An English Translation Teaching Model Based on Interactive Reading Theory

Yang, Yujiu

doi:10.3991/ijet.v13i08.9047

Cited by 16 publications

(11 citation statements)

References 4 publications

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“…This type of reading requires the competence to purposefully extract the necessary information, that is, to use a selective strategy. The model developed by Yang based on interactive reading theory makes it possible to increase the adaptability of this process and proposes other effective methods for analyzing text during reading and anticipating its content (Yang, 2018). Skim-reading requires foreseeing the grammar structure of the sentences tested to fill in the gaps correctly.…”

Section: Strategies For Skim-reading Tasksmentioning

confidence: 99%

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

Ivanova¹,

Иванов²

2021

INT J INSTRUCTION

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The present article addressed the issue of university teachers' working experience in the field of class-oriented online teaching English in higher educational institutions. The central aim of this study was a detailed description of the system for assessing reading skills utilized in English proficiency tests (CAE (C1), TOEFL, IELTS), as well as a comprehensive analysis of testing results. As a part of a thorough investigation, the article detailed three major reading modes and tasks most commonly used in such tests (scan-reading, skim-reading, and in-depth reading). Besides, in order to obtain reliable conclusions about the reasonability of the test tasks, the study took into account the tests' duration, the number and types of tasks, as well as the length of reading passages proposed. The research population comprised 622 second-year students from all faculties of the

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Section: Strategies For Skim-reading Tasksmentioning

confidence: 99%

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

Ivanova¹,

Иванов²

2021

INT J INSTRUCTION

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“…Compared with postediting (PE), more than half of professional translators use a neural-based machine translation system (NITP) for faster translation [6]. Yang [7] and Andrabi and Wahid [8] used interactive reading theory as a teaching method to design the corresponding teaching process.…”

Section: Introductionmentioning

confidence: 99%

Multimedia Wireless-Network-Based Model for Smart Interactive Translation Teaching

Huang

2022

Wireless Communications and Mobile Computing

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With the acceleration of the internationalization process, the demand for English-speaking talents in all walks of life in China is also increasing. However, the current students’ translation ability is weak and cannot meet the demand for talents. This article combines interactive translation teaching mode with multimedia teaching theory to provide an interactive translation teaching method for English translation teaching. This article studies the impact of multimedia-centered interactive translation teaching methods on college students’ English learning ability from five dimensions: classroom interaction, learning motivation, learning autonomy, language skills application, and English performance. From the results of the previous test, the English translation ability of the students in the two classes is almost at the same level before the experiment. However, after adopting the interactive method based on multimedia wireless network in one semester, the English translation scores of the two classes differed greatly. Most students can actively practice English translation in their spare time. As a result of collecting information and reading materials on the Internet and preparing daily speeches in their spare time, students gradually accumulate enough written materials, which can alleviate the anxiety caused by insufficient content. In addition, students also actively communicate with their classmates after completing the translation to improve their composition level. Studies have shown that the number of students who complete translation tasks only after class has dropped from 75% to 31%.

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“…Regarding teaching strategies of reading comprehension in ELT, different researchers experimented with different teaching strategies for students' English reading comprehension achievement. Examples of such experiments include Acim's (2018) research about Socratic method; Ahmada's (2019) Jigsaw learning method, Gouthro's (2020) interactive teaching method, Ostovar-Namaghi and Shahhosseini's (2011) reciprocal teaching method, Swartz's (2017) questioning method, and Yang's (2018) English translation teaching method. These studies confirmed that teaching methods could help students improve their learning achievement in reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Magyar

Habók

2021

Asia Pacific Educ. Rev.

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This study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

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An English Translation Teaching Model Based on Interactive Reading Theory

Cited by 16 publications

References 4 publications

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

Multimedia Wireless-Network-Based Model for Smart Interactive Translation Teaching

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

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