The Interactive Translation Teaching Model: Learner Interest, Metacognitive Development And Learning Outcome

Based on the theory of models of teaching, this thesis starts with a discussionon the interactive translation teaching model concerning the rationale, objectives,conditions, procedures and modes of assessment, and then moves to focus on itseffects on learner interest, metacognitive development and the learning outcome. Anexperimental research was conducted to verify the effects of the model on learners’level of participation, self-monitoring growth and the learning outcome. Sixty subjectswere selected from450English majors in Xi’an International Studies University, whowere organized into an experiment group and a control group so as to frame a contrastbetween the traditional model and the interactive model. Two tests and twoquestionnaires were used in the experiment. Before the experiment, the two groups’translation proficiency had no significant difference as shown by the pre-test statistics.After a two-month experiment, the experiment group performed better than thecontrol group in terms of translation processes. At the end of the experiment, twoquestionnaires were used to observe the effects of the model on learner interest andmetacognitive development. The study proves that the effects of the interactivetranslation teaching model on learner interest, metacognitive development and thelearning outcome are positive. The major findings are expected to offer sometheoretical and pedagogical implications for the areas of content selection, processdesign and outcome assessment in translation classroom situations.