Авторы: 159 А Б В Г Д Е З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Э Ю Я

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Discussion

1 Even if mnemonic devices involving visualization, acting out, and the like are

more effective memorization channels than more "intellectual" or analytical

approaches, just how appropriate are such activities to a university classroom?

In what ways are tacit assumptions about "appropriate" activities controlled by

"procedural memories" from earlier classes, in university and before? Discuss

the impact of procedural memory on students' and teachers' willingness to try

new things, enter into new experiences, and apply findings to translation

pedagogy.

2 What are some of the procedural memories that already help you to translate?

How did you acquire them? How do they work? Which ones don't work very

well yet? How might they be improved?

3 Just how useful to the translator is the knowledge about learning styles that

is presented in this chapter? Isn't it just as effective, or even more effective, to

"prefer" things unconsciously?

4 To what extent does the sequential/analytical presentation of the learning styles

in this chapter distort the complexity of human learning? What would be a

more global/contextual/intuitive way of thinking about learning styles?

5 While this book was written to appeal to as many different types of learner

as possible, it nevertheless inevitably reflects its author's learning styles in

numerous ways. For example, under "relationship-driven learners," above, it

was noted that "The focus on 'people' and 'working people' in Chapters 6 and

7 of this book will be especially crucial for this sort of learner" — those chapters

argue that relationship-driven (or people-oriented) learning is more effective

than content-driven learning, simply because that is how the author learns

best. Discussion topic 4 suggests another learning style reflected in this chapter.

Exercise 4, below, will appeal more to externally referenced and analyticalreflective

learners, exercises 5—7 to internally referenced and intuitiveexperimental

learners. How does this limit the effectiveness of the book's

approach? What could or should be changed in the book to make it more

effective? What would the book be like if based more on jour learning styles?

6 What types of teacher and teaching style appeal to you most? Why? Think of

examples from your own past experience.

7 What can students do (without angering the teacher!) to liven up a boring class?

Discuss some techniques for making yourself more actively engaged in a subject.