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Article published In:
Babel
Vol. 64:5/6 (2018) ► pp.819–839

The effects of students’ self-regulation on translation quality

| University of Lodz

The article is an attempt to enter into the area of metacognitive translation studies – or metacognitive translator studies – that has so far received scant coverage, and devote closer attention to the translator’s self-regulatory activity. Self-regulation seems crucial in the development of translation expertise, “especially outside of optimally structured work environments, training academies, and other places with defined translation workflows and opportunities for feedback” (Shreve 2006: 32). The article focuses on the role and nature of self-regulation in translator training. Having identified the issues that emerge from educational theories for translator training, the author analyses the approaches to metacognition in the area of translation education. In an attempt to contribute to the discussion of the multifaceted nature of translator competence, the author investigates the correlation between translation trainees’ self-regulatory activity and the quality of their translation as reflected in their translation grades.

Keywords: translator training, translator competence, metacognition, self-regulation, self-reflection
Article outline
  • 1.Introduction
  • 2.Theories of metacognition and self-regulation
  • 3.Self-regulation in translator training
  • 4.Researching the impact of students’ self-regulation on translation quality
    • 4.1Research design and method
    • 4.2Results and discussion
  • 5.Conclusion
  • References
Published online: 28 January 2019
DOI logo
https://doi.org/10.1075/babel.00064.pie
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