana A. Volkova, Vadim V. Sdobnikov – N. A. Dobrolyubov Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
The article reveals the importance of implementing project-based learning in translator training to develop both professional and supraprofessional competences, as illustrated by project-based on-campus practical training. Project-based learning relies on the principles of social constructivism adopted in foreign pedagogy, which implies immersing students in a broad professional context. On-campus practical training may be based on authentic or simulated translation projects with a specific translation brief, making the students aware of the goal of the project and the specific tasks to be performed. Referring to our own experience in organizing project-based on-campus practical training, we describe the main components of the project. Those include, besides the actual translation, briefing and debriefing sessions, glossary compilation, translation revision, as well as team coordination and monitoring and reporting on the challenges that the students encounter. Students comment on the project organization, extralinguistic and linguistic translation problems, the revision process, and the reference resources they use. We also review the most common errors in target texts, namely, factual errors, overgeneralizations or omissions, errors related to poor understanding of the subject matter, inadequate lexical choices, violations of target language usage and relevant textual conventions, and spelling and punctuation errors. Some guidelines for enhancing this type of project-based learning are offered. Project-based learning facilitates students’ understanding of both the translation process and the competences they need to develop for success.
| Section | CROSS-CULTURAL COMMUNICATION AND FOREIGN LANGUAGE TEACHING. TOPICAL ISSUES IN EDUCATION. |
| DOI: | 10.47388/2072-3490/lunn2022-60-4-171-191 |
| Downloads | 178 |
| Key words | project-based learning; on-campus practical training; professional competence; project-based learning components; translation errors |
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