|Publication type:||Conference poster|
|Type of review:||Not specified|
|Title:||Training feedback cultures : growing translation expertise|
|Authors :||Massey, Gary|
|Conference details:||Didaktik an Fachhochschulen: Selbstorganisiertes Lernen, Wädenswil, 25. Juni 2014|
|Subjects :||Kollaboration; Feedbackeffekt; Übersetzungsdidaktik; Aktionsforschung|
|Subject (DDC) :||370: Education |
418.02: Translating and interpreting
|Abstract:||Translation expertise appears to be achieved largely through a combination of proceduralisation and metacognition, emerging over time under conditions of deliberate practice involving well-defined tasks of appropriate difficulty and the impact of informative feedback. Alongside the deployment of process-oriented techniques to heighten learner awareness and stimulate feedback, the use of authentic, collaborative projects in translator education is designed to expose students to the practices, actors and factors of the situated translation event, fostering learner autonomy and empowerment. Yet the multiple roles of the participants indicate the complex relationship between professionalism and expertise: In the co-emergent setting of project-based collaboration, role distinctions between teaching professionals and non-professional learners are necessarily blurred, and the nature, forms and sources of effective feedback, in particular, remain under-explored. Teachers at our institute have long been conducting authentic team translation projects in the classroom. Along lines proposed by Kiraly (2012), we have initiated a qualitative action-research study to investigate learner, teacher and client/user reactions in co-emergent learning scenarios among MA translation students. Using triangulated data from self- and peer assessment, teacher evaluation and client/user responses, together with learning journals focussed on feedback effects, we present the design and results of the project and study, drawing implications for the issue of productive feedback cultures and suggesting how collaborative learning and action research may fruitfully be integrated in other disciplines.|
|Fulltext version :||Published version|
|License (according to publishing contract) :||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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