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

Washbourne, Kelly

doi:10.1080/0907676x.2013.827225

Cited by 14 publications

(6 citation statements)

References 30 publications

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“…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%

Understanding students’ motivation in translation learning: a case study from the self-concept perspective

Liu

Yu²

2019

Asian. J. Second. Foreign. Lang. Educ.

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To meet the increasing needs for translators and interpreters, Master of Translation and Interpreting (MTI) program was launched in Chinese universities. Discussion on how to cultivate MTI students who are supposed to be excellent users of foreign language except their mother tongue attracts many Chinese researchers, while little is done from the perspective of students, the main stakeholders of the program. Therefore, this case study, informed by self-concept theories, tracked one MTI student in a Chinese key university, to investigate factors influencing students' learning motivation and their response towards the influence. Using the student's diaries reflecting on daily translation training and the semi-structured interviews, the study found significant others, self-perceived ability, curriculum, and coursework played significant roles in the ebbs and flows of translation learning motivation. The findings also reveal the dynamic interaction among students' self-representations (including the ideal self, the ought self, the actual self, and the feared self) in the dynamic context. This paper not only provides a new understanding to the translation education by incorporating students' voice into professional training, but also offers advice for MTI program management.

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Section: Introductionmentioning

confidence: 99%

Understanding students’ motivation in translation learning: a case study from the self-concept perspective

Liu

Yu²

2019

Asian. J. Second. Foreign. Lang. Educ.

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“…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%

“…According to Washbourne (2014), most of the emerging literature on how translators make choices is still restricted to 'issues of risk assessment, or to textual interpretation and evaluation'. Only rarely does it focus on 'novice translator's choices about solution paths, text selection, peer assessment, or learning networks and careers'.…”

Section: Literature Review Of Autonomous Learning In Translation Educmentioning

confidence: 99%

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Cultivation of Student Translator Autonomy in UK Higher Education

Xiao-qing¹,

Morris²

2021

ELT

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This study, based on two questionnaires directed to translation lecturers in UK Higher Education (HE), aims to explore the teacher awareness of learner autonomy in the UK university translation classroom, and the extent to which students of translation are encouraged to become autonomous learners. It covers six aspects of translation education, i.e., objective setting, learning strategies, resources, technology, learner reflection and assessment, and teacher’s role. The results provide insights to the teachers’ understanding of student choice, control and responsibility in autonomous translation learning. The findings suggest that the translation students in UK HE are offered the most choice in translation resources and technologies, and the least choice in co-deciding translation syllabi, specialized professional goal and teaching materials; they seem to share consistent control with their teachers over the whole learning process, from goal-setting, to translation task completion, group collaboration, final version and translation quality criteria decision, to self-evaluation and reflection; they are encouraged to take responsibility for their translation products, collaboration in class, for learning to translate, and learning to evaluate and reflect. Nevertheless, the importance of encouraging student self-evaluation, peer-evaluation and self reflection in UK translation education seems to be underestimated, and is recommended to be brought to the forefront of further research.

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“…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%

Epistemological Approaches to Legal Translation Education: A Situated Account

Carrasco¹

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

Cited by 14 publications

References 30 publications

Understanding students’ motivation in translation learning: a case study from the self-concept perspective

Understanding students’ motivation in translation learning: a case study from the self-concept perspective

Cultivation of Student Translator Autonomy in UK Higher Education

Epistemological Approaches to Legal Translation Education: A Situated Account

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