THUYẾT KIẾN TẠO VÀ HỌC TẬP HỢP TÁC TRONG DẠY HỌC PHIÊN DỊCH CHO SINH VIÊN NĂM CUỐI CHUYÊN NGÀNH TIẾNG ANH KINH DOANH TRƯỜNG ĐẠI HỌC TÀI CHÍNH - MARKETING=CONSTRUCTIVISM AND COOPERATIVE LEARNING: AN APPLICATION IN TEACHING INTERPRETING TO SENIOR STUDENTS OF BUSINESS ENGLISH AT THE UNIVERSITY OF FINANCE

THUYẾT KIẾN TẠO VÀ HỌC TẬP HỢP TÁC TRONG DẠY HỌC PHIÊN DỊCH CHO SINH VIÊN NĂM CUỐI CHUYÊN NGÀNH TIẾNG ANH KINH DOANH TRƯỜNG ĐẠI HỌC TÀI CHÍNH - MARKETING=CONSTRUCTIVISM AND COOPERATIVE LEARNING: AN APPLICATION IN TEACHING INTERPRETING TO SENIOR STUDENTS OF BUSINESS ENGLISH AT THE UNIVERSITY OF FINANCE–MARKETING

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Tác giả: Lê Trương Hoàng

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2018

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 472142

Thêm vào giỏ

Bài viết bàn về việc ứng dụng của thuyết kiến tạo trong dạy học phiên dịch cho sinh viên năm cuối chuyên ngành Tiếng Anh kinh doanh của khoa Ngoại ngữ, Trường Đại học Tài chính - Marketing. Tác giả bài viết miêu tả mô hình lớp học ứng dụng thuyết kiến tạo và học tập cộng tác trong dạy phiên dịch cho sinh viên tại hai lớp thực nghiệm. Kết quả khảo sát và quan sát cho thấy sinh viên thích và ủng hộ việc dạy phiên dịch theo đường hướng kiến tạo. Kết quả phân tích năm nhân tố bao gồm tài liệu luyện tập, năng lực giao tiếp, sự tự tin, phương pháp dạy học và giảng viên cho thấy giảng viên là nhân tố có mức độ hài lòng cao nhất và có ảnh hưởng lớn nhất đến việc học phiên dịch của sinh viên.The paper discusses the application of constructivism to teaching interpreting to senior students of Business English at the University of Finance-Marketing’s Foreign Language Department. In fact, the author depicts the classroom model, in which the constructivist approach in combination with cooperative learning is adopted in two empirical courses. The participant observation and questionnaire reveal that the students are really interested in and inspired by the constructivist approach to teaching interpreting at tertiary level, and the factor analysis of material preference, language proficiency, confidence, methods and the teacher through data statistics indicates that the students like and support the empirical courses, and the teacher is the most influential on students’ learning and the most satisfying factor

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