Title: Teaching instrumental competence in an e-learning environment : a Swiss perspective
Authors : Massey, Gary
Riediger, Hellmut
Lenz, Simon
Proceedings: Translation technology in translation classes
Pages : 175
Pages to: 183
Conference details: eCoLoTrain Workshop, Lubljana, Slovenia, August 31–September 1, 2008
Editors of the parent work: Dimitriu, Rodica
Freigang, Karl-Heinz
Issue Date: 2008
License (according to publishing contract) : Licence according to publishing contract
Series : Academica Traductologie
Series volume: 41
Type of review: Not specified
Language : English
Subjects : Translation pedagogy; Instrumental competence; Information literacy; E-learning
Subject (DDC) : 418.02: Translating and interpreting
Abstract: Cognitive models used to identify and evaluate translation competence generally postulate a cluster of interacting, continuously evolving sub-competencies. Such models represent the acquisition and application of translation competence as a dynamic, open-ended process, suggesting that translator training should stress the development of procedural knowledge and skills. Initial research by PACTE (2005) indicates that the acquisition of the instrumental sub-competence, identified as "knowledge related to the use of documentation sources and information technologies applied to translation" (PACTE 2005), is a major feature distinguishing the problem-solving decisions taken by professional translators from those of novices. Trainers and practitioners have long recognised the need to integrate training in instrumental competence into translation curricula. Efficient and effective solutions are offered by the deployment of blended e-learning scenarios, with students receiving authentically situated instruction in an online environment and direct exposure to some or all of the tools and procedures of professional translation practice. This paper will describe e-learning offerings in instrumental competence developed since 2002 for the Degree Programme in Translation and the Bachelor's Programme in Language and Communication at the Zurich University of Applied Sciences, Winterthur. It will consider the process of designing, organising and integrating multilingual entry-level blended-learning courses on research methodology and information management for target groups of up to 200 students, presenting the problems, solutions, results and experiences involved, and focusing on the particular challenges posed by interactivity, collaboration and motivation.
Departement: Angewandte Linguistik
Organisational Unit: Institute of Translation and Interpreting (IUED)
Publication type: Conference Paper
ISBN: 978-973-611-521-9
URI: https://digitalcollection.zhaw.ch/handle/11475/5116
Appears in Collections:Publikationen Angewandte Linguistik

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