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Publication - Mr Andrea Zhok

    The Online Discussion Board for Translation - An Undergraduate MFL Perspective for the Study of Italian and Russian

    Citation

    Zhok, A & McNeilly, E, 2012, ‘The Online Discussion Board for Translation - An Undergraduate MFL Perspective for the Study of Italian and Russian’. in: E-Learning Symposium 2012, University of Southampton.

    Abstract

    The Online Discussion Board for Translation - An Undergraduate MFL Perspective for the Study of Italian and Russian

    Developing reflective skills, self and peer-to-peer assessment in students learning Italian to English and English to Russian translation at Second Year degree level (B2)

    This paper explores the implications (pedagogical, practical, psychological, etc.) of adopting the Online Discussion Board facility offered by an institutional VLE (Blackboard) to develop autonomy and reflection in students studying translation within second year language units which are part of MFL degree courses at the University of Bristol. The paper focuses both on translation from the TL (Italian into English) and into the TL (English into Russian) and considers the advantages of embracing the use of electronic tools which bring real added value in a blended learning approach and initiate a culture change in participants’ teaching and learning practices.
    The paper analyses the rationale and processes of moving from a tendentially prescriptive to a more descriptive, reflective and empowering approach in teaching translation which is made possible by asynchronous online interactions within a controlled learning community, and the changing role of the tutor as facilitator and mediator in a truly learner-centred environment (moving from a frontal and monodirectional model of teaching to a pluridirectional, communal dimension in which ‘authority’ is more fluidly managed amongst all participants).
    The project also addresses issues related to assessment, as it aims to introduce gradual self and peer assessment techniques raising questions in terms of reviewing and challenging established institutional assessment practices.

    Full details in the University publications repository