Author(s)

Yougen Lou¹, Yueqing Du¹, Zejuan Li¹, Pin Gong¹, Yangmei Li²

¹School of Foreign Studies, Yangtze University, Jingzhou City, China.
²Gong’an County No. 1 Middle School, Gong’an, China.

This paper reviewed a one-term experiment on the flipped classroom model in teaching translation skills to 124 first-year non-English-majored undergraduate students from Yangtze University as participants. Participants in this study consisted of 62 non-English-majored undergraduate students in the control group (CG) and 62 non-English-majored undergraduate students in the treatment group (TG). The process of the flipped classroom model in translation teaching and learning was divided into the three parts: outside of the flipped classroom, inside of the flipped classroom and outside of the flipped classroom. The results showed that: 1) compared with a teacher-dominated approach for CG, the flipped classroom translation model instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the flipped classroom model in translation teaching and learning.

The Flipped Classroom, Translation Class, Performances

Lou, Y. , Du, Y. , Li, Z. , Gong, P. and Li, Y. (2017) Effect of the Flipped Classroom Model on Chinese Non-English-Majored College Students’ Translation Skills. Open Journal of Social Sciences, 5, 270-281. doi: 10.4236/jss.2017.54024.