PASAA
Publication Date
2017-07-01
Abstract
During the process of translation, students need to learn how to detect and correct errors in their translation drafts, and collaboration among themselves is one possible way to do this. As Pym (2003) has explained, translation is a process of problem-solving; translators must be able to decide which choices are more or less appropriate for the specified purpose of translation. Therefore, it is necessary for the teacher to create a learning environment that facilitates the students, not only to learn how to solve the problems, but also to be exposed to other possible solutions of those problems. This paper aims to give a comprehensive account of peer editing in collaborative translation classrooms for English as a foreign language (EFL) learners. The participants of this study were 21 EFL undergraduate students who took a business translation course. Qualitative data were collected from the students' translation drafts, diaries, and interviews, in order to explore the effects of peer editing on the students' abilities to deal with translation difficulties. The results revealed that peer editing enhanced the quality of the students' translations and enabled the students to detect errors and revise their translations. More importantly, peer editing was a social interaction that effectively engaged the students to work collaboratively with each other.
DOI
10.58837/CHULA.PASAA.54.1.4
First Page
82
Last Page
107
Recommended Citation
Insai, Sakolkarn and Poonlarp, Tongtip
(2017)
"More Heads Are Better than One: Peer Editing in a Translation Classroom of EFL Learners,"
PASAA: Vol. 54:
Iss.
1, Article 4.
DOI: 10.58837/CHULA.PASAA.54.1.4
Available at:
https://digital.car.chula.ac.th/pasaa/vol54/iss1/4