A STEP-BY-STEP APPROACH (SCAFFOLDING) IN TEACHING WRITTEN TRANSLATION
Keywords:
Written translation, scaffolding, step-by-step approach, translation teaching, translation competence, learner autonomy, guided practice, translator training.Abstract
This article examines the pedagogical significance of the step-by-step approach (scaffolding) in teaching written translation. The study explores the theoretical foundations of scaffolding and analyzes its role in developing students' written translation competence. Particular attention is given to the stages of scaffolded instruction, including pre-translation support, guided translation practice, and independent translation performance. The article argues that gradual instructional support helps students overcome learning difficulties, improve translation quality, and develop professional skills such as critical thinking, revision, and learner autonomy. The findings provide practical recommendations for integrating scaffolding strategies into written translation classes in order to enhance the effectiveness of translator training.
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