Vol. 18:2 (2020) ► pp.197–230
The impact of Group Dynamic Assessment on the development of translation bilingual sub-competence
Implications for translator training
For training translators in academic settings, the notion of translation bilingual sub-competence is fundamental. However, little research has addressed the practical methods for developing the trainees’ translation bilingual sub-competence. The present study investigated the impact of Group Dynamic Assessment on trainees’ translation bilingual sub-competence development and the ways it helps them develop their bilingual sub-competence. Vygotsky’s Zone of Proximal Development and PACTE translation competence model served as the theoretical framework for the study. Methodologically, a mixed-methods study was designed. For the quantitative phase, a semi-experimental method, and for the qualitative phase, interviews were administered. The results confirmed that implementing a Group Dynamic Assessment developed the trainees’ translation bilingual sub-competence. The findings of the study can be used in professional development and in-service courses for the academic staff and could pave the way for further empirical research in translation pedagogy.
Article outline
- 1.Introduction
- 2.Theoretical framework
- 2.1(Group) dynamic assessment
- 2.2PACTE translation competence (TC) model
- 3.Research hypothesis
- 4.Methodology
- 4.1Participants
- 4.2Procedure
- 4.3Interview
- 4.4Data analysis
- 5.Results and discussion
- 5.1Quantitative results
- 5.2Qualitative results
- Prompt : Clarifying the meaning
- Prompt 1: Repeating the erroneous guess with a questioning tone
- Prompt 2: Offering contextual reminders
- Prompt 3: Confirming or rejecting responses
- Prompt 4: Elicit an equivalence in Persian
- Prompt 5: Providing the correct response and explanation
- 6.Conclusion
-
References
https://doi.org/10.1075/forum.20001.san