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Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education

  • The Journal of Translation Studies
  • Abbr : JTS
  • 2022, 23(2), pp.157-190
  • DOI : 10.15749/jts.2022.23.2.006
  • Publisher : The Korean Association for Translation Studies
  • Research Area : Humanities > Interpretation and Translation Studies
  • Received : May 3, 2022
  • Accepted : June 18, 2022
  • Published : June 30, 2022

김인성 1

1한국외국어대학교

Accredited

ABSTRACT

The purpose of this research is to recognize student resistance to student-centered activities and seek a solution to overcome the resistance. To identify student resistance and its reasons, a survey is done in an undergraduate translation course. The survey asks about the most preferred class format (lecture, student presentation, or discussion) and the reason for their preference. Based on the findings of the survey, three clues for mitigating student resistance are drawn out: to use a one-to-one communication channel, to remove the fear of being assessed, and to give teacher’s official feedback after a student-centered activity. Then, the study creates a blueprint of a learning activity for overcoming student resistance. Next, the study experiments with the newly devised learning activity in a classroom and surveys the reactions of students. It is hoped that this research could be a starting point for adopting a successful student-centered approach in an undergraduate translation education classroom.

Citation status

* References for papers published after 2022 are currently being built.