학부과정 번역수업에서의 피드백 방법에 따른 효과 및 학습자의 피드백 인식 비교
A Comparison of Two Feedback Types in Undergraduate Translation Class
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Unlike translation classes in graduate programs, translation classes at undergraduate level are, typically, large in size and the language proficiency and subject knowledge of enrolling students vary widely. Such composition of the class make it difficult for the instructors to provide constructive feedback that meet the needs of each different students effectively. This difficulty may potentially have more implications as translation class take the process-oriented approach encourage discussions and peer feedback to provide students with a variety of problem-solving strategies. The goal of this study is to examine the effect of two different types of feedback commonly utilized in A into B translation classes at undergraduate level. Interactional corrective feedback uses translation samples by two or three students per class for in-depth discussion and comments by peers and the instructor. As for the written feedback, students receive a score and written comments on various parts of their translations. This study investigates whether such feedbacks contribute to improving the student translations and if so, how effective the feedbacks and, in what way. In addition, a survey was carried out to find out the learners’ perception of feedback. Tanslations and their revised version of 12 students were evaluated by two native instructors in a course of five weeks to analyze what are the improvements that have resulted from feedback. One hundred students enrolled in translation classes participated in the survey.
Abstract
Unlike translation classes in graduate programs, translation classes at undergraduate level are, typically, large in size and the language proficiency and subject knowledge of enrolling students vary widely. Such composition of the class make it difficult for the instructors to provide constructive feedback that meet the needs of each different students effectively. This difficulty may potentially have more implications as translation class take the process-oriented approach encourage discussions and peer feedback to provide students with a variety of problem-solving strategies. The goal of this study is to examine the effect of two different types of feedback commonly utilized in A into B translation classes at undergraduate level. Interactional corrective feedback uses translation samples by two or three students per class for in-depth discussion and comments by peers and the instructor. As for the written feedback, students receive a score and written comments on various parts of their translations. This study investigates whether such feedbacks contribute to improving the student translations and if so, how effective the feedbacks and, in what way. In addition, a survey was carried out to find out the learners’ perception of feedback. Tanslations and their revised version of 12 students were evaluated by two native instructors in a course of five weeks to analyze what are the improvements that have resulted from feedback. One hundred students enrolled in translation classes participated in the survey.
참고문헌 (18)
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