References
- Aguilar, M. (2016). Seminars. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes. Pedagogic genres (Vol.5, pp. 335–347). Routledge.
- American Council on the Teaching of Foreign Languages. (2012). ACTFL proficiency guidelines 2012. https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
- Arvaja, M., & Pöysä-Tarhonen, J. (2013). Tracing discursive processes of shared knowledge construction in a technology-enhanced higher education setting. Interactive Learning Environments, 21(4), 321–337. https://doi.org/10.1080/10494820.2011.559171
- Baer, B. J., & Koby, G. S. (2003). Translation pedagogy: The other theory. In B. J. Baer & G. S. Koby (Eds.), Beyond the ivory tower. Introduction (pp. i–viii). John Benjamins.
- Batshaw, M. L., Pellegrino, L., & Roizen, N. J. (2019). Children with disabilities (8th ed). Paul H. Brookes Publishing Co.
- Bergmann, J., & Sams, A. (2007). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
- Billings, L., & Fitzgerald, J. (2002). Dialogic discussion and the paideia seminar. American Educational Research Journal, 39(4), 907–941. https://doi.org/10.3102/00028312039004905
- Boase-Beier, J. (2014). Stylistic approaches to translation (Translation theories explored). Routledge.
- Bogain, A., & Thorneycroft, V. (2006, July). Translation, theory and practice: An interactive approach. Proceedings from the Crossing Frontiers: Languages and the International Dimension conference held at Cardiff University. CILT, the National Centre for Languages and the Subject Centre for Languages, Linguistics and Area Studies.
- Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
- Cao, L. (2012). On the curriculum design for MTI programme. Academic Degrees & Graduate Education, (4), 30–34.
- Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), 23–33. https://doi.org/10.1177/1469787410387724
- Chai, M. J., & Wang, J. (2017). Translation teaching reform in the technological era – construction of didactic corpus for MTI. Technology Enhanced Foreign Language Education, (6), 25–31.
- Chun, L., & Wang, X. D. (2016). A brief analysis of the problems in MTI education in featured universities and colleges. Academic Degrees & Graduate Education, (11), 42–45.
- Dick, W., Carey, L., & Carey, J. (2014). Systematic design of instruction (8th ed). Pearson.
- Dong, H. X., & Zhang, K. Y. (2016). A study on the teaching model of translation workshop in MTI education based on the cloud-computation learning platform. Technology Enhanced Foreign Language Education, (1), 56–61.
- Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5–13. https://www.jstor.org/stable/44428716
- East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. John Benjamins Publishing Company.
- Elmgrab, R. A. (2013). Implication for translation teaching pedagogy: A case of Benghazi University. Procedia-Social and Behavioural Sciences, 70, 358–369. https://doi.org/10.1016/j.sbspro.2013.01.073
- Feng, S. B., & Fu, X. Z. (2017). On the current development and problems of MTI education. Education Teaching Forum, (44), 58–59.
- Feng, Q. G., & Miao, J. (2009). Implementing case method teaching to train professional translators. Shandong Foreign Language Teaching Journal, (6), 28–32.
- Galán-Mañas, A., & Hurtado Albir, A. (2010). Blended learning in translator training: Methodology and results of an empirical validation. The Interpreter and Translator Trainer, 4(2), 197–231. https://doi.org/10.1080/13556509.2010.10798804
- Gaspari, F. (2003). Relevance of parallel corpora to the latest developments of machine translation and computer-assisted translation. International Journal of Translation, 15(1), 27–42.
- Gile, D. (2008, May). Chinese BTIs and MTIs: A golden opportunity. A plenary lecture given at China’s 7th National Conference and International Forum on Interpreting, Guangdong University of Foreign Studies.
- González-Davies, M. (2004). Multiple voices in the translation classroom: Activities, tasks, and projects. John Benjamins.
- Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies: A Journal of the American Educational Studies Association, 45(1), 39–58. https://doi.org/10.1080/00131940802546894
- Greener, S. (2015). Thinking about students. Interactive Learning Environments, 23(4), 403–404. https://doi.org/10.1080/10494820.2015.1057407
- Gunel, M. (2008). Critical elements for the science teacher to adopt a student-centered approach: The case of a teacher in transition. Teachers and Teaching Theory and Practice, 14(3), 209–224. https://doi.org/10.1080/13540600802006095
- Herrmann, K. J. (2013). The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), 175–187. https://doi.org/10.1177/1469787413498035
- House, J. (2001). Translation quality assessment: Linguistic description vs social evaluation. Meta, 46(2), 243–257. https://doi.org/10.7202/003141ar
- Huggins, D. W., & Coghlan, C. L. (2004). Social stratification and life chances: An interactive learning strategy for criminal justice classes. Journal of Criminal Justice Education, 15(2), 413–428. https://doi.org/10.1080/10511250400086051
- Hurtado Albir, A. (2007). Competence-based curriculum design for training translators. The Interpreter and Translator Trainer, 1(2), 163–195. https://doi.org/10.1080/1750399X.2007.10798757
- Inoue, I., & Candlin, C. N. (2015). Applying task-based learning to translator education: Assisting the development of novice translators’ problem-solving expertise. Translation and Interpreting Studies, 10(1), 58–86. https://doi.org/10.1075/tis.10.1.04ino
- Ivanova, O. (2016). Translation and ICT competence in the globalized world. Procedia - Social and Behavioral Sciences, 231, 129–134. https://doi.org/10.1016/j.sbspro.2016.09.081
- Kashef, S. H., Khorasani, R., & Zahabi, A. (2014). Investigating the effect of a learning-centered instruction on non-English major students’ attitudes toward English course. Social and Behavioral Sciences, 98, 859–863. https://doi.org/10.1016/j.sbspro.2014.03.492
- Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. St Jerome.
- Kiraly, D. C. (1997). Collaborative learning in the translation practice classroom. In E. Fleischmann, W. Kutz, & P. A. Schmitt (Eds.), Translationsdidaktik (pp. 152–158). Narr.
- Kiraly, D. C. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. https://doi.org/10.7202/012063ar
- Kiraly, D. C. (2006). Beyond social constructivism: Complexity theory and translator education. Translation and Interpreting Studies, 1(1), 68–86. https://doi.org/10.1075/tis.1.1.05kir
- Kiraly, D. C. (2012). Growing a project-based translation pedagogy: A fractal perspective. Meta: Translators’ Journal, 57(1), 82–95. https://doi.org/10.7202/1012742ar
- Kiraly, D. C. (2013). Towards a view of translator competence as an emergent phenomenon: Thinking outside the box(es) in translator education. In D. Kiraly, S. Hansen-Schirra, & K. Maksymski (Eds.), New Prospects and Perspectives for Educating language Mediators (pp. 197–224). Narr Verlag.
- Kiraly, D. C. (2015). A social constructivist approach to translator education: Empowerment from theory to practice. Routledge.
- Konttinen, K., Veivo, O., Holopainen, T., & Salmi, L. (2017). Multilingual translation workshop: Developing professionals in a simulated translation market. Electronic Journal of the KäTu Symposium on Translation and Interpreting Studies, 10, 150–164.
- Lacey, P. (2013). Interactive approaches to teaching and learning. In D. Hewett (Ed.), Intensive interaction: Theoretical perspectives (pp. 39–54). SAGE Publications Ltd.
- Lerner, A. M. (1999). Law & lawyering in the work place: Building better lawyers by teaching students to exercise critical judgment as creative problem solvers. Akron Law Review, 32(1), 107–153.
- Li, D. F. (2013). Teaching business translation: A task-based approach. The Interpreter and Translator Trainer, 7(1), 1–26. https://doi.org/10.1080/13556509.2013.10798841
- Li, X. D. (2018). Teaching beliefs and learning beliefs in translator and interpreter education: An exploratory case study. The Interpreter and Translator Trainer, 12(2), 132–151. https://doi.org/10.1080/1750399X.2017.1359764
- Liu, B. (2015). A proposed curriculum roadmap for “marketable” undergraduate degrees in translation: It all begins with a digital sciences information session. Current Trends in Translation Teaching and Learning E(CTTLE), 2(1), 31–71.
- Malouff, J. M., Stein, S. J., Bothma, L. N., Coulter, K., & Emmerton, A. J. (2014). Preventing halo bias in grading the work of university students. Cogent Psychology, 1(1), 1–9. https://doi.org/10.1080/23311908.2014.988937
- Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The Case for Guided Methods of Instruction. American Psychologist, 59(1), 14–19. https://doi.org/10.1037/0003-066X.59.1.14
- Mcphail, G. (2016). The fault lines of recontextualization: The limits of constructivism in education. British Educational Research Journal, 42(2), 294–313. https://doi.org/10.1002/berj.3199
- Michinov, E., & Michinov, N. (2007). Identifying a transition period at the midpoint of an online collaborative activity: A study among adult learners. Computers in Human Behaviour, 23(3), 1355–1371. https://doi.org/10.1016/j.chb.2004.12.013
- Minsky, M. (1988). The society of mind. Simon & Schuster, Inc.
