This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.
The article is an attempt to enter into the area of metacognitive translation studies – or metacognitive translator studies – that has so far received scant coverage, and devote closer attention to the translator’s self-regulatory activity. Self-regulation seems crucial in the development of translation expertise, “especially outside of optimally structured work environments, training academies, and other places with defined translation workflows and opportunities for feedback” (Shreve 2006: 32). The article focuses on the role and nature of self-regulation in translator training. Having identified the issues that emerge from educational theories for translator training, the author analyses the approaches to metacognition in the area of translation education. In an attempt to contribute to the discussion of the multifaceted nature of translator competence, the author investigates the correlation between translation trainees’ self-regulatory activity and the quality of their translation as reflected in their translation grades.
This paper presents results of numerical investigation on a controllable airfoil flow separation phenomena practically applied in Formula One racing by a device called the F-duct. Separation is forced by air jets from slots located at different positions on the profile of the dual element wing and is intended to reduce aerodynamic drag. Slot position and the air jet velocity are the main parameters controlling the flow separation. The flow structure, surface pressure distribution, and the generated downwards lift and drag forces were investigated in this study. Two different flow separation structures have been recognised. Typically, wing stall is correlated with an increase in aerodynamic drag force. However, in the case of the finite wing with low aspect ratio, the induced drag is dominant and is proportional to the downforce. Therefore, flow separation on the wing increases the profile drag while simultaneously reducing the induced drag, resulting in a decrease in the total aerodynamic drag.
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