|Title:||Products of what processes? : combining cognitive and socio-technical aspects of process-oriented translator education|
|Authors :||Massey, Gary|
|Publisher / Ed. Institution :||University of Melbourne|
|Publisher / Ed. Institution:||Melbourne|
|License (according to publishing contract) :||Licence according to publishing contract|
|Subjects :||Socio-technical system; Translation process research; Translation; Translator education|
|Subject (DDC) :||418.02: Translating and interpreting|
|Abstract:||Since Krings’ (1986) ground-breaking exploration of translators’ cognitive processes, a variety of tools and techniques have been applied to investigate the way student and professional translators go about producing their target texts. A number of these have been successfully deployed in translator education to stimulate learner reflection and self-regulation, more recently in the increasingly popular use of screen recording combined with forms of intro- or retrospection and peer evaluation. Some research also indicates that certain process measures correlate with translation quality and could even predict subsequent performance, suggesting that the traditionally product-oriented diagnostic, formative and summative assessment of translation performance might be complemented by readily applicable criteria based on observable actions and behaviour – as opposed to the more widespread reliance on descriptive self-report to access learners’ processes. Yet, due to their narrow focus on individual cognitive activity at the human-computer interface, these teaching and assessment methods cannot encompass the full socio-technical event of professionally situated translation, which learners are often left to discover in authentic experiential scenarios. In this talk, I therefore consider the feasibility of an integrated approach to incorporating methods oriented on internal (cognitive) and external (socio-technical) processes into translator education. After looking at ways in which such methods have been applied, researched and evaluated discretely, I shall sketch out opportunities for combining the two distinct but related aspects of process orientation in teaching and didactic research.|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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