Translator Education and Metacognition

Abstract

Translator training has undergone major changes over the last two decades. One of those changes is a transition from training courses organized around a series of translation difficulties to a conception of training organized around a set of skills and competencies that have emerged as the product of interdisciplinary research on translation and educational science. Helping students to take better control of their own learning is an aspect that can be influenced by knowledge produced in educational research. Metacognition as knowledge produced in educational science can contribute to this transition. This chapter highlights the metacognitive dimension of translation and shows that metacognition can help translation students to become responsible for their own learning. Finally, the author presents the results of a study that allowed him to identify and define metacognitive factors that help learners succeed in their transition from university to the labor market. Some crucial aspects of training are overlooked when it focuses exclusively on disciplinary knowledge.

Colour as a Metacognition Enhancing Strategy in Scientific Translators’ Education

“…Colour as a metacognition-enhancing strategy in scientific translators ' education. Current Trends in Translation Teaching and Learning E Learning E,10, https://doi.org/10.51287/cttl20234 102 their translation process and the quality of their translations and can be used to help translation students engage in various metacognitive processes (Echeverri, 2015). In addition, the use of a colour code revealed usefulness in the prospective analysis and detection of translation problems, which is indicative of an improvement in knowledge application.…”

“…On the contrary, when knowledge is connected randomly, i.e., when metacognitive bundling does not occur, we often fail to retrieve it or apply it properly, which will probably make us feel less confident (Ambrose et al, 2010;Angelone, 2015;Angelone & Shreve, 2011). As suggested by Echeverri (2015), goal-oriented reflective practice combined with constructive, targeted feedback helps translation students engage in various metacognitive processes aimed at improving their capability to monitor and evaluate their learning process, which will eventually lead them to better organize knowledge and improve the quality of their learning. In the field of translator competence acquisition, recent studies have pointed to the need to incorporate tasks that contribute to improving the metacognitive activity of students by enhancing self-awareness and self-efficacy (Araghian et al, 2018;Ayllón et al, 2019;Chen, 2019;Haro Soler, 2019;Konttinen, 2022).…”

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

“…Recently, the complexity of the translation market has attracted translation scholars to study the effects of the metacognitive approach on translator trainees. Echeverri (2015) suggests that metacognitive awareness enhances trainee translators' ability to monitor their translation process, evaluate their decisions, and make adjustments accordingly. Echeverri proposes incorporating metacognitive training techniques into translator education programs to cultivate these skills.…”