“Design-based Research” Para el Aprendizaje de Espanol Como Lengua Extranjera en un Curso de Traduccion
Date
2022
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Cervantes Virtual Center © Instituto Cervantes
Abstract
Durante más de diez años los estudiantes de lengua han usado Google Translate (GT) como atajo para hacer los deberes. Algunos docentes de lengua no están de acuerdo con que se use GT para aprender la segunda lengua (Faber y TurreroGarcía, 2020), pero como señala Jiménez-Crespo (2017) la realidad es que la traducción automática ha llegado para quedarse. Este artículo presenta la metodología de design-based research (DBR), que se implementó durante dos años, en un curso de introducción a la traducción español-inglés basándose en actividades para facilitar la adquisición de la competencia traductora (Hurtado Albir, 2001). La implementación de la metodología de DBR permite refinar el diseño del material y mejorar la instrucción de la lengua evaluando cada iteración del proyecto. El estudio identifica dos principios de diseño que nos pueden ayudar a modificar y refinar principios pedagógicos y metodológicos mediante el uso de medios digitales.
English: For more than ten years language students have used Google Translate (GT) as a shortcut to do their homework. Some language educators do not approve the use of GT for second language learning (Faber and Turrero-García, 2020), but the reality is that machine translation is here to stay (Jiménez-Crespo, 2017). This paper presents a design-based research (DBR) approach conducted over two years, in an Introduction to translation Spanish-English course based on activities to facilitate the acquisition of translational competence (Hurtado Albir, 2001). Implementing DBR allows refining the design of the materials and improving the teaching of the Spanish language by evaluating the iterations of the project. The study identifies two design principles that can help us modify and refine pedagogical and methodological principles using digital tools.
English: For more than ten years language students have used Google Translate (GT) as a shortcut to do their homework. Some language educators do not approve the use of GT for second language learning (Faber and Turrero-García, 2020), but the reality is that machine translation is here to stay (Jiménez-Crespo, 2017). This paper presents a design-based research (DBR) approach conducted over two years, in an Introduction to translation Spanish-English course based on activities to facilitate the acquisition of translational competence (Hurtado Albir, 2001). Implementing DBR allows refining the design of the materials and improving the teaching of the Spanish language by evaluating the iterations of the project. The study identifies two design principles that can help us modify and refine pedagogical and methodological principles using digital tools.
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This article is published as Pardo-Ballester, C. “DESIGN-BASED RESEARCH” PARA EL APRENDIZAJE DE ESPAÑOL COMO LENGUA EXTRANJERA EN UN CURSO DE TRADUCCIÓN (“DESIGN-BASED RESEARCH” TO LEARN SPANISH AS A FOREIGN LANGUAGE IN A TRANSLATION COURSE); e-AESLA 7(2021); Centro Virtual Cervantes (Instituto Cervantes) . Posted with permission.