چکیده:
The present study set out to determine the effect of implementing exploratory-cumulative talk in comparison to disputational talk on cognitive (meaning development and organization of thought as well as problem solving ability) dependency of intermediate level students in translation studies. In order to achieve the objectives of the study, a quasi-experimental-pretest-posttest-statistical study was conducted in which 63 linguistically homogeneous B.A students in translation studies at the IAU-Shahreza branch, in experimental and control groups were the participants. Administering cognitive dependency questionnaire before and after implementing the treatment, exploratory-cumulative talk, helps the researcher to find out the possible effect of it against the control group, disputational talk, in translator training courses. The results of the data analysis indicate that the difference between the posttest mean scores of the experimental and control groups do not reach statistical significance. However, by conventional criteria, the difference between the pretest and posttest scores of the experimental group was considered statistically significant by large effect size. The application of the present study findings in translator training courses may pave the way for translation teachers and translation students to follow more fruitful approaches.
خلاصه ماشینی:
com Abstract The present study set out to determine the effect of implementing exploratory-cumulative talk in comparison to disputational talk on cognitive (meaning development and organization of thought as well as problem solving ability) dependency of intermediate level students in translation studies.
Administering cognitive dependency questionnaire before and after implementing the treatment, exploratory-cumulative talk, helps the researcher to find out the possible effect of it against the control group, disputational talk, in translator training courses.
Building largely on Vygotsky’s theories, many sociocultural researchers and educators have promoted the collaborative use of language in the classroom (Alexander, 2014; Barnes, 1969; Bowskill, 2010; Britton, 1970; Coultas, 2012; Enghag, Gustafsson & Jonsson, 2019; Harris & Ratcliffe, 2005; Howe, 1992; Kerawalla, Petrou & Scanlon, 2013; Mercer, 1995; Rojas-Drummond, Torreblanca, Pedraza, Velez & Guzman, 2013; Sutherland, 2006).
International research on exploratory-cumulative talk found and confirmed its educational potential in collaborative activities in that learners improve their reasoning skills, work better together and also get better at solving problems as negotiation for meaning, both at group and individual level.
Bransford and the National Research Council, in How People Learn (2012), point out the value of such social interaction for cognitive engagement in group learning: Teachers must attend to designing classroom activities and helping learners organize their work in ways that promote the kind of intellectual camaraderie and the attitudes toward learning that build a sense of community.