This action research study aims to analyse the ways in which vicarious learning, one of the sources of self-efficacy beliefs according to Social Cognitive Theory, can materialise in the translation classroom. To achieve this aim, a mixed methodological approach was adopted based on the following techniques: the interview, the survey, classroom observation and focus groups. Results show that vicarious learning took place in the translation classroom where this study was performed both through the students’ comparison with professional translators and between peers. More particularly, a collaborative learning environment and practices such as the presentation of translation projects by the students, role-plays or discovering the careers of previous graduates favoured vicarious learning and thus positively influenced the participant students’ self-efficacy beliefs, according to their perception. The results obtained contribute to shedding light on some ways to incorporate students’ self-efficacy beliefs in translator education, satisfying the need underlined by several authors.
RESUMEN. Ante el vacío existente en la formación de traductores en torno al desarrollo estructurado de la autoeficacia del estudiantado (Atkinson & Crezee, 2014), se presenta en este artículo una experiencia formativa implementada en el aula universitaria de traducción con el objetivo de facilitar la confianza que el estudiantado posee en sus capacidades para traducir, o autoeficacia para traducir (Bandura, 1987(Bandura, , 1997Haro-Soler, 2017a, 2017b. Dicha experiencia incluyó prácticas tan variadas como el pensamiento autorreferente, la persuasión verbal, el aprendizaje vicario o el establecimiento de objetivos que funcionan como incentivos motivacionales. Se presentarán, además, los resultados del estudio empírico-descriptivo desarrollado con el objetivo general de evaluar esta experiencia formativa desde la perspectiva de los 15 estudiantes que participaron en ella. Para ello, se recurrió a la técnica de la encuesta, que se materializó en un cuestionario en línea que arrojó datos tanto de corte cuantitativo como cualitativo. De acuerdo con los resultados obtenidos, los participantes consideran que la experiencia implementada resulta de utilidad para su formación como traductores y sugieren que este tipo de experiencias formativas, destinadas a favorecer su autoeficacia, deberían incorporarse a la formación de traductores en particular y a la Educación Superior en general.
Little attention has been paid in research to certain components of translator competence, such as "psychophysiological competence. " We study this competence and, more particularly, translator self-confidence from a dual perspective. Firstly, we adopt a theoretical approach based on the main translator competence models. Secondly, we present students' perceptions of the role of self-confidence in translator training from a qualitative study of focus groups. More specifically, we describe students' perceptions of the attention given to self-confidence in translator training, the development of their self-confidence during their training, the factors influencing that development in the classroom and the effects that self-confidence may have on them.
Resumen: Aunque en los últimos años se ha producido un creciente interés por constructos relacionados con la Psicología de la Traducción, resulta necesario continuar avanzando en su estudio . En este artículo nos centraremos en la autoconfianza y la autoeficacia del traductor, autopercepciones entre las que parece existir cierta confusión, probablemente debido a la reciente incorporación del término autoeficacia a los Estudios de Traducción. Ante esta situación, comenzaremos estableciendo las semejanzas y diferencias que existen entre las dos autopercepciones mencionadas y presentaremos una propuesta terminológica que arroje claridad a la confusión identificada. Posteriormente, revisaremos los antecedentes del estudio de la autoeficacia y de la autoconfianza del traductor, lo que nos permitirá conocer el estado en el que se encuentra la investigación en torno a estas autopercepciones e identificar líneas de investigación en las que convendría profundizar. Entre ellas cabe mencionar la influencia que la toma de consciencia de las propias capacidades puede ejercer en la autoconfianza y/o la autoeficacia del traductor, la relación que existe entre el proceso de toma de decisiones y la confianza que posee el traductor, o la relación que se da entre la autoconfianza, la autoeficacia y otras autopercepciones, como el autoconcepto. Palabras clave: Psicología del traducción; Autoconfianza; Autoeficacia; Estado de la cuestión 205 Cad. Trad., Florianópolis, v. 39, nº 2, p. 204-226, mai-ago, 2019.Abstract: Even though there has been a growing interest in constructs related to the branch of Translation Studies known as Translation Psychology in the past few years, further research is required into this topic (324)(325). This paper will focus on selfconfidence and self-efficacy, two self-perceptions whose conceptual difference is not always clear to researchers, probably due to the recent incorporation of the term self-efficacy to Translation Studies. In this paper the differences and similarities between these two psychological constructs will be established. A terminology proposal will also be presented to clarify this confusion. Moreover, previous studies on translator's selfefficacy and self-confidence will be described. This will allow us to offer a panoramic view of the research performed on these two constructs and thus to identify research lines that need to be explored. Among these lines are the influence that self-awareness can have on the development of selfefficacy and self-confidence, the relation that may exist between these two self-perceptions and the decision-making process, or the relation that may exist between self-efficacy, self-confidence and other self-perceptions, such as self-concept.
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