Abstract
The Construction of New Liberal Arts in China advocates innovative approaches to translation and interpreting training, e.g., the integration of information technology such as online learning into translation and interpreting education. Using the theoretical framework of constructive alignment, this paper aimed to identify key intended learning outcomes (ILOs) of a computer-assisted translation (CAT) course via a survey on students’ expectations and on this basis design a series of teaching and learning activities in a blended learning mode. The online activities in the blended learning mode include mini-lectures and screenshot videos concerning the key concepts and operations of translation technology, as well as discussions about the love letters and hate letters to the CAT tools. These online activities aimed at preparing students to have basic understandings of the concepts and operations of the CAT tools as well as their attitudes towards the tools before face-to-face classes.
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Acknowledgements
This work was supported by the Research Projects of Humanities and Social Sciences Foundation of Ministry of Education of China (21YJC740046) [教育部人文社会科学研究青年基金项目 “计算机辅助口译技术下的同声传译过程与效果研究”, 项目批准号: 21YJC740046] and University-Industry Collaborative Education Program of Ministry of Education of China (202002242004). This work is also supported by Center for Translation Studies of Guangdong University of Foreign Studies (Grant No. CTSHQ202101).
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Su, W. (2021). Integrating Blended Learning in Computer-Assisted Translation Course in Light of the New Liberal Arts Initiative. In: Jia, W., et al. Emerging Technologies for Education. SETE 2021. Lecture Notes in Computer Science(), vol 13089. Springer, Cham. https://doi.org/10.1007/978-3-030-92836-0_37
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DOI: https://doi.org/10.1007/978-3-030-92836-0_37
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