| Titre : | A course to the module of research techniques directed to first year students |
| Auteurs : | P-LLA Amaria MEHDAOUI, Auteur |
| Type de document : | texte imprimé |
| Editeur : | SAIDA : 1- Université de Saida Dr Moulay Tahar / Faculté des Lettres, Langues et des Arts Département des lettres et langue française, 2024-2025 |
| Format : | 100p / 27cm |
| Accompagnement : | +CD-ROM |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Module title: Research Techniques
Teaching Unit: Methodological Coefficient: 2 Credit: 4 Level:1st year Weekly time: 3h General Objectives ✓ Discover University life and the ethical codes. ✓ Distinguish active learning strategies from passive learning strategies, ✓ Develop effective learning strategies to foster their active learning skills, ✓ Discover better learning styles and adapt learning techniques to their preferred learning styles. ✓ Develop critical thinking skills, 96 ✓ Build effective reading skills, ✓ Enhance data collection skills, ✓ Use of Apps. and AI tools for research. First Semester Course Content UNIT ONE: ETHICS IN RESEARCH AND TRANSLATION • Lecture 1: Ethics in Student Life o Ethical dilemmas in academia (e.g., plagiarism, AI use). o Case studies and group discussions. • Lecture 2: Ethical Codes for Translators o Professional conduct, impartiality, and confidentiality. o Comparative analysis of ethical codes (e.g., NAATI vs. EU guidelines). • Lecture 3: Ethics in Academic Research o Risks in research (topic sensitivity, participant welfare). o Practical exercises on citation and paraphrasing. UNIT TWO: THE LEARNING JOURNEY • Lecture 1: Active vs. Passive Learning o Edgar Dale’s Cone of Experience and Universal Design for Learning (UDL). 97 • Lecture 2: Multiple Intelligences o Howard Gardner’s theory and self-assessment activities. • Lecture 3: University Study Skills o Time management (Pomodoro Technique), note-taking, and critical reading. UNIT THREE: READING AND TEXT ANALYSIS • Lecture 1: Identifying Text Type and Purpose o Analysis of news articles, editorials, and opinion pieces. • Lecture 2: Recognizing Tone and Style o Formal vs. informal language; persuasive vs. descriptive texts. • Lecture 3: Understanding Cultural Context o Idioms, cultural references, and translation challenges. • Lecture 4: Audience Adaptation o Tailoring translations to specific audiences (e.g., children, experts). References Buden, B. (2006). Cultural Translation: Why it is important and where to start with it. European Institute for Progressive Cultural Policies. Fangyuan, Z. (2014). Towards a more critical socio-cultural approach to teaching Chinese translation classes. 98 Felder and Solomon’s (2004) learning style questionnaire in Ho, V. H. (2015). A Survey of English Major Juniors Active Versus Passive Learning Styles at bvu. Gardner, H. (2012). The theory of multiple intelligences. In Early professional development for teachers (pp. 133-141). David Fulton Publishers. Nelson, L. L. (2014). Design and deliver: Planning and teaching using universal design for learning.(Paul H. Brookes). Pym, A. (2023). Exploring translation theories. Routledge. Torresan, P., & Gray, N. (2010). The theory of multiple intelligences and language teaching. Guerra. Assessment and Evaluation Continuous Assessment 40% Final Assessment 60 % |
Exemplaires (1)
| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| BUC-P 000743 | LLA-P 00023 | Livre | Bibliothèque PMB Services | Polycope | Libre accès Disponible |
Documents numériques (1)
MEHDAOUI_Amaria-Traduction.pdf Adobe Acrobat PDF |