- Mitchell-Schuitevoerder, R. E. H. (2014). A project-based syllabus design: Innovative pedagogy in translation studies. University of Durham.
- Mu, L. (1999). Translation teaching in China. Shanghai Foreign Language Education Press.
- Mu, L. (2008). Conceptualizing a system of translation pedagogy. Chinese Translators Journal, (1), 41–45.
- Noble, A. (2017). Formative peer review: Promoting interactive, reflective learning, or the blind leading the blind. University of Detroit Mercy Law Review, 94(3), 441–458. http://arro.anglia.ac.uk/id/eprint/703225
- Pearson, J. (2003). Using parallel texts in the translator training environment. In F. Zanettin, S. Bernardini, & D. Stewart (Eds.), Corpora in translator education (pp. 15–24). St Jerome Publishing.
- Pym, A. (2009). Translator training. http://usuaris.tinet.cat/apym/on-line/training/training.html
- Pym, A. (2011). Training translators. In K. Malmkjaer & K. Windle (Eds.), The Oxford handbook of translation studies. Pedagogy and training, Vol.7 (pp. 475–489). Oxford University Press.
- Pym, A. (2013). Translation skill-sets in a machine-translation age. Meta, 58(3), 487–503. https://doi.org/10.7202/1025047ar
- Rocca, K. A. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59(2), 185–213. https://doi.org/10.1080/03634520903505936
- Rodríguez-Inés, P. (2010). Electronic corpora and other information and communication technology tools: An integrated approach to translation teaching. The Interpreter and Translator Trainer, 4(2), 251–282. https://doi.org/10.1080/13556509.2010.10798806
- Schon, D. A. (2009). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (Jossesy Bass higher & adult education series). Jossey-Bass.
- Shaw, L., Carey, P., & Mair, M. (2008). Studying interaction in undergraduate tutorials: Results from a small-scale evaluation. Teaching in Higher Education, 13(6), 703–714. https://doi.org/10.1080/13562510802525437
- Shee, A. H.-L. (2013). In search of a modern confucius for effective teaching in law: A trial project to promote interactive learning in Taiwan. National Taiwan University Law Review, 8(2), 299–328. https://doi.org/10.3966/181263242013090802002
- Tao, Y. L. (2012). Towards a constructive model in training professional translators: A case study of MTI education programme in China. Babel, 58(3), 289–308. https://doi.org/10.1075/babel.58.3.03tao
- Tao, Y. L. (2016). Translator training and education in China: Past, present and prospects. The Interpreter and Translator Trainer, 10(2), 204–223. https://doi.org/10.1080/1750399X.2016.1204873
- Thelen, M. (2017). The practice-oriented translator training curriculum: An example. In M. Garant (Ed.), Current trends in translation teaching and learning E (CTTL E), Vol.3 (pp. 163–200). http://www.cttl.org/cttl-e-2016.html
- Thyfault, R. K., & Fehrman, K. (2009). Interactive group learning in the legal writing classroom: An international primer on student collaboration and cooperation in large classrooms. John Marshall Law Journal, 3(1), 135–164.
- Tiersma, P. M. (1999). Legal language. The University of Chicago Press.
- Tomljenovic, Z. (2015). An interactive approach to learning and teaching in visual arts education. Center for Educational Policy Studies Journal, 5(3), 75–95.
- Vandepitte, S. (2009). Entrepreneurial competences in translation training. In I. Kemble (Ed.), Eighth Portsmouth translation conference proceedings. The changing face of translation (pp. 120–130). University of Portsmouth.
- Walvoord, B. E., & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college (2nd ed.). Jossey-Bass.
- Yakovleva, N. O., & Yakovlev, E. V. (2014). Interactive teaching methods in contemporary higher education. Pacific Science Review, 16(2), 75–80. https://doi.org/10.1016/j.pscr.2014.08.016
- Zamfira, A. R. (2013). Translator training in Romania and advertising watchdogs – A functionalist approach. Procedia - Social and Behavioral Sciences, 76, 896–900. https://doi.org/10.1016/j.sbspro.2013.04.227
- Zhong, W. H. (2017). A review of the development of MTI education in the past ten years. Chinese Translators Journal, (3), 7–9.