Phraseological Units in the Translation of English for Specific Purposes Texts through Blogging within a Flipped Learning approach
Abstract
This paper aims at verifying whether the students’ phraseological competence on the subject Specialized Translation (English), on the 4th academic year of the BA in Translation and Interpretation during the year 2019-2020, improved utilizing diverse types of tasks through blogging within the Flipped Classroom context. For this, we developed a didactic experience. These tasks were useful for learners to create their blog which focuses on the specialized themes which they studied in the subject of Specialized Translation. To assess this didactic experience, learners answered two questionnaires: an initial diagnostic in order to know about the learners’ previous knowledge on phraseological units as well as their familiarity with blogging and flipped classroom, and a second questionnaire in order to assess the learners’ progress at the end of the experiment. Moreover, we also analysed the quality of the translations utilizing evaluation metrics such as precision, recall, WER and BLEU. In addition, final assessment tools were used in order to evaluate the students’ progress.
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