Applying Blended Teaching and Social Constructivism with L2 Motivational Self System to Enhance Translation Learning
Keywords:
blended teaching; social constructivism; L2 Motivational Self System; translation competenceAbstract
Translation learning poses significant challenges for both students and teachers due to its complexity and high demands on bilingual proficiency. Limited class hours and monotonous teaching methods further aggravate these difficulties. Based on the L2 Motivational Self System (L2MSS), this study explores how students’ learning motivation can be utilized to improve translation instruction. Guided by social constructivism theory, a blended translation teaching approach was designed, integrating online resources from platforms such as the Chaoxing learning platform with classroom activities. The study involved one experimental class (EC, n=48) and one control class (CC, n=48), a mixed-methods approach was employed, combining quantitative data analysis via SPSS with qualitative data analysis through thematic analysis. The results revealed improvements in students’ translation proficiency and demonstrated how sustained motivation positively influences learning outcomes. By bridging motivational factors with blended pedagogy, this research offers practical insights for translation teaching in Chinese application-oriented universities, it also suggests areas and directions for future study.
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