An Activity Theory approach to translation for a pedagogical purpose

Sang, Zhonggang

doi:10.1080/0907676x.2011.590591

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…Activity Theory is widely used in contemporary human activity researches and analysis, and is regarded as a theoretical tool to overcome the duality of mind and body in social science [19]. In the field of education, Activity Theory is often used in the studies of teacher learning and student interaction [20], [21]. Activity Theory holds that the interaction between people and environment is realized through activities, and people obtain cultural conditions and develop ability through activity system.…”

Section: The Learning View Of Activity Theorymentioning

confidence: 99%

Teachers’ learning driven by “multi-subject needs”: Implication, mode and strategies

Yu,

Xu,

Nuryana

2023

IJELE

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Under the influence of the concept of lifelong learning, teachers’ learning has become the main paradigm of teacher development. The traditional training for primary and secondary school teachers often pays too much attention to the transmission of theories and ignores the practical needs of teachers, resulting in the dilemma of low learning efficiency and poor effect. In order to break through the current learning dilemma of primary and secondary school teachers and meet the needs of students’ growth and long-term development of schools, on the basis of clarifying the basic implication of teacher learning driven by “multi-subject needs”, this paper introduces the Activity Theory to discuss the implications of teacher learning, constructs the teacher learning mode driven by “multi-subject needs,” and analyzes the operating mechanism of this learning mode. In order to promote the effective operation of this mode, teachers should set up the concept of lifelong learning, adhere to the self-orientation of learning, and pay attention to learning reflection. The school level should create a cultural atmosphere for teachers’ learning, make clear the purpose of teachers’ learning, let teachers’ pay attention to the practical situation, and make teachers’ learning become a normal activity.

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Section: The Learning View Of Activity Theorymentioning

confidence: 99%

Teachers’ learning driven by “multi-subject needs”: Implication, mode and strategies

Yu,

Xu,

Nuryana

2023

IJELE

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“…Unlike Sakellariou, Zhonggang Sang (2011) looks to the social sciences to adapt activity theory to improve translation pedagogy. Sang argues that the theory can provide solid grounding to foster better teaching of translation.…”

Section: Approaches To Discussing Theorymentioning

confidence: 99%

“…Sang argues that the theory can provide solid grounding to foster better teaching of translation. The article (Sang, 2011, pp. 292–295) thus provides a detailed overview of activity theory before discussing its application to frame translation practice.…”

Section: Approaches To Discussing Theorymentioning

confidence: 99%

Qualitative Research Methods in Translation Theory

Glynn

2021

Sage Open

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This article analyses different methodological approaches adopted by theoretical articles published in translation studies journals. To account for the range of perspectives, a small corpus comprising articles from three journals listed in both the Thomson and Reuters Social Sciences Citation Index (SSCI) and the Arts and Humanities Citation Index (A&HCI) was studied. The article discusses how the methods used could gain in rigor from being formalized. It begins by defining translation theory before outlining a corpus of articles to be studied. It then moves onto describing and discussing four methodologies to provide recommendations for conducting future research in translation theory.

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An activity theory approach to the contextualization mechanism of language use

Sang

2019

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Contextualization is a widely-discussed topic in the field of linguistics. Although it is generally agreed that contextualization is a dynamic process of interaction among the heterogeneous contextual factors, one still lacks a coherent explanation of how the interactions enable a language user to construct a meaningful text/utterance. From an Activity Theory perspective, language use can be termed as a rule-governed activity. The activity itself is the context of a subject’s decision-making, and contextualization is nothing but the actualization process of a language use activity. During the process, the subject strategizes her/his linguistic choice to build the textual outcome in light of the hierarchical text functions, namely, the conventionalized and situational functions of prospective text (at the higher strata), which respectively embody the social-cultural and situational factors constraining her/his actions, and the conventional function of textual tools (at the basic stratum), a foremost factor conditioning her/his operation. When there are contradictions among these functions, the subject needs to prioritize the one at a higher stratum. This can be exemplified by three typical cases of language use: translation, pseudo-translation and self-translation.

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An Activity Theory approach to translation for a pedagogical purpose

Cited by 5 publications

References 24 publications

Teachers’ learning driven by “multi-subject needs”: Implication, mode and strategies

Teachers’ learning driven by “multi-subject needs”: Implication, mode and strategies

Qualitative Research Methods in Translation Theory

An activity theory approach to the contextualization mechanism of language use

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