Teaching Methods Hypothesis and Null Hypothesis Quantitative

Teaching Methods

Hypothesis and Null Hypothesis

Quantitative Methods and Qualitative Methods

Engagement Theory

Constructivist Learning Theory

Group Work and Team Work

Drama, Role Playing

The paper is a research proposal which discusses the issue of teaching methods that are unable to deliver students with the required level of translational skills for students enrolled in Language and Translation courses in colleges. The research will be based on finding the problems with the current teaching methods and the consequences of the flaws. The research is also aimed to find out possible solutions by evaluating the teaching methods which can be used to improve the current structure.

The Problem Statement:

The students of Translation and Languages in Colleges usually face a lot of problems in developing required translation skills that are must for a professional qualified translator. There are a number of reasons that cause the problems in acquiring the level of translation skills. The consequences of weak translation skills lead to the students not getting appropriate jobs and lack of professional competency. The students of languages and translation are highly affected as a consequence because they do not get the jobs that they hope for and are unable to build a successful career. The reputation of the colleges is also at stake as the rates of enrollment in such courses have declined because of the lack of a secure future as a professional qualified translator. (Shneiderman, 2010)

The main cause of the lack of qualified translation skills are the teaching methods that do not allow the competencies to develop and reach a level which is required for the students to get translation jobs. The teaching methods are too theoretical and lack practical implementation of the course material. The focus of the teaching methods is on the memorization of the keywords and basic language concepts although the focus should be on the delivery of speech and selection of appropriate words. (Alavi, 2011) An objective approach in required to deal with the problem as the efficiency of the courses needs to be quantified in order to identify the loopholes and suggest new teaching methods on the basis of a quantitative analysis of the options available to the Colleges.

The Purpose Statement:

The paper discusses the reasons behind the lack of proper teaching structures in the colleges that do not allow the translation skills of the students to develop. The purpose of the report is to research the factor that needs to be rectified in the teaching methods and propose new teaching methods that are required to develop the translation skills needed for the students to have a successful career as a professional qualified translator. (Patricia, 2008)

There are a number of new teaching methods that have emerged with the development of the online teaching methods and social networking websites. A quantitative analysis will help the colleges in looking for new teaching methods based on higher level of interactivity and technology which will enable the students to develop better translational skills.

Research Questions:

The following are the research questions for the research. These questions are based on identifying the causes of the failure in development of required translation skills and to evaluate the alternate teaching methods that can be used to replace the previous teaching methods and educate students in a way which can help them in gaining professional competence as qualified translators.

What are the flaws in the current teaching methods which are causing the students in attaining required translation skills?

How are the students affected by the lack of translations skills developed in colleges and universities?

Can the students of Language and Translation courses qualify for professionally qualified translator jobs?

How much has the student enrollment rate dropped because of the lack of translation skills development in Translation and Language Courses?

How many teachers are satisfied with the current teaching methods applied in the Language and Translation courses?

What are the new teaching methods that can be used in colleges for Language and Translation courses?

Which one of the teaching methods can be most beneficial in developing translation skills required for students?

Hypothesis and Null Hypothesis

The following are the hypothesis and null hypothesis for the research:

Null Hypothesis: The current teaching methods are sufficient enough for the students to acquire the required translation skills for a career as a professional qualified translator.

Hypothesis: Colleges need to change the teaching methods in Translation and Languages courses as the current methods are insufficient to develop the translation skills required for a career as a professional qualified translator.

Quantitative Methods and Qualitative Methods:

The research will include qualitative and quantitative methods. The qualitative methods will be based on the interviews and focus groups held with college administration, teachers and students enrolled in such programs. The qualitative analysis will help in analyzing the deep rooted insights of the research problem. The interviews with administration will aid in focusing on the priority given by students to such courses and the opportunity of a career after attaining required translation skills. The interviews with teachers will focus on the current teaching methods that have been used by them and their suggestions on improving the standard of education provided. Finally the students will be interviewed in order to gain their view on how much competent do they feel after clearing such courses and what they feel can be improved to help them in their courses structure.

The quantitative methods will also be used for the objective analysis of the research. Various sampling methods will be used to attain quantitative information through distributing questionnaires in different colleges. The questionnaire will cover all the aspect of the research questions that will help the researcher to develop an objective analysis about the findings. Different statistical tools will also be used to get a clear picture of the findings of the research.

Theoretical Framework:

The following are the four theories that can be used in the theoretical framework for the research:

Engagement Theory:

The engagement theory is currently not applied in the Colleges teaching the Translation courses. The theory suggests a model of learning which is based on technology and integrates many elements of learning that had been employed in the past. The idea is to engage the students in class participation through various virtual exchanges and a much friendlier atmosphere which is provided through the aid of technology. Hiltz, an expert in online teaching methods mentions that the role of social networking is often used in order to create a higher level of engagement of students with each other. (Hiltz, 2004)

Constructivist Learning Theory:

The theory is based on the presumption that students can learn the most when they are actively involved in the teaching process when they are able to receive information passively. Learners are allowed to learn in an environment where they can express themselves and interpret meanings on their own understanding. Critical thinking is promoted through independent learning where the role of teacher is restricted to only facilitating the students. Bain Ken mentions that the active involvement mixed with a democratic environment can foster better translation skills of students. (Bain, 2004)