Enhancing students' skills in technical writing and LSP translation through tele-collaboration projects: teaching students in seven nations to manage complexity in multilateral international collaboration
| Autor: | Arnó Macià, Elisabet, Isohella, Suvi, Maylath, Bruce, Minacori, Patricia, Mousten, Birthe, Musacchio, Maria Teresa, Palumbo, Giuseppe, Vandepitte, Sonia, Schell, Tatjana, Verzella, Massimo |
|---|---|
| Přispěvatelé: | Budin, Gerhard, Lušicky, Vesna, Centre de Linguistique Inter-langues, de Lexicologie, de Linguistique Anglaise et de Corpus (CLILLAC-ARP (EA_3967)), Université Paris Diderot - Paris 7 (UPD7), University of Vienna, G. Budin, V. Lušicky, Minacori, Patricia |
| Jazyk: | angličtina |
| Rok vydání: | 2014 |
| Předmět: |
technical writing
LSP translation tele-collaboration trans-cultural awareness multicultural environments writing-usability testing- translation project multilateral [SHS.LANGUE] Humanities and Social Sciences/Linguistics collaboration Languages and Literatures [SHS.LANGUE]Humanities and Social Sciences/Linguistics complexity management |
| Zdroj: | 19th European Symposium on Languages for Special Purposes, Proceedings Languages for Special Purposes in a Multilingual, Transcultural World, Proceedings of the 19th European Symposium on Languages for Special Purposes, 8-10 July 2013, Vienna, Austria European Symposium on LSP European Symposium on LSP, University of Vienna, Jul 2013, Vienna, Austria. pp.249-259 |
| Popis: | International audience; Partnerships involving language projects have been common, but most have paired just two nations at a time (Jarvenpaa & Leidner, 1999; Flammia, 2005, 2012; Herrington, 2005, 2008; Humbley et al., 2005; Stärke-Meyerring & Andrews, 2006; Mousten et al., 2010). That changed in 2010, when universities in five nations, long involved in the Trans-Atlantic Project (TAP) began a far more complex international learning-by-doing project (Maylath et al., 2013). By 2012, universities in two more nations were added. In forming their students into cross-cultural virtual teams (CCVTs), instructors asked, how can students best learn experientially to manage complex international/interlingual technical documentation projects? During multilateral collaborations, two projects took place simultaneously: a translation-editing project and a writing-usability testing- translation project. The undertakings’ complexity was central in the students’ learning, thereby preparing students for the international, multilingual, multicultural environments in which students can be expected to operate after they graduate. Further, the projects succeeded in increasing trans-cultural and language awareness among students with little in extra funding. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|