AN EVALUATION OF PROJECT-BASED LEARNING: A TURKISH ‘LINGUISTICS FOR TRANSLATORS’ STUDENTS’ CASE

A learning environment should be designed in such an innovative way that English as a second and foreign language learners can easily improve and enjoy their learning. Considering the essentials of a learning environment, and the importance of teaching linguistics in a convenient and appealing method, this paper discusses project-based learning (PBL) with an empirical study. The study presented in this paper investigated Turkish students’ perceptions of learning linguistics for translators through a PBL method. Fifteen participants who attended a two-semester “Linguistics for Translators” course in the classroom took part in the study. As part of their course, they were assigned to a project assignment in order to improve their understanding of both linguistics concepts and the relationship between linguistics and translation and prepared it based on six phases: Initiation, definition, design, development, implementation and follow-up phases. Data collected from a questionnaire showed that the participants had a positive view on studying a “Linguistics for Translators” course, and PBL played a vital role in enhancing learning. This study shed light on more issues such as collaboration and the design of PBL in order for learners to have more effective learning.

Keywords:

Project-Based Learning, Linguistics, English as a Second Language Beliefs, Collaboration.,

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