The Interpreter and Translator Trainer ISSN: 1750-399X (Print) 1757-0417 (Online) Journal homepage: http://www.tandfonline.com/loi/ritt20 Project-based learning in teaching translation: students’ perceptions Defeng Li, Chunling Zhang & Yuanjian He To cite this article: Defeng Li, Chunling Zhang & Yuanjian He (2015) Project-based learning in teaching translation: students’ perceptions, The Interpreter and Translator Trainer, 9:1, 1-19, DOI: 10.1080/1750399X.2015.1010357 To link to this article: http://dx.doi.org/10.1080/1750399X.2015.1010357 Published online: 03 Mar 2015 Submit your article to this journal Article views: 941 View related articles View Crossmark data Citing articles: View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ritt20 Download by: [Sichuan University] Date: 25 September 2017, At: 02:17 The Interpreter and Translator Trainer, 2015 Vol 9, No 1, 1–19, http://dx.doi.org/10.1080/1750399X.2015.1010357 Project-based learning in teaching translation: students’ perceptions Defeng Lia*, Chunling Zhangb and Yuanjian Hea a Department of English, Faculty of Arts and Humanities, University of Macau, Macau SAR, China; Department of Humanities, Imperial College, London, UK b Downloaded by [Sichuan University] at 02:17 25 September 2017 (Received 14 November 2013; accepted January 2014) Along with the increasing interest in learning-centred constructivist approaches to translator education, there have been proposals to introduce project-based learning (PjBL), popular in education, to the teaching of translation Typical of this approach is that students are usually invited to complete an authentic practical translation project either in small groups or as individuals This article, however, presents another type of project in translator education and discusses how such a project was incorporated into the teaching of business translation in the Chinese context Furthermore, it reports on an investigation of the students’ reception and perceptions of the PjBL project, which was carried out as part of the evaluation process of the project It is hoped that the documenting of our experimentation with the project may serve as an easy reference for other teachers who may be interested in trying this methodology in their teaching, and that the findings regarding the students’ perceptions mainly investigated through qualitative methods can be further confirmed with future quantitative research designs Keywords: Project-based learning; translation teaching; students’ perceptions; Macau Introduction Research on translator education has centred around two fundamental issues: what to teach and how to teach it (Kelly 2005) Over the years, researchers have tried to pin down the skills and/or competencies of professional translators, hoping that such knowledge will help determine the ‘what’ and ‘how’ when constructing the translation curriculum For instance, the now well-known model of translation competence proposed by the PACTE (Process of Acquisition of Translation Competence and Evaluation) group consists of six interrelated sub-competencies, namely bilingual, extra-linguistic, knowledge about translation, instrumental, strategic and psycho-physiological components (PACTE 2003, 2008, 2011a, 2011b) A recent survey of professional translators and revisers working at intergovernmental organisations shows that ‘translators need more than language skills: in addition to general knowledge and in some instances specialized knowledge, they need analytical, research, technological, interpersonal and time-management skills’ (Lafeber 2010, 108) Along with these attempts to identify the competencies, skills and knowledge required of translators, many teachers and researchers have also been engaged in proposing, devising and debating the most effective approaches and methods to train these skills in students and/or help them develop such competencies Kelly (2005, 11–19) gives the following concise summary of the approaches to translation teaching: *Corresponding author Email: defengli@umac.mo © 2015 Taylor & Francis D Li et al ● ● ● ● Downloaded by [Sichuan University] at 02:17 25 September 2017 ● ● ● ● Delisle’s (1980, 1993) objectives-guided translation teaching; Nord’s (1988/1991) ‘towards a profession-based learner-centred approach’; Gile’s (1995) process-oriented approaches (1995); The cognitive and psycholinguistic research-based approaches proposed by Kiraly (1995), Jääskeläinen (1998) and Hansen (1999, 2002) Vienne (1994) and Gouadec’s (2003) situational approach; Hurtado (1999) and Gonzalez Davies’s (2003, 2004) task-based approach; Robinson’s (1997/2003) balancing conscious analysis with subliminal discovery; Kiraly’s (2000) social constructivist approach; Following Kiraly’s (2000) proposal of a social constructivist approach to translation teaching, we recently incorporated project-based learning (PjBL1) into our teaching of translation in a Chinese context at the University of Macau, aiming to make our teaching more learning-oriented However, as we implemented PjBL, we found that although literature abounds with propositions of innovative methods and approaches to teaching translation, as summarised in Kelly (2005), relatively few attempts have been made to provide empirical evidence to actually evaluate the anticipated strengths and effectiveness of the proposed methods Consequently, we are sometimes left wondering whether they are indeed as effective as has been claimed Also, in many cases, the benefits claimed for the new methods are described only in broad and general terms As Kiraly (2012, 93) rightly points out after discussing his own work, [I]t is clear that much work is yet to be done to establish the viability of the approach beyond the scope of my own classes For example, team-learning processes that have led to successful project work