Discovery learning in the language-for-translation classroom: corpora as learning aids
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Cadernos de Tradução (Florianópolis. Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2016v36nesp1p14 |
Resumo: | This contribution reviews the idea of discovery learning with corpora, proposed in the 1990s, evaluating its potential and its implications with reference to the education of translators today. The rationale behind this approach to data-driven learning, combining project-based and form-focused instruction within a socio-constructivistically inspired environment, is discussed. Examples are also provided of authentic, open-ended learning experiences, thanks to which students of translation share responsibility over the development of corpora and their consultation, and teachers can abandon the challenging role of omniscient knowledge providers and wear the more honest hat of "learning experts". Adding to the more straightforward uses of corpora in courses that aim to develop thematic, technological and information mining competences – i.e., in which training is offered in the use of corpora as professional aids –, attention is focused on foreign language teaching for translators and on corpora as learning aids, highlighting their potential for the development of the three other European Master's in Translation (EMT) competences (translation service provision, language and intercultural ones). |
id |
UFSC-6_629c4ec3fcdbe5d8bb60b945bd1141a7 |
---|---|
oai_identifier_str |
oai:periodicos.ufsc.br:article/44231 |
network_acronym_str |
UFSC-6 |
network_name_str |
Cadernos de Tradução (Florianópolis. Online) |
repository_id_str |
|
spelling |
Discovery learning in the language-for-translation classroom: corpora as learning aidsAprendizaje por descubrimiento en la clase de lengua para traductores: los corpus como herramientas de aprendizajeDiscovery learning in the language-for-translation classroom: corpora as learning aidsThis contribution reviews the idea of discovery learning with corpora, proposed in the 1990s, evaluating its potential and its implications with reference to the education of translators today. The rationale behind this approach to data-driven learning, combining project-based and form-focused instruction within a socio-constructivistically inspired environment, is discussed. Examples are also provided of authentic, open-ended learning experiences, thanks to which students of translation share responsibility over the development of corpora and their consultation, and teachers can abandon the challenging role of omniscient knowledge providers and wear the more honest hat of "learning experts". Adding to the more straightforward uses of corpora in courses that aim to develop thematic, technological and information mining competences – i.e., in which training is offered in the use of corpora as professional aids –, attention is focused on foreign language teaching for translators and on corpora as learning aids, highlighting their potential for the development of the three other European Master's in Translation (EMT) competences (translation service provision, language and intercultural ones).http://dx.doi.org/10.5007/2175-7968.2016v36nesp1p14Este artículo revisa el concepto de aprendizaje por descubrimiento con corpus, propuesto en los 90, y evalúa su potencial e implicaciones en la formación de traductores actual. Se discuten los fundamentos que subyacen a esta aproximación al aprendizaje basado en datos en la que se combinan la formación basada en proyectos y la enseñanza centrada en la forma en un entorno de inspiración socioconstructivista. Se aportan ejemplos de experiencias de aprendizaje auténticas y de final abierto, gracias a las cuales los estudiantes de traducción comparten responsabilidad sobre el desarrollo y consulta de corpus, y los profesores pueden abandonar el exigente papel de omniscientes proveedores de conocimiento para pasar a ser “expertos en aprendizaje”. Aparte de los usos más evidentes de los corpus en cursos en los que se intenta desarrollar competencias temáticas, tecnológicas y de minería de la información (es decir, cursos en los que se ofrece formación en el uso de corpus como herramientas profesionales), se pone la atención en la enseñanza de lenguas para traductores y en los corpus como herramientas de aprendizaje, a la vez que se subraya su potencial para el desarrollo de otras tres competencias de la red de Másteres Europeos en Traducción (EMT), que son la competencia lingüística, intercultural y en prestación de servicios de traducción.This contribution reviews the idea of discovery learning with corpora, proposed in the 1990s, evaluating its potential and its implications with reference to the education of translators today. The rationale behind this approach to data-driven learning, combining project-based and form-focused instruction within a socio-constructivistically inspired environment, is discussed. Examples are also provided of authentic, open-ended learning experiences, thanks to which students of translation share responsibility over the development of corpora and their consultation, and teachers can abandon the challenging role of omniscient knowledge providers and wear the more honest hat of "learning experts". Adding to the more straightforward uses of corpora in