Research on assessment for project-based business English translation course
Project-based teaching is a type of task-based teaching. The current research attempts to adopt project-based teaching to the business English translation course to promote learner autonomy and learner achievement. Traditional teaching focuses on the result of learning, so summative assessment is often adopted to serve this purpose. Project-based teaching, however, is more concerned with the learning process, for which summative assessment is far less than enough. Compared with the large amount of research on task-based teaching, research on language assessment to serve its purpose is relatively limited. This research is aimed at exploring an assessment model for the project-based teaching of business English translation course. Both the experimental class and the control class adopt project-based teaching, but the experimental class is assessed both summatively and formatively, while the control group is assessed only formatively. At the end of the term, a questionnaire and an interview are conducted to illicit student’s attitude toward the two types of assessment. By comparing students’ achievement and attitude, this study tries to explore a suitable model of assessment for project-based business English translation teaching.
 

Business English translation, translation competence, project-based teaching, tasks, autonomous learners