need to be observed and described to show how and why the approach works Systematic surveys of student attitudes regarding their emerging competence and selfconfidence as semi-professional translators and as increasingly experienced team members would also contribute significantly to our understanding of the value of this approach We need to understand whether the intended goals can be achieved, which aspects of translation teaching can be most enhanced, and to what extent, with the implementation of the new methods With such knowledge, we can better decide how the proposals, many of which have worked in other fields, most notably in education and second-language teaching, may be tweaked to suit translator education Therefore, as part of our experiment with PjBL at the University of Macau, we decided to evaluate the effectiveness of a PjBL project As the approach adopted is to effect changes in students’ learning experiences, we decided that the evaluation, as an exploratory pilot study, would focus on students’ reception and perceptions of the method We had two major research questions to guide the evaluation: ● What the students think of the PjBL project? Do they find it beneficial? ● What they perceive to be their major areas of growth as the result of carrying out the project? In this article, we are going to explain briefly how we understand PjBL, how it was implemented in our teaching of business translation at the University of Macau, and, more importantly, how the students perceived the new method and what they felt to be the major benefits The Interpreter and Translator Trainer What is PjBL? A project is usually defined as an individual or collaborative enterprise that is carefully planned to achieve a certain goal Students are to accomplish certain tasks under particular time constraints Project-based learning as a learning approach varies in definition, though sometimes only slightly Blumenfeld et al (1991) define it in the following terms: Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts Downloaded by [Sichuan University] at 02:17 25 September 2017 Larmer and Mergendoller (2010) stress the following essential elements of PjBL: ● ● ● ● ● ● ● starting with a compelling question or challenge creating a desire to acquire or create new knowledge carrying out an inquiry to acquire or create the knowledge requiring critical thinking, communication, collaboration and technological skills incorporating feedback and revision making a publicly presented product rendering students’ voice and choice Nevertheless, it is generally believed that all versions of PjBL share the following premises First, they focus education on the student and emphasise learning activities that are long-term, interdisciplinary and student-centred (Markham, Larmer, and Ravitz 2003) Students are allowed some degree of voice and choice in making plans of enquiry and construction of the artefacts to represent their findings or knowledge gained as the result of the project They might even be allowed to choose their own research questions within a specified scope, especially in a higher education context PjBL stresses learning by doing (Markham, Larmer, and Ravitz 2003) It begins with a driving question or challenge, which creates a need to know essential content and skills and requires in-depth investigation to get to the answer and develop the skills It values teamwork and collaboration among participants Students are often divided into groups of varied sizes, where they work together, share their findings and decide how to best represent their new knowledge They must learn to work in a community and therefore take shared responsibilities and credits To successfully complete a project, students will need to effectively coordinate their work, communicate with each other and external institutions, critically evaluate their findings and solve problems arising during their work It requires critical thinking, problem solving, collaboration, and various forms of communication, often known as ‘21st Century Skills’ to achieve their goals (Trilling and Fadel 2012) So students will need to expand their minds and think more critically, an ability which is often identified as lacking In PjBL, students are encouraged to reflect on their enquiry (Barron and DarlingHammond 2008; Thomas 2000) Through reflection and discussions among themselves, they are to revise their findings and presentation of the knowledge gained, at which time they may collect feedback from the class and the teacher and further revise their conclusions PjBL also has a particularly important role for technology (Boss and Krauss 2007; Krauss and Boss 2013) Students are encouraged to take full advantage of IT tools in their investigation of the driving questions as well as representing their findings PjBL also D Li et al Driving Question Publicly Presented Product Indepth Inquiry Academic Content PjBL Downloaded by [Sichuan University] at 02:17 25 September 2017 Feedback & Revision Varied Skills Technology Figure Group Work & Community Voice & Choice Project-based learning (adapted from Kiraly 2000) emphasises that students represent the knowledge gained in the form of artefacts – that is, publicly presented products or performances ‘[PjBL] transforms the role of the teacher from content provider to learning coordinator As a result, teachers spend less time lecturing and leading and more time planning, observing, listening, coaching, and facilitating’ (National Academy Foundation) However, this does not mean that the teacher completely relinquishes control over the class but rather creates an environment of shared responsibility The teacher will help students set up interim goals, monitor theitation skills For instance, they reported that they found it easier to have eye contact with the audience and felt