La enseñanza de la teoría de interpretación por medio del aprendizaje ‘bola de nieve’ (snowballing): su recepción entre estudiantes y el efecto sobre su competencia, motivación y actitud auto-percibida hacia la teoría
DOI:
https://doi.org/10.58859/resla.1225Resumen
La literatura indica que la teoría de la traducción e interpretación es beneficiosa y que los estudiantes tienen una actitud positiva hacia ella, reforzando la convicción de que la teoría debe ser un componente del currículo. Dado que los estudiantes tienen expectativas sobre cómo se debe enseñar la teoría, y que es un desafío la enseñanza de teoría de una manera que genera experiencias positivas de aprendizaje y fomenta la internalización y su aplicación, un tema apremiante que debe abordarse es cómo enseñar la teoría. Este artículo tiene como objetivo proponer el uso del aprendizaje ‘bola de nieve’ (snowballing) como un enfoque transformador de la enseñanza de la teoría y explorar su recepción entre los estudiantes y el efecto sobre su competencia, motivación y actitud auto-percibida hacia la teoría. Participaron veinte estudiantes de interpretación. Se utilizó una escala diferencial semántica para comparar las percepciones del aprendizaje bola de nieve entre los estudiantes con las de sus experiencias de aprendizaje previas. Se utilizó un diseño de pruebas antes y después por un grupo para verificar el efecto del aprendizaje bola de nieve. El estudio proporciona nueva evidencia de que la motivación de los estudiantes a aprender la teoría incluye la regulación identificada y la motivación intrínseca, y que el aprendizaje bola de nieve está bien recibida entre los estudiantes y mejora la competencia, la motivación y la actitud percibidas por los estudiantes hacia la teoría.Estadísticas globales ℹ️
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