Applying problem-based learning to translation classrooms : a case study and its pedagogical implications

Abstract

Problem-based learning is an educational philosophy which could promote students' ability to solve real-life problems. By drawing on such empirical methods as think-aloud protocols, problem templates and reflection reports, we have collected data relating to a PBL translation class. The results show that: In the identification of problems, students tend to focus on linguistic problems instead of extra-linguistic ones; Most of the students show a strong inclination of depending on external resources; The quality of translation is significantly related to the students' competence in making independent judgments; Collaborative work can promote students' creativity in producing high quality translations; Peer assessments and reflection reports could strengthen students' awareness of problem. These results indicate that in the PBL translation classrooms, teachers should facilitate students in the identification of key problems, encourage students to make independent judgments and lower their reliance on external resources. Furthermore, teachers need to guide students in their collaborative work and enhance students' confidence and sense of satisfaction with their own translation products by adopting a product-oriented approach. PBL 是基于问题学习的教育和哲学理念，有助于培养学生解决实际问题的能力。本文通过 TAPs、问题集合、反思报告等实证方法收集了 PBL 翻译教学过程数据，分析显示，学生对语言问题关注较多，对语言外问题关注较少；多数学生对外部资源依赖度较高；翻译质量与学生的自主判断力显著相关；小组合作可促使学生发挥创造性，产出高质量的翻译产品；同伴评价和反思可增强学生的翻译问题意识。研究启示，在 PBL 翻译课堂上，教师要引导学生抓住关键问题，增强判断力，降低对外部资源的依赖度，鼓励小组合作，以产品为导向，增强学生翻译的自信心和满足感。