more at ease in presenting in English without the scripts after many rounds of rehearsals and mocks: (11) I’m now more confident in speaking in front of the class, and I am not afraid to have eye contact with the audience and I can even use some gestures to help me Also, I don’t need to hold any scripts in my hands while I’m speaking in English This is a big progress for me (J:Karen:1) Some also felt the experience taught them how to prepare and structure an effective presentation and how to select the most important information to present within limited time They recognised the importance of having a structure for their presentation as well as having proper rehearsals: (12) We gathered a huge amount of information, but time was limited for our presentation So we learned how to show the most important parts to the audience in a limited period of time I know now how to organize a successful presentation; I know the process of the whole presentation (outline, details, conclusion) I think a good presentation should go in an organized and logical order (J:Cathy:2) They realised that the purpose of a presentation was not only to present information, but more importantly to engage the audience in the presentation through interactions and activities: (13) When doing presentation, we should arouse the listener’s interest and let them join our presentation so that it will receive more attention and response in the whole process During the presentation, you need to engage your audience as much as possible, attract their attention through all kinds of interactive activities, such as video clips, discussion questions and games, and give effective and instant feedback to the audience (J:Grace:1) Some even felt they could project their voice more effectively after plenty of rehearsals and the formal presentation They recognised that when making a presentation, it is important ‘to speak clearly and loudly’ and ‘the tone and the voice should not be flat’ (q/no.3) 5.5 Communication skills Another area of considerable growth for the students was their communication skills, which are seen as important for many professions including translation and other language The Interpreter and Translator Trainer 13 service professions As reported, the students needed to communicate amongst their groups to discuss their project plans, findings and their presentations For groups whose investigations involved fieldwork, such as interviews, they needed to identify and contact the interviewees They realised that communication was most important, especially when they encountered problems and disagreed over their plans: (14) Like I said, we might have different opinions sometimes, and we needed to have some debating and persuasion skills I learnt how to get my ideas [a]cross and how to convince people in a friendly [and] yet powerful way [f-2-11) Downloaded by [Sichuan University] at 02:17 25 September 2017 Some students also reported that they learned how to get across their views to their peers more effectively: (15) This evening our group met for the 2nd time We had different opinions about the action plan and we really needed to talk It was a long discussion of about hours but I actually didn’t mind that Because I felt I knew better how to express my own opinion, how to express my disagreement in a kind way without quarreling, and how to emphasize what is correct and convince others it is correct (J:Masey:1) They also realised that sometimes, to be able to listen with patience was equally important: (16) There was a hard time when we were discussing the main direction of our project since it was the first time we tried to a project on this topic This made me understand that everyone has a different way of thinking When we have different opinions, we share our thoughts and we listen to one another (J:Daniel:1) It is indeed encouraging to see that the students realised that different opinions and disagreements were necessarily part of the execution process of such projects and that they were actually helpful to building a strong project: (17) Different opinions and setbacks in communication actually make the project more consummate In our group discussions, we would use nice attitudes and words to express our ideas and would not blame anyone for suggesting an inappropriate idea (J:Jasmine:2) In a nutshell, the students found that through the project they became even more aware of the importance of effective communication and some felt they became better communicators because of the practice and the strategies they developed, such as: ● ● ● ● ● ● ● be gentle and polite to each other when there is a conflict of opinions consider others’ feelings look at things from others’ perspectives learn how to express oneself be bold to give comments and suggestions learn to appreciate different opinions ask group members for help when encountering difficulties 14 D Li et al 5.6 Technological skills Downloaded by [Sichuan University] at 02:17 25 September 2017 The students also mentioned that the project gave them an opportunity to learn and make use of technology for research purposes As mentioned above, they made good use of the Internet to gather data, collect information and search for related literature on the topics they were studying For a few students, the experience of working together with group members helped them overcome their fear of technology One student reported that s/he had ‘never made a ppt[®] presentation before but overcame my technophobia through working closely with my very helpful group member in making the ppt[®] presentation slides for our group’ (J:Rose:3) Most groups took advantage of the Internet to coordinate their project, share their findings and exchange views: (18) We set up a forum on facebook[®] for daily contact We posted our findings, questions, doubts, etc