courses that aim to develop thematic, technological and information mining competences – i.e., in which training is offered in the use of corpora as professional aids –, attention is focused on foreign language teaching for translators and on corpora as learning aids, highlighting their potential for the development of the three other European Master's in Translation (EMT) competences (translation service provision, language and intercultural ones).Universidade Federal de Santa Catarina2016-04-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2016v36nesp1p1410.5007/2175-7968.2016v36nesp1p14Cadernos de Tradução; Vol. 36 No. 1 (2016): Corpus Use and Learning to Translate, almost 20 Years on; 14-35Cadernos de Tradução; Vol. 36 Núm. 1 (2016): Corpus Use and Learning to Translate, almost 20 Years on; 14-35Cadernos de Tradução; v. 36 n. 1 (2016): Corpus Use and Learning to Translate, almost 20 Years on; 14-352175-79681414-526Xreponame:Cadernos de Tradução (Florianópolis. Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCenghttps://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2016v36nesp1p14/31633Copyright (c) 2016 Cadernos de Traduçãoinfo:eu-repo/semantics/openAccessBernardini, Silvia2022-12-04T03:22:21Zoai:periodicos.ufsc.br:article/44231Revistahttps://periodicos.ufsc.br/index.php/traducao/indexPUBhttps://periodicos.ufsc.br/index.php/traducao/oaieditorcadernostraducao@contato.ufsc.br||ecadernos@gmail.com||editorcadernostraducao@contato.ufsc.br|| cadernostraducao@contato.ufsc.br2175-79681414-526Xopendoar:2022-12-04T03:22:21Cadernos de Tradução (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Discovery learning in the language-for-translation classroom: corpora as learning aids Aprendizaje por descubrimiento en la clase de lengua para traductores: los corpus como herramientas de aprendizaje Discovery learning in the language-for-translation classroom: corpora as learning aids |
title |
Discovery learning in the language-for-translation classroom: corpora as learning aids |
spellingShingle |
Discovery learning in the language-for-translation classroom: corpora as learning aids Bernardini, Silvia |
title_short |
Discovery learning in the language-for-translation classroom: corpora as learning aids |
title_full |
Discovery learning in the language-for-translation classroom: corpora as learning aids |
title_fullStr |
Discovery learning in the language-for-translation classroom: corpora as learning aids |
title_full_unstemmed |
Discovery learning in the language-for-translation classroom: corpora as learning aids |
title_sort |
Discovery learning in the language-for-translation classroom: corpora as learning aids |
author |
Bernardini, Silvia |
author_facet |
Bernardini, Silvia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Bernardini, Silvia |
description |
This contribution reviews the idea of discovery learning with corpora, proposed in the 1990s, evaluating its potential and its implications with reference to the education of translators today. The rationale behind this approach to data-driven learning, combining project-based and form-focused instruction within a socio-constructivistically inspired environment, is discussed. Examples are also provided of authentic, open-ended learning experiences, thanks to which students of translation share responsibility over the development of corpora and their consultation, and teachers can abandon the challenging role of omniscient knowledge providers and wear the more honest hat of "learning experts". Adding to the more straightforward uses of corpora in courses that aim to develop thematic, technological and information mining competences – i.e., in which training is offered in the use of corpora as professional aids –, attention is focused on foreign language teaching for translators and on corpora as learning aids, highlighting their potential for the development of the three other European Master's in Translation (EMT) competences (translation service provision, language and intercultural ones). |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2016v36nesp1p14 10.5007/2175-7968.2016v36nesp1p14 |
url |
https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2016v36nesp1p14 |
identifier_str_mv |
10.5007/2175-7968.2016v36nesp1p14 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2016v36nesp1p14/31633 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Cadernos de Tradução info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Cadernos de Tradução |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Cadernos de Tradução; Vol. 36 No. 1 (2016): Corpus Use and Learning to Translate, almost 20 Years on; 14-35 Cadernos de Tradução; Vol. 36 Núm. 1 (2016): Corpus Use and Learning to Translate, almost 20 Years on; 14-35 Cadernos de Tradução; v. 36 n. 1 (2016): Corpus Use and Learning to Translate, almost 20 Years on; 14-35 2175-7968 1414-526X reponame:Cadernos de Tradução (Florianópolis. Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Cadernos de Tradução (Florianópolis. Online) |
collection |
Cadernos de Tradução (Florianópolis. Online) |
repository.name.fl_str_mv |
Cadernos de Tradução (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
editorcadernostraducao@contato.ufsc.br||ecadernos@gmail.com||editorcadernostraducao@contato.ufsc.br|| cadernostraducao@contato.ufsc.br |
_version_ |
1799875300166729728 |