Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills
Volume 6, Issue 2, March 2017, Pages: 100-105
Received: Jan. 14, 2017;
Accepted: Jan. 24, 2017;
Published: Mar. 28, 2017
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Yougen Lou, School of Foreign Studies, Yangtze University, Jingzhou City, China
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching translation skills with the know-want-learn (KWL) plus model to 132 first-year non-English-majored undergraduate students from Yangtze University as subjects. Subjects in this study consisted of 66 non-English-majored undergraduates in the control group (CG) and 66 non-English-majored undergraduates in the treatment group (TG). The results showed that 1) compared with a teacher-dominated approach for CG, the internet-based language laboratory with KWL plus model of meta-cognitive translation strategy instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the combined translation teaching method.
Effects of a KWL Plus Model of Meta-Cognitive Translation Instruction and Internet-Based Language Laboratory on Non-English-Majored Undergraduates’ Translation Skills, Education Journal.
Vol. 6, No. 2,
2017, pp. 100-105.
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