Effects of problem-based learning on instrumental translation competence

• Autores: Silva Nieves, Daniel, Fuster Guillén, Doris, Norabuena Figueroa, Roger Pedro, Ramírez Asís, Edwin Hernán, Aguirre Jiménez, Ana Beatriz
• Formato: artículo
• Fecha de Publicación: 2020
• Institución: Universidad Peruana Unión
• Repositorio: Revistas Universidad Peruana Unión
• Lenguaje: español
• OAI Identifier: oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/455
• Enlace del recurso: https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/455
• Nivel de acceso: acceso abierto
• Materia: Translation and interpretation, problem-based learning, translator instrumental competence.; Traducción e interpretación, aprendizaje basado en problemas, competencia instrumental traductora.

This study sets out to establish the effects of problem-based learning on translator instrumental competence in students of the School of Translation and Interpretation of a private university in the city of Lima. Focused on the search for explanations regarding ability to know how to translate, present and absent in university students and if this competence was due to the multiple tasks assigned. Developed within the neo-positivist paradigm, quantitative approach, substantive type, non-experimental design, deductive hypothetical method. The population consisted of 233 students and the sample of 145 calculated by random probabilistic sampling, which were supplied with a battery of questions (Likert scale). Which were validated by content, the reliability of high consistency for both variables established by Cronbach's Alpha. The hypothesis test was carried out through Spearman's Rho correlation coefficient, whose value was 0.852 (p> 0.05), from which it was concluded that problem-based learning does not significantly influence the translational instrumental competence of students, however We identify that 80% of students present strategies in the elaboration of tasks as well as instrumental translation competence.