on the forum and it was really easy for us to help each other (q/no.8) All groups made use of PowerPoint® slides in their presentations Enthusiastic about their presentations, the students worked very hard to provide impressive PowerPoint® slides Some reported they really learned a lot from their group members and even personal friends in making sophisticated slides: (19) I think our presentation slides were the best I was assigned to take charge of the preparation of the ppt[®] slides I was so worried because I didn’t want to let my friends down My friend from the Mathematics Department really helped me a lot He should perhaps take the credit! But I’m so glad I really learned in the process I won’t panic now if I have to something similar (f-1-37) The students also reported that working together with group members enabled them to: ● stay focused on task in order ‘to get things done, without being sidetracked to other unrelated readings on the web’ (J:Ben:4) ● become skilled in selecting best keywords to google® for resources and information ● get to know different search engines, such as Google Scholar® or Scirus®, to find articles and evaluate their respective strengths 5.7 Research skills Most students felt that the project helped them improve their research skills First of all, they felt that working together and learning from each other under the teacher’s guidance taught them how to go about investigating their topics and also where and how to search for and gather together related materials and relevant data: (20) I know more effective ways to search [for] the information I wanted on the Internet We should not only search the data from [the] Internet, but also from various other related places I haven’t had many opportunities to a practical research [project] like this Those I did before were more academic It’s a great The Interpreter and Translator Trainer 15 chance to study a topic which is more practical and we could get ideas from our daily life, for instance to interview people in the field, to observe people at work, to find answers to our questions (f-1-27) Downloaded by [Sichuan University] at 02:17 25 September 2017 Those who had previous research experience confirmed that this project made them even ‘more adept at carrying out effective investigations’ (J:Dave:1) Students used different ways to gather the data and resources they needed, such as library search, Internet search, consulting experts on the topic and interviewing relevant professionals More specifically, they all stressed the convenience and efficiency of using the Internet to gather information and data for their projects They felt they became more skilled in locating useful websites and gathering relevant materials while carrying out their projects: (21) The Internet helped me a lot in the data-collecting phase It’s highly efficient and the data gathered were quite accurate Now I know more about searching for useful information on the Internet (f-2-4) 5.8 Critical thinking Another area of growth referred to repeatedly by the students was their ability to think critically One student commented that the project ‘enhance[d] our critical thinking as we learned to choose the data and examples to answer our question’ (J:Stefan:6) Many reported that they knew better where to find the data or resources they needed to support their claims and how to tease out irrelevant data: (22) The process of selecting data from different sources made me more sensitive to the most suitable data for analysis I know what information is not suitable for my project I can support my point of view with detailed analysis of the data I’m more objective when analyzing the collected data And I try to come up with results without bias (f-1-9) They also felt that the project taught them the importance of prioritisation and order of precedence and urgency As many of the students were working full-time and studying the programme on a part-time basis, they had very busy schedules In order to complete their work in good time, they needed to ‘make good plans of prioritization’ (J: Cherry:2) Other skills they reported having acquired or improved in carrying out the project include: ● knowing which materials and information to trust and which not ● scanning materials for pertinent information and summarise relevant points ● noting the interviewees’ facial expressions and speech tones when analysing the information they provided 5.9 Leadership skills Several students also valued the opportunity to develop their leadership skills It is generally accepted that leadership skills are important for translators these days, given that many will have to work in a team or lead a team of translators in a professional context A translator may be commissioned to undertake a project that requires several 16 D Li et al translators to work together in order to finish the project within the specified period of time, or it might require translation into several languages and therefore has to involve coordination of several translators working together Several of the students reflected on their leadership and coordination opportunities in the project For some, this meant first of all delegating responsibilities equally and tapping into the different talents and strengths of the group: Downloaded by [Sichuan University] at 02:17 25 September 2017 (23) I think as a group leader, it’s important to make it clear who is in charge of what, and to allocate [an] equal amount of work for each member, so that no one complains As I this, I also need to make full use of the academic merits of each member: some may be good at literature review, some may be skilful in collecting data and someone may have a technical knack for making PowerPoint[®] slides (J:Priscilla:2) Some recognised that as leaders of the group they needed to make sure every member finished his/her work according to the agreed time frame and also offered help and support when a member was stuck: (24) Some of my group members might work a bit slower than others and I needed to remind them from time to time to ensure a steady progress It required both patience and a bit of force (J:Daren:2) The students also referred to the following as the result of their experience of leading the projects: ● ● ● ● ● taking on leadership in making plans for their project being assertive in making decisions being fair in job distribution giving clear explanations to their members being firm in enforcing deadlines Although the number of mentions for the area of leadership skills (7) appears drastically lower than the other areas (between 24–36) in Table 3, we should note that there were altogether 10 groups of students and accordingly 10 group leaders, who had the opportunity to lead the projects The adjusted percentage for this area is actually 70% (7 of the 10 group leaders), which then puts it squarely amongst the other areas in importance Summary and conclusion As discussed at the beginning of the article, all the elements of PjBL fit in very nicely with the goals and objectives of today’s translation training programmes PjBL can effectively enhance many skills beyond translation-specific competencies These skills are considered essential for students to succeed as professional translators, but unfortunately are often inadequately developed on conventional translation training courses Our first attempt to introduce PjBL into translation teaching seems to have worked out well The ETiM project served as a welcome supplement to the core syllabus of the course and made it possible for the students to pursue some topics of their interest in addition to the lectures of the course As they acquired and created new knowledge on their research Downloaded by [Sichuan University] at 02:17 25 September 2017 The Interpreter and Translator Trainer 17 topics and became independent in their investigations, they also brought prior knowledge into play Therefore, in a sense, this also helped to bridge the divide between classroom teaching and the real field of translation and enabled the students to make sense of their learning outside the ivory tower The students’ reception and perceptions of the PjBL project were positive and encouraging All who completed the questionnaire thought favourably of the activity and confirmed they benefited considerably from the project They were also able to point out the specific areas in which they saw the most obvious growth These included such skills as critical thinking, interpersonal communication, collaboration, research, presentation and technological skills, as well as the sense of teamwork As these skills are not specially required for business translation only, but rather for translation of all genres, it is therefore apparent that such PjBL projects can be incorporated into the teaching of many other translation courses as well The success of this project also confirms that PjBL in translator education can also use another kind of project in the teaching Different from the practice-oriented projects as described by Kiraly (2005), this project is more research-oriented and it focuses on students’ acquisition of knowledge about translation and key meta-skills essential for translators, such as critical thinking, interpersonal communication, collaboration, research and presentation, as well as technological skills Similarly, the project’s success supports our view that it is indeed possible and necessary to evaluate the implementation of new proposals for translation teaching This is especially important today when teachers and researchers alike are eager to borrow ideas and theories from neighbouring disciplines (e.g education, language teaching or linguistics) and introduce innovative practices into translation classrooms We need to make sure the innovations indeed achieve the intended goals and objectives We should also be clear about what exact positive changes they will effect in the students and specifically in which aspects and to what extent the innovative practices outperform more traditional ones To answer these questions, we may need to tap into the potentialities of quantitative research methods, either alone or in combination with qualitative methods This should be especially effective given that the findings presented in this study can be used as working hypotheses For instance, as suggested by one of the reviewers of an earlier version of this article, a design of pre- and post- tests may be used to find out to what extent the students shift in their beliefs and perceptions, and to examine the correlations of the shifts in their beliefs with their research questions and the success of their projects Future efforts may also be directed towards quantification of their growth in many of the areas discussed above Only when we have knowledge of this sort can we make informed decisions regarding when, where, how and at what level of training we can make the best use of these innovations Acknowledgements The authors would like to express thanks to Donald Kiraly and another anonymous reviewer for their critical and insightful comments on an earlier version of the article Notes PjBL is used here instead of PBL, which is often used to refer to problem-based learning ‘J’ stands for ‘journal’ ‘Kary’ is the pseudonym of the student who wrote the journal ‘2’ indicates it is an extract from the second journal Kary submitted 18 D Li et al ‘f’ refers to ‘focus group interview’ ‘1’ indicates it is a comment made by a member of the first focus group ‘28’ indicates the page number of the transcripts of the interview discussions All the 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