Abstract
Due to the impact of global communication, the quality of undergraduate linguistics education has been highlighted to foster language talents and to meet the requirements of different fields in social development. This paper discusses how a design theory, Environment-Based Design (EBD) can support a translation course design in undergraduate linguistics education. The EBD methodology provides a step-by-step procedure to deliver solutions (i.e., action plans for instructional redesign) based on three activities: environment analysis, conflict identification, and solution generation. This work conducts a case study to compare the effectiveness of micro-lecture teaching developed with EBD with the traditional translation course practice. The results show a successful example about how design theory can transform the linguistics education.
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