Training Translators in the European Higher Education Area

Presas, Marisa

doi:10.1080/13556509.2012.10798834

Cited by 20 publications

(6 citation statements)

References 1 publication

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“…As indicated previously, commented translation, i.e. translating a text and writing an accompanying translation report, is particularly useful for assessing a student's competences (Delisle 1980;Hurtado Albir 1996;García Álvarez 2007;Presas 2012; This is a post-print version of the following published paper: Hurtado Albir, Amparo; Olalla-Soler, Christian (2018). " Procedures for assessing the acquisition of cultural competence in translator training", The Interpreter andTranslator Trainer, Vol.…”

Section: Translation Reports: Commented Translationmentioning

confidence: 99%

Procedures for assessing the acquisition of cultural competence in translator training

Albir

Olalla-Soler

2016

The Interpreter and Translator Trainer

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The aim of this article is to present different procedures (instruments and tasks) for assessing the acquisition of cultural competence in translator training. Firstly, we outline the basis of competence assessment in translator training, advocating a dynamic, multidimensional, criteriabased approach to assessment and explaining the need to use a wide variety of assessment tasks and instruments. Secondly, we define the concepts of culture and cultural competence and set out different proposals, before breaking cultural competence down into four sub-competences (cultural knowledge, cultural knowledge acquisition abilities, culture-related contrastive abilities, and attitudinal sub-competence) and specifying their respective components, which can be used as indicators for assessment purposes. Lastly, we put forward various procedures for assessing the acquisition of cultural competence. We organise these procedures on the basis of nine instruments, such as translation reports, catalogues of cultural references, translation process recordings and cultural portfolios. For each instrument we describe possible assessment tasks, identify assessable aspects, and state which sub-competences of cultural competence it can be used to assess.

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Section: Translation Reports: Commented Translationmentioning

confidence: 99%

Procedures for assessing the acquisition of cultural competence in translator training

Albir

Olalla-Soler

2016

The Interpreter and Translator Trainer

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“…Bu noktada, yazar, çeviri ürünlere yönelik kaleme alınan yorum çalışmalarında, öğrencinin çeviri sürecinde "baş ettiği sorunlar, deneyimlediği stratejiler ve çok dilli paralel metin taraması" gibi konu başlıklarını gündeme taşınmaktadır (2007: 183). Çeviri yorum yazılarını bir ölçme-değerlendirme aracı olarak ele alan araştırmacı Marisa Presas (2012), Avrupa Yükseköğretim Alanı'nın ["European Higher Education Area"] kurulmasını hedefleyen Bologna süreciyle birlikte çeviri eğitiminde görev odaklı bakış açısının önemi vurgulanmaktadır. Bu çerçevede, araştırmacı, görev odaklı çeviri eğitimi yaklaşımının göstergesi olan çeviri yorum yazılarını, "anlamlı öğrenme" yöntemlerine dikkat çekerek açıklamaktadır (2012: 142).…”

Section: çEviri Yorum Yazıları Hakkında Genel Bilgiunclassified

Self(reflexive) performances in technical translation training: Translation commentaries

Görgüler

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Küreselleşme hareketiyle birlikte çeviri eylemi ve çevirmen kimliği dijital ağlarda yeniden üretilmektedir. Ağlarda biçimlenen yeni çeviri pratikleri ve çevirmen kimlikleri, çeviri eğitiminde başvurulan yöntemlerin de bu doğrultuda değişip dönüşmesini zorunlu kılmaktadır. Çeviri eğitiminde, öğrencilerin (öz)düşünümsel performanslarını konu alan çalışmalar önem

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“…When reflecting on translation, students focus on constructing knowledge by searching for explanations, interpretations and predictions instead of focusing on finding the right answer (Pietrzak, 2019), thus activating learning, self-analysis, the ability to relate theoretical and practical knowledge and, eventually, the ability to identify and solve problems, which is essential in translation competence acquisition (Martínez Melis & Hurtado Albir, 2001;Presas, 2012;Angelone, 2013;Massey, 2017;Rodríguez-Inés & Fox, 2018;Angelone, 2019;Galán-Mañas, 2019;PACTE, 2019;Kovács & Harangus, 2019). A variety of approaches have been used to implement reflective learning María Teresa Veiga-Díaz in translator education, particularly process-oriented pedagogical methods, such as think aloud protocols (TAPs), IPDR logging, retrospective verbalizations, questionnaires, interviews, changes tracked in a document, post-learning reports, keystroke logging, eye tracking or screen recordings (e.g.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy and Self-Awareness in Scientific Translators' Education: A Preliminary Study

Veiga Díaz

2023

Cad. Trad.

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In this paper, we present the results of a preliminary study on the evolution of self-efficacy and self-awareness among scientific translation students throughout one semester using data collected for three academic years. The analysis was based on the two components of self-efficacy: the perception that students have of their own capabilities to perform specific activities related to scientific and technical translation and their actual capabilities to perform those activities. To assess the self-efficacy beliefs of students, we analyzed the evolution of the self-perception of students based on the results of two questionnaires, an initial assessment questionnaire on their translation habits and problems, and a final psychometric questionnaire on the perceived usefulness of the pedagogical method used and on their self-efficacy beliefs. To assess the actual capabilities of students, we analyzed the evolution of the number of errors in each translation assignment and of the academic scores of students. The comparative analysis of the diagnostic assessment questionnaire and the diagnostic assessment translation assignment revealed low self-awareness at the beginning of the semester, as evidenced by a poor correspondence between students’ perceptions and performance. In contrast, a high degree of correspondence was found between self-efficacy beliefs and academic performance at the end of the semester, which suggests that the implemented method helped students develop realistic self-efficacy beliefs.

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Training Translators in the European Higher Education Area

Cited by 20 publications

References 1 publication

Procedures for assessing the acquisition of cultural competence in translator training

Procedures for assessing the acquisition of cultural competence in translator training

Self(reflexive) performances in technical translation training: Translation commentaries

Self-Efficacy and Self-Awareness in Scientific Translators' Education: A Preliminary Study

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