LEARNING THROUGH REAL ASSIGNMENTS IN THE AUDIOVISUAL TRANSLATION CLASSROOM

The educational system is more and more interested in training not only individuals capable of integrating theoretical knowledge, values, and attitudes, but also competent professionals in their fields of expertise (Gil Montoya et al, 2007). Consequently, different tasks oriented to recreate the professional environment are being included in university programmes, with the aim of fostering student motivation and self-learning (Cifuentes and Meseguer, 2014; Meseguer and Ramos, 2014; Ramos and Meseguer, 2015). The present study aims at testing whether professional practices in the translation classroom can bring better learning results than predesigned tasks. With this aim in mind, a translation project was included in the programme of the course "Introduction to Audiovisual Translation" taught by both authors at the University of Murcia. In the present paper, we describe the working process designed to achieve in classroom environment the quality standards required by the client, and give an account of the students' response to such a Ramos, M. & Meseguer, P. (2015). Learning through real assignments in the audiovisual translation classroom. Current Trends in Translation Teaching and Learning E, 2. 72-96. learning experience. Our results show that working with professional assignments in the translation classroom can foster students' motivation and improve the quality of their performance.