An Integrated Approach to Assessment in Translator Training: The Value of Self-reflection

Pietrzak, Paulina

doi:10.1007/978-3-030-04978-2_7

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…The results of the study indicate the positive role an MSRI can play in translator self-training, which accords with Pietrzak's (2019) argument that reflective assessment can be used by translation teachers to foster students' metacognitive skills. Being adults, translation students are all equipped with basic metacognitive skills, and it is essential and reasonable to train them to enhance use of metacognitive self-regulation strategies that apply specifically to their area of expertise.…”

Section: Development Of Metacognitive Self-regulationsupporting

confidence: 78%

The impact of a metacognitive self-regulation inventory in translator self-training: a pre-post study with English-Chinese translation students

Zheng

Wang

2020

The Interpreter and Translator Trainer

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The goal of this study was to investigate the impact of repeated use of a metacognitive self-regulation inventory (MSRI) in translator self-training. Designed by the researchers, the MSRI includes the cognitive management strategies of planning, monitoring and evaluation. A pre-post comparison study was conducted with two groups of students. The data obtained from students' responses to the inventory, thinkaloud protocols (TAPs), post-task interviews, and translation products assessments were analyzed for triangulation purposes. The results show that an MSRI can be used as an effective tool for translator self-training. Specifically, repeated practice with the inventory in students' self-training processes can effectively increase their awareness of metacognitive self-regulation by diagnosing their strengths and weaknesses, assist them to transform declarative knowledge into procedural knowledge, promote topdown processing mode, and eventually influence the balance of their patterns of metacognitive self-regulation. Furthermore, the strengthening of metacognitive selfregulation encourages students to pay more attention to the communicative function of the translation, and ultimately enhances their translation quality, particularly in the aspects of clarity, vocabulary, morphosyntax, genre conventions, and translation's purpose and target audience.

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Section: Development Of Metacognitive Self-regulationsupporting

confidence: 78%

The impact of a metacognitive self-regulation inventory in translator self-training: a pre-post study with English-Chinese translation students

Zheng

Wang

2020

The Interpreter and Translator Trainer

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“…Whether when evaluating themselves, or other students or peers, assessment conducted by students usually serves to regulate a learning process (Pietrzak, 2019). Some authors have addressed the didactic advantages of several forms of peer evaluation.…”

Section: Controlmentioning

confidence: 99%

“…Some authors have addressed the didactic advantages of several forms of peer evaluation. These advantages include self-efficacy (Konttinen, 2021), lifelong learning (Way, 2008), critical thinking (Hegrenaes & Simonnaes, 2020;Haiyan, 2006), process knowledge (Pietrzak, 2019) and even the increasing of product quality (Pietrzak, 2018).…”

Section: Controlmentioning

confidence: 99%

Translation Assessors In and Out of Their Element

Conde Ruano

2024

dia

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Translation assessment is an activity present in many scenarios and the diverse individuals who must deal with it partly explains the variability of such activity. Previous Translation Studies have already profiled and compared both the behaviour and the results of assessments carried out by a variety of evaluators. This paper examines the main contributions concerning this issue, and adds to the field by distinguishing between the contexts in which evaluators carry out their usual work and other less paradigmatic situations. The result is a compendium of the characteristics defining the prototypical evaluator profiles as well as presenting a warning for researchers, professionals, students and teachers on the special conditions that, depending on the circumstances, affect their evaluation and make it look as a different activity. The discussion includes complex formulas characterized by the collaboration of different groups of evaluators, as well as of those whose profile is not defined always by a single role. Therefore, the present paper may serve as an inspiration for new research investigating the profiles of evaluators to open the focus and take into account the circumstances that may affect their alleged habitual activity.

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“…Pietrzak 2018) and self-reflection (cf. Pietrzak 2019a, Pietrzak 2019b). Developing such skills help both trainers and trainees move towards more autonomous translator training.…”

Section: Focus On Metacognition In Translator Trainingmentioning

confidence: 99%

Inside and Outside the Translation Classroom

Pietrzak

2020

RiL

Self Cite

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The article provides a glance at the continuing transformation in the profession of translators and its implications on translator training. The profile of the translatorhas never been unified but nowadays, following the pandemic situation in the year 2020, the profession undergoes a significant shift as a result of the economic situation and the effects of the pandemic restrictions on the condition of the labour market. The widespread use of technology and new requirements involving distance learning call for rethinking the aims of translator training. The primary purpose of the article is to signal the need for adapting translator training to foster better metacognitive skills that help translation students adapt to the evolving market. The article makes an attempt to look at the potential of distance translator training for introducing more professionalization into translator education. Moving outside the regular translation classroom to virtual training environments can in fact entail the learner transformation not only as regards technology immersion but also their autonomy.

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An Integrated Approach to Assessment in Translator Training: The Value of Self-reflection

Cited by 8 publications

References 17 publications

The impact of a metacognitive self-regulation inventory in translator self-training: a pre-post study with English-Chinese translation students

The impact of a metacognitive self-regulation inventory in translator self-training: a pre-post study with English-Chinese translation students

Translation Assessors In and Out of Their Element

Inside and Outside the Translation Classroom

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