PBL as a New Pedagogical Approach for Translator Education

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APPENDIX 2 Questionnaire This questionnaire aims to investigate your perceptions of the PBL activities. A. Please circle one of the provided choices which reflects MOST on your perceptions of the given statement. 1. The activity was useful for solving the problem. Strongly agree Agree Neutral Disagree Strongly disagree 2. The problem-solving methods you employed will be useful for future translating actions. Strongly agree Agree Neutral Disagree Strongly disagree 3. Thoughts and suggestions from your group member(s) contributed to solving the problem. Strongly agree Agree Neutral Disagree Strongly disagree 4. The workload of this activity was heavy. Strongly agree Agree Neutral Disagree Strongly disagree 5. I prefer this method to a method in which a lecture-style is used. Strongly agree Agree Neutral Disagree Strongly disagree
B. Please comment freely on the following questions 1. What did you like MOST with this activity? Why? 2. What did you like LEAST with this activity? Why?
Page 1 and 2: PBL as a New Pedagogical Approach f
Page 3 and 4: translator) provides a mere “answ
Page 5 and 6: knowledge of their specialised area
Page 7 and 8: novice-expert differences and their
Page 9 and 10: Diagram 1. Sequence of events in PB
Page 11 and 12: solving the given problem both as a
Page 13 and 14: The final stage where the subjects
Page 15 and 16: of its direct linkage with their le
Page 17 and 18: which may not be appropriate in all
Page 19: APPENDIX 1 KND chart (adapted from

PBL as a New Pedagogical Approach for Translator Education

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