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Supporting Learner Reflection in the Language Translation Class

Supporting Learner Reflection in the Language Translation Class

Eva Lindgren, Kirk P.H. Sullivan, Mats Deutschmann, Anders Steinvall
Copyright: © 2009 |Volume: 1 |Issue: 3 |Pages: 23
ISSN: 1935-5661|EISSN: 1935-567X|ISSN: 1935-5661|EISBN13: 9781616920968|EISSN: 1935-567X|DOI: 10.4018/jicthd.2009070102
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MLA

Lindgren, Eva, et al. "Supporting Learner Reflection in the Language Translation Class." IJICTHD vol.1, no.3 2009: pp.26-48. http://doi.org/10.4018/jicthd.2009070102

APA

Lindgren, E., Sullivan, K. P., Deutschmann, M., & Steinvall, A. (2009). Supporting Learner Reflection in the Language Translation Class. International Journal of Information Communication Technologies and Human Development (IJICTHD), 1(3), 26-48. http://doi.org/10.4018/jicthd.2009070102

Chicago

Lindgren, Eva, et al. "Supporting Learner Reflection in the Language Translation Class," International Journal of Information Communication Technologies and Human Development (IJICTHD) 1, no.3: 26-48. http://doi.org/10.4018/jicthd.2009070102

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Abstract

In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with peer-based intervention assisted the students in discussing how they worked with their translations, and enabled them to see how their ideas relating to the translation developed as they worked with the text. The process showed that Computer Keystroke logging coupled with peer-based intervention has potential to (1) support student reflection and discussion around their translation tasks, and (2) enhance student motivation and enthusiasm for translation.

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