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Advisor(s)
Abstract(s)
In a society increasingly mediated by technology, the medium has created unparalleled
opportunities. As a result, it has refocused educators’ attention on how technological literacy
is both an essential learning outcome in all higher education programs, and the intermediary,
the means to achieve the digital competences expected from employees. In the field of
English for Specific Purposes, and at a time when technology is perceived to enable quick
and effective access to a vast number of sources of information and knowledge, teaching a
language confronts teachers and students with divergent views that converge into what we
perceive to be interconnected paths. We critically reflect upon these interconnected paths in
order to obtain further insights on how technology, namely Machine Translation and
Computer-Aided Translation, is perceived by business communicators who are learning
English in an ESP environment. Within the premises that translation is an act of intercultural
communication, our case study addresses mirrored perceptions of the English language, the
act of translation, and the use of technological tools. Our study draws on both perspectives
and discusses how mirrored images of students and teachers converge through project-based
approaches, rooted in practical, short visual tasks with a clear and immediately visible
purpose.
Description
Keywords
English for specific purposes Task-based approach Higher education Business communication Translation Computer aided-translation Machine translation
Citation
Publisher
IATEFL Poland Computer Special Interest Group & University of Nicosia