An Integrated Model of Autonomous Learning in Chinese-English Translation Learning: A Conceptual Paper

Authors

  • Qian Liu aLanguage Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia bSchool of Foreign Languages, Zaozhuang University, 277160 ZZU Zaozhuang, Shandong Province, China
  • Tina Abdullah Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia
  • Kang Myoung Sook Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

DOI:

https://doi.org/10.11113/lspi.v10.19850

Keywords:

Autonomous Learning (AL), Chinese-English Translation Learning (C-E TL), Translation Process

Abstract

Chinese-English (C-E) translation plays an essential role in China for its communication with the world, thus cultivating high-quality translators is of great value. Numerous attempts have recently been made to explore effective C-E translation learning methods. The present paper draws upon the findings of previous studies and integrates two theoretical pillars of autonomous learning and translation process to construct an integrated model of autonomous learning (IMAL) in C-E translation learning. This model involves learners, peers, and teachers with each playing their respective role in the autonomous learning process. Further theoretical and pedagogical underpinnings for this IMAL are discussed.

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Published

2023-06-07

How to Cite

Liu, Q. ., Abdullah, T. ., & Myoung Sook, K. . (2023). An Integrated Model of Autonomous Learning in Chinese-English Translation Learning: A Conceptual Paper. LSP International Journal, 10(1), 135–144. https://doi.org/10.11113/lspi.v10.19850

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Section

Articles