Application of Scaffolding in Combination with Other Teaching Strategies in Translation Lessons among Senior High School Students in China
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Application of Scaffolding in Combination with Other Teaching Strategies in Translation Lessons among Senior High School Students in China

Longxiang Shen, Yu Zhao, Shangyang Wang
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[6] Elisa, C. Scaffolding translation skills through situated training approaches: progressive and reflective methods.
[7] Anne, K., Niklas, P. Translation activities in bilingual early childhood education: Children’s perspectives and teachers’ scaffolding.
[8] Alireza, A., Monir, G., Winibert, S. Situatedness and Translation Training: Scaffolding Skills and Progressive Methods.
[9] Liu, Y. Approaches and Models Involving the Concept of Instructional Scaffolding.
[10] Pitkänen, K., Iwata, M., Laru, J. Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12?education: Focus on?scaffolding?novice students’ learning in digital fabrication activities.
[11] Park, Tiwari, Neumann. Emotional?scaffolding?in early childhood?education.
[12] Isaiah, T., Mark, P., Uwana, E. Visual Organizers and?Scaffolding?the Student Learning Experience in Higher?Education.
[13] Jeanette, N., Helen, C., Sheona, T. Towards Agility:?Scaffolding?Anticipative?Education?in Social Work.
[14] Nguyen, M., Penry, W. A preservice teacher's learning of instructional?scaffolding?in the EAL practicum.
[15] Zhang, Z. An Analysis of Ways to Improve Students’ English Application Ability in Collifege English Translation Teaching." />

Keywords

Scaffolding
Translation
Teaching

DOI

10.26689/jcer.v5i5.2153

Submitted : 2021-05-05
Accepted : 2021-05-20
Published : 2021-06-04

Abstract

This study measures the effectiveness of combining group discussions, pre-questionings, or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model. However, in practice, the feasibility of using the Angelelli’s scoring scale to measure translation competence requires further verification by other empirical studies. The results of this study are only for reference, in hope that future researchers may contribute to the improvement in this subject.

References

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Xiao, L., Ren, Z. The Application of Scaffolding Teaching Method in English Translation Teaching.

Hang, H. The Application of "Scaffolding" Teaching Theory in Translation Teaching.

Elisa, C. Scaffolding translation skills through situated training approaches: progressive and reflective methods.

Anne, K., Niklas, P. Translation activities in bilingual early childhood education: Children’s perspectives and teachers’ scaffolding.

Alireza, A., Monir, G., Winibert, S. Situatedness and Translation Training: Scaffolding Skills and Progressive Methods.

Liu, Y. Approaches and Models Involving the Concept of Instructional Scaffolding.

Pitkänen, K., Iwata, M., Laru, J. Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12 education: Focus on scaffolding novice students’ learning in digital fabrication activities.

Park, Tiwari, Neumann. Emotional scaffolding in early childhood education.

Isaiah, T., Mark, P., Uwana, E. Visual Organizers and Scaffolding the Student Learning Experience in Higher Education.

Jeanette, N., Helen, C., Sheona, T. Towards Agility: Scaffolding Anticipative Education in Social Work.

Nguyen, M., Penry, W. A preservice teacher's learning of instructional scaffolding in the EAL practicum.

Zhang, Z. An Analysis of Ways to Improve Students’ English Application Ability in Collifege English Translation Teaching.