| The main purpose of this thesis is to explore how to make effective use of mobile App in translation teaching,so as to better promote student translators’ interaction and improve their translation competence.Researches at home and abroad have made some attempts in refining teaching models with the employment of mobile App such as WeChat,QQ,blogs and Wikis,however,the role distribution of participants,teaching design and interaction effects deserve to be further discussed.This thesis first seeks to build a mobile-App-based interactive teaching model from a theoretical perspective.Then,the new model is applied to a literary translation course and the teaching design is elaborated.Data drawn from the experiment are analyzed to evaluate the effectiveness of the new model.The research intends to answer the following questions:(1)What is the mobile-App-based interactive teaching model?(2)From a didactic perspective,how is the new model implemented in translation teaching in terms of the experiment group(EG)and the control group(CG)?(3)From an empirical perspective,to what degree does the new model help improve student translator’ translation competence?The teaching experience lasted 10 weeks,36 MTI students who enrolled in 2015 participated in it,with 20 in EG and 16 in CG.Questionnaires,translation diaries,online discussion records and semi-structured interviews were triangulated to collect qualitative and quantitative data.Conclusions are made as follows:(1)Grounded on the social constructivist approach,the mobile-App-based interactive teaching model creates an online collaborative learning environment.In this model,driven by translation tasks,learners take full initiatives in solving translation problems,and the teacher as well as other social tutors is ready to offer scaffoldings through mobile App.This model emphasizes multi-sided interaction between students,the teacher,social tutors and learning resources,and it also highlights both process-and product-oriented assessment of translation competence.(2)Research subjects are divided into experiment group(EG)and control group(CG).Students in EG and CG have the same class,but they have different way to finish translation tasks.Students in CG finish tasks individually,while students in EG organize online subgroups in mobile App and cooperate to finish translation tasks.Via the online interactive platform,students in EG can discuss translation problems,offer translation rationales and polish translated texts.After peer assessment,excellent works are recommended to the WeChat public platform for intra-group communication.At the same time,electronic translation portfolios are established.Students in both EG and CG are required to write down translation diaries and make presentations in the class.(3)The empirical results find out:(a)Compared with CG,EG has made a greater progress in instrumental competence,psycho-physiological component and extra-linguistic competence.(b)The independent-samples T test of the translation quality shows that there exists a statistically significant difference in the overall quality of the translated text.To be more specific,EG has a comparative advantage in the following four aspects:conformity to the original style,information accuracy,richness and appropriateness of the vocabulary and intelligibility.(c)According to EG’s feedback,compared with the traditional teaching approach,the new model produces a better interaction effect,stimulate students’ desire to share learning resources and construct knowledge and to a certain degree,improve their translation quality.However,the means of building online sub-groups and the guidance of experts and the teacher still needs to be improved.In a word,the new model is acknowledged by most students and it is a beneficial supplement for the traditional teaching approach. |
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