2013
DOI: 10.1080/0907676x.2013.827225
|View full text |Cite
|
Sign up to set email alerts
|

The self-directed learner: intentionality in translator training and education

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

0
6
0

Year Published

2019
2019
2023
2023

Publication Types

Select...
5
2
1

Relationship

0
8

Authors

Journals

citations
Cited by 14 publications
(6 citation statements)
references
References 30 publications
0
6
0
Order By: Relevance
“…In recent years, there has been a growing interest in the study of professional translation education (e.g. Davitti & Pasquandrea, 2014;Jääskeläinen et al, 2011;Li, 2018;Washbourne, 2014). In the context of China, translation, which was once "an elitist programme taught at a small number of highly specialised colleges and institutes" (Y.…”
Section: Introductionmentioning
confidence: 99%
“…In recent years, there has been a growing interest in the study of professional translation education (e.g. Davitti & Pasquandrea, 2014;Jääskeläinen et al, 2011;Li, 2018;Washbourne, 2014). In the context of China, translation, which was once "an elitist programme taught at a small number of highly specialised colleges and institutes" (Y.…”
Section: Introductionmentioning
confidence: 99%
“…Fourthly, Benson's (2001) six-fold approaches to autonomy in language learning influenced the research and generated the following six aspects of translation education survey. His approaches include: (a) curriculum-based approaches (control over classroom decisions), (b) learner-based approaches (development of autonomous learning skills), (c) resource-based approaches (independent use of learning resources), (d) technology-based approaches (independent use of learning technologies), (e) classroom-based approaches (learner control, self-assessment), and (f) teacher-based approaches (control over curriculum decisions) (Washbourne, 2014). Accordingly, rather than asking university translation teachers in the UK the direct question 'how conscious are you of learner autonomy in your translation classroom?…”
Section: Methodsmentioning
confidence: 99%
“…Thus Zhong's (2008) empirical study of self-directed translation learning at the University of New South Wales may be seen as one of the first research studies into learner autonomy in translation education, promoting, as it does, a focus on the learner as individual. In the same vein, in order to train translators to take ownership of learning and to become autonomous learners, Washbourne (2014) suggests adapting Benson's (2001) six-fold model of autonomy based on resource, technology, learner, classroom, curriculum and teacher from language learning to translation learning, and considers the essential value of autonomy from this model as choice, meaning self-determination. Furthermore, he discusses intentional learning, in other words, the self-directed process of a learner toward achieving a learning goal without systematic instructions from others (Washbourne, 2014), and summarizes eight important correlated concepts for intentional learning in translator training-challenge-seeking behavior, tolerance of ambiguity, ethics, creativity, self-management, learning to learn, reflection and empowerment, of which, the latter three are of our most interest.…”
Section: Literature Review Of Autonomous Learning In Translation Educmentioning
confidence: 99%
See 1 more Smart Citation
“…Working on those grounds, an ecological approach to legal translation education, based on Van Lier's works (2004,2010) seems to fit the model that the epistemological assumptions presented in this dissertations is after, complemented by the insightful remarks on self-directed learning put forward by scholars like Washbourne (2014).…”
Section: Final Remarksmentioning
confidence: 72%