scholarly journals Teaching Interpreting for Tourism Purposes

Author(s):  
Reima Al-Jarf

This article proposes a model for teaching interpreting for tourism purposes. It shows the aims of the model, interpreting materials, training strategies, training environment and assessment techniques. The model aims to train students to interpret in English with or without prior preparation or knowledge of the topic and without taking or reading form notes. The training model consists of the following exercises: (i) breathing exercises; (ii) memory training exercises; (iii) shadowing exercises; (iv) sentence paraphrasing; (v) summarizing sentences, then whole paragraphs about tourism; (vi) listening to single words, sentences, and a short paragraph about tourism and interpreting them; (vii) listening to familiar and easy tourism topics, then more difficult ones with a variety of tourism sub-topics. In a multimedia language lab, the students may listen to tourism podcasts, watch tourism documentaries or TED Talks and interpret the content from English to Arabic and vice versa. Simulations (role playing) of tourists and interpreters in teams of three or more may be conducted. Students may also visit a local tourist attraction, interpret, or give a commentary on-site. The training program objectives, types of interpreting, interpreting exercises, training materials, teaching and learning strategies and assessment techniques are described in detail.

2021 ◽  
Vol 10 (1) ◽  
pp. 93-109
Author(s):  
Ng Lee-Luan ◽  
Rino Shafierul Azizie Shahrir Raghbir

Due to the COVID-19 pandemic, educators have opted for online discussions and classes in which the teaching and learning sessions occur beyond the classroom environment. As various forms of technology such as gaming can be potentially used as platforms for online teaching and learning, the study aims to investigate the use of vocabulary learning strategies (VLS) in a massively multiplayer online role-playing game (MMORPG) among Malaysian English as a second language (ESL) players. Data were obtained via a 12-hour online game-play recorded sessions of Guild Wars 2 involving four Malaysian ESL players. The participants consisted of experienced online gamers aged between 24 and 25 years. The game-play sessions were also observed to provide supporting details on how the players utilised strategies when learning English vocabulary. The outcome of the study revealed that the ESL players employed different VLS during their game-play sessions. Gu and Johnson’s (1996) categorisation of VLS, which are metacognitive, cognitive, memory, and activation strategies, was subsequently modified to accommodate the MMORPG context. The results showed that the top five strategies used by the players were meaning-making, consultation, using online dictionary, word comparison, and incorporating words with real-world contexts.


Author(s):  
Glenda Hawley ◽  
Anthony Tuckett

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 


2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019


Author(s):  
Kathryn M. Chachula ◽  
Kathryn J. Hyndman ◽  
Mary E. Smith

AbstractBackgroundA streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.Objective and methodsA curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.Results and conclusionThis innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).


2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.


1974 ◽  
Vol 18 (2) ◽  
pp. 113-123 ◽  
Author(s):  
W. J. Campbell

A total of 484 tenth-grade students, evenly divided between schools with Commonwealth libraries and those without, were assessed for motivational dispositions (need for achievement, test anxiety, and sense of responsibility for successes and failures), academic values, and displayed motivation (as revealed in choice of tasks). The two groups of students did not differ with respect to dispositions and values, but those from schools with Commonwealth libraries showed greater motivation. This finding is interpreted as evidence that the effects of improved library facilities have now seeped through teaching and learning strategies to an important outcome in students.


Author(s):  
Gerwyn Huw Jones

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.


1998 ◽  
Vol 8 (3) ◽  
pp. 280-302 ◽  
Author(s):  
Paula A. Cordeiro

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.


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