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- W2275362010 abstract "This paper focuses on the experience of learning from the student’s perspective and is based upona phenomenological approach to education studies, investigating the relationships between approaches,conceptions, contexts and outcomes of learning. Students’ interview data were collected and analysedin order to investigate the complex relationships between different factors in the nested model ofstudent learning (Meyer 2011).This research reveals that learning processes have close connections with students’ intentions,motivation, and conceptions of learning. Moreover, the context of learning also plays an importantrole in the complex learning system. Secondly, students’ prior knowledge or background plays animportant role in their learning process. For example, blank knowledge or troublesome knowledgeof translation theories can obstruct a student from taking deep approaches toward learning, inhibitingtheir ability to achieve in-depth understanding of, and creative thinking about, reading materials.The findings of this research can effectively be applied to the teaching of this module. 1) It is vitalto provide students with clear task requirements (i.e. learning aims and presentation standards) at thebeginning of the teaching activity. 2) Threshold concepts and troublesome knowledge in MA translation teaching should be taken into account. A focus on threshold concepts enables teachers to makerefined decisions about what is fundamental to a grasp of the subject they are teaching. It is a‘ less ismore’ approach to curriculum design (Cousin 2006:4).Keywords: learning intention, learning motivation, conception." @default.
- W2275362010 created "2016-06-24" @default.
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- W2275362010 date "2014-01-01" @default.
- W2275362010 modified "2023-09-27" @default.
- W2275362010 title "Towards students’ learning activities in an MA translation mdule : an interview-based study." @default.
- W2275362010 hasPublicationYear "2014" @